Connecting with Adolescence

What do you consider to be important for you as a teacher to know, do and understand in order to connect in a meaningful way with adolescent learners in your class/school?

A couple of days ago, my student wrote one sentence in a Writing test requiring 250 words. He wrote, “Ecuador is a good country because the women are beautiful.” This is what I would call an “Imago Dei” moment (Gen1:27). A timeless moment of appreciation at how this 18-year-old adolescent boy, who struggles so hard to express himself in English, managed to pen his frank opinion so clearly and in the process reveal what his priorities are. What I do with this insight could help me connect with him better or embarrass him so much that he retreats even more into his silent shell. Made in the image of God, I suspect, young people are constantly trying to communicate even when I am too preoccupied sometimes to listen. I desire to learn to connect deeply person to person (Ps 42:7), in ways that could be called spiritual but I am not sure I know how yet.

However, educational research on Identity and Personality theories reveal important knowledge that leads to better understanding that may strengthen my connection to students. Firstly, Erikson’s theory of human development argues the importance of identity formation during adolescence; then Marcia develops this into four identity statuses: diffusion, moratorium, foreclosure or achievement (Arnett, 2007; Dolgin, 2014; Santrock, 2012). Knowing this makes me more sensitive to adolescent role confusion and emotional turmoil and awakens me to the need to validate their emotions as they struggle for an integrated self. I am also able to build connections by responding to identity issues through a careful choice of coming-of-age visual and oral texts during English lessons. Secondly, personality studies identify five core traits: neuroticism, openness to experience, agreeableness, conscientiousness and perseverance (Kilmstra, 2012). Students can be challenged to gather stories, images and texts found on social media around these last four traits. Through regular themed discussions as well as brainstorming creative ways of managing stress and anxiety in class, students are taught to ponder, reflect and share. Hence, I hope these activities will connect me to individual pupils and bond us as a class in a supportive environment from which resilient students emerge.    

One good idea, out of the many, from the book, “Secrets of the Teenage Brain” (Feinstein, 2009) is to “make personal connections in small, sincere ways. Talk informally with your students, attend their extracurricular activities, and single out a few when you cross the lunchroom, and they will receive your message that you care about them.” This resonates with the actions of the principal in the documentary “Under the Bridge” and the “gems” modelled at BTI Intensives. 

Ultimately, I understand that there is a lot of trial and error as I begin my teaching journey. As I absorb useful educational research and test out new teaching ideas, I know that I need to rely on God for wisdom, insight and guidance. Teaching in the end is about connecting to students as individuals and as a class in deep, transformative ways through relationships built on trust and respect so that “iron sharpens iron” (Prov27:17). 

References 

Arnett, J. J. (2007). Adolescence and emerging adulthood: A cultural approach (3rd ed.). Pearson Prentice Hill. 

Dolgin, K. G. (2014). The adolescent development, relationships and culture. Pearson Education. Feinstein, S.G. (2009). Secrets of the teenage brain: Research-based strategies for reaching and teaching today’s adolescents. Skyhorse Publishing. 

Klimstra, T. (2012). Adolescent Personality Development and Identity Formation.  Child Development Perspectives, 7(2), 80–84  

Santrock, J. W. (2014). Adolescence. (15th ed.). McGraw-Hill.