Leland High School Adolescents: Case Study
Teaching Adolescents
4/12/14
Case Study After having completed some observation involving adolescents both in classrooms and public non-educational settings, some matters regarding identity became clear. In addition, polling the adolescents led to findings that reinforce the issues identified. Most prevalently, the differences between girls and boys in all settings were observably significant. In the explanation that follows, these traits and contrasts will be illustrated using the time and responses found in the classroom, the public, and polling as methods for measurement and reflection. In an average English-Language Arts classroom at Leland High School, there are thirty-five students, of which girls and boys seem to be equally …show more content…
Based on Galley’s analysis, the lesson being deployed in these English classes was non-engaging for the boys in the classroom, and it shows. Additionally, Galley points out some facts about girls that seemed to ring true in this setting as well, “Girls … are, on average, able to read earlier and speak with better grammar. … girls are also able to hear, smell, and feel tactile sensations better; have better overall verbal abilities…” (Galley, 2003). These attributes, too, were evident in the girls’ participation in the reading, writing, and discussion portions of the class. When the teacher asked a question to the class or verbally read a part of the text, the girls would quickly articulate an answer or response. Consequently, Galley’s examinations seem to explain both the lack of verbal communication by boys when surrounded by girls in non-academic settings, as well as, the polling results of a majority of boys disliking English-Language Arts the most out of all the other …show more content…
That notion, may by itself, say something about adolescents. When considering the general parts of life and aspects that appear to most strongly affect adolescents, it seems as though they agree in many ways. Aside from the contrasts between girls and boys, the impression is given that there may not really be any other major differences. At least with respect to the students questioned, any other differences in opinion about school, their home life, and social interactions were minimally expressed. Through observation and polling, adolescents can be seen as highly socially active with their peers; interested in dating; caring about their education; and wanting for relation, reasonability, and engagement with their teachers. From this we can gather and conclude that adolescents largely feel the same about the general issues relative to their lives at the time and educators would do well to keep such factors in
4/12/14
Case Study After having completed some observation involving adolescents both in classrooms and public non-educational settings, some matters regarding identity became clear. In addition, polling the adolescents led to findings that reinforce the issues identified. Most prevalently, the differences between girls and boys in all settings were observably significant. In the explanation that follows, these traits and contrasts will be illustrated using the time and responses found in the classroom, the public, and polling as methods for measurement and reflection. In an average English-Language Arts classroom at Leland High School, there are thirty-five students, of which girls and boys seem to be equally …show more content…
Based on Galley’s analysis, the lesson being deployed in these English classes was non-engaging for the boys in the classroom, and it shows. Additionally, Galley points out some facts about girls that seemed to ring true in this setting as well, “Girls … are, on average, able to read earlier and speak with better grammar. … girls are also able to hear, smell, and feel tactile sensations better; have better overall verbal abilities…” (Galley, 2003). These attributes, too, were evident in the girls’ participation in the reading, writing, and discussion portions of the class. When the teacher asked a question to the class or verbally read a part of the text, the girls would quickly articulate an answer or response. Consequently, Galley’s examinations seem to explain both the lack of verbal communication by boys when surrounded by girls in non-academic settings, as well as, the polling results of a majority of boys disliking English-Language Arts the most out of all the other …show more content…
That notion, may by itself, say something about adolescents. When considering the general parts of life and aspects that appear to most strongly affect adolescents, it seems as though they agree in many ways. Aside from the contrasts between girls and boys, the impression is given that there may not really be any other major differences. At least with respect to the students questioned, any other differences in opinion about school, their home life, and social interactions were minimally expressed. Through observation and polling, adolescents can be seen as highly socially active with their peers; interested in dating; caring about their education; and wanting for relation, reasonability, and engagement with their teachers. From this we can gather and conclude that adolescents largely feel the same about the general issues relative to their lives at the time and educators would do well to keep such factors in