Characteristics of high school students
High school students are qualitatively different from the young students. You could certainly "Teach an old dog" of understanding the cognitive and social characteristics of students in high school. Using appropriate strategies education to maximize the benefits of learning and learning problems of school students can be the difference in their success.
High School cognitive development
Most high school students reached the formal operational stage, as described by Piaget. These students can think abstractly and less need concrete examples to understand complex thought patterns. Overall, most students share the following characteristics:
1. Need to understand the purpose and relevance of education
2. If both internal and external motivation
3. Cognitive obstacles are self-imposed due to years of academic failure and lack of confidence
4. You can have "detained" in some cognitive domains and must learn to learn and overcome these barriers to learning
5. You want to set immediate and long-term personal goals
6. Do you take personal responsibility for learning and progression targets
High School Social Development
High school students are experimenting with adult relationships. In general, most students share the following characteristics:
1. Interested in the activities of coeducation
2. Desire leadership roles of adults and autonomy in planning
3. Want adults to play a supporting role in education in particular
4. Develop community awareness
5. They need opportunities for self-expression
High School Teaching Strategies
Students Secondary still concerned about the labeling occurs when a player is identified as a recovery. Labels and stereotypes are imposed from outside (other students, and sometimes their parents), but are primarily internal set (by students). Years of school failure due to lack of jurisdiction reading, Students have damaged their self-esteem. Many students have lost confidence in their ability to learn. The students developed coping mechanisms, such as reading skills survival of the players, for example, audiobooks parent or peer / or behavior problems, or "Whatever … I do not care attitude" to avoid the hard work of learning to read. The secondary school teachers should be extremely wary of self-perception of students. Some topics of conversation can be Useful
"Unfortunately, some of his teaching of reading the past was bad, it's not your fault if you have skills to work a responsible person, "also known as" something else. "
"You can learn in this class. If you come to class prepared to deal with every day, you can improve your reading, I promise. "
"I know you've tried before, but this time different. "
"You will be able to chart their own progress and see what you've learned in this class."
"Some of my former students were like some of you. For example, ___________ and the passing of the examination High school exit after the end of this class. For example, ___________ I found in reading level and a college degree today. "The personal stories serve as role models and hope for high school readers to catch up. All previous students who provide the "street credibility" to the teacher and class.
"You not in this class ever. Once you have mastered their skills are lost, you're out. "
About the Author
Mark Pennington is an educational author, presenter, reading specialist, and middle school teacher. He encourages teachers to “work smarter, not harder” to improve their craft and increase student learning. Mark is committed to standards-based staff development in differentiated instruction for the diverse needs of today’s students.
You can visit Mark’s website to view and purchase books he has written to help educators. Click here to visit Mark’s website
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