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LTOTN Orientation to “THEM” Asheville Middle School September 1, 2010

Without inspiration the best powers of the mind remain dormant. There is a fuel in us which needs to be ignited with sparks. Johann Gottfried Von Herder. LTOTN Orientation to “THEM” Asheville Middle School September 1, 2010. Adolescents are a product of development and environment.

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LTOTN Orientation to “THEM” Asheville Middle School September 1, 2010

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  1. Without inspiration the best powers of the mind remain dormant. There is a fuel in us which needs to be ignited with sparks.Johann Gottfried Von Herder LTOTN Orientation to “THEM” Asheville Middle School September 1, 2010

  2. Adolescents are a product of development and environment

  3. How we work together impacts students’ development

  4. Physical • The body is no longer fair. (nose, ear, arms, feet, …. And other things ) • The need to move • Fatigue • Are physically vulnerable and aware. • Potential harm: poor health habits and experimentation (drugs, alcohol, sex)

  5. Intellectual • Just because they can think does not mean they do. • Curiosity and pursuit of intellectual interests emerge. • Prefer to learn with peers during activities. • The World and Themselves • Are keenly observant of adults (they are watching you)

  6. Moral • Begin to think of others’ feelings and rights • Begin to see “gray” • Want to make the world a better place. • Are often impatient with the pace of change • They believe in honesty, responsibility and cultural acceptance • Are quick to see flaws in others • Are beginning to develop their own personal values and beliefs. • Still rely on significant adults

  7. Psychological • Preoccupied with self • Want to be more independent • Self-esteem fluctuates • Typically get passionately and deeply involved in at least one talent, interest or hobby • Believe personal problems are unique • Are self-conscious and hyper-sensitive to personal criticism • Desire recognition • Are curious about and have thoughts about sex • In general they have a positive view of their future.

  8. Social-emotional • Have a strong need for approval • Peer acceptance is huge. They need to belong. • Overreact • Sexual orientation, religious backgrounds, immigrant, language status, socioeconomic differences can be associated with harassment issues. • Welcome and benefit from positive relationships with adults • Enjoy fads – especially those shunned by adults • Experiment with new slang and behaviors • May exhibit immature behavior • Often experience sexual harassment, bullying and physical confrontations more than in elementary school. • Are socially vulnerable (media and cultural differences)

  9. So what should we do with them? • You can’t put “them” in a barrel until they turn 17 • … and then plug the barrel

  10. Advice • Get to know them (interest inventories, getting to know you activities/games, talk to them, treat them like they are responsible citizens)

  11. Advice 2. When you plan activities, as often as possible, relate them to “them” or “their world”. The value of the activity is important. At the end of each session, ask for their input. Use their feedback so that when they return they know you took into account their input.

  12. Advice 3. Consider a common form of communication across all the programs. We are recommending that a traditional method is using the CHAMP model.

  13. Henry Ford
Coming together is a beginning.
Keeping together is progress.
Working together is success.

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