Contexts of schooling that influence students
Treasure the pleasure of schooling
Having friends, positive social interaction with peers, fun emerged curricular and extracurricular activities related to student’s interests and real-life experiences inspire them to develop a sense of belonging and enthusiasm for learning (Knipe, 2007, p. 10).
Foundation in learning
Giving young adolescents solid foundations in literacy and numeracy (MACER, 2003) and concept formation, enriches their learning confidence, scholastic achievements (Queensland Government, 2002) and prepares them for an emergent knowledge society. Providing encouragement and tips for improving literacy and numeracy competencies (see http://preserviceteacherresource.weebly.com/literacy-and-numeracy.html) can scaffold students to develop these essential skills. Likewise, today’s contemporary communication landscape requires working in multimodal literacies (O'Rourke, 2005; Pantaleo, 2012; Henderson, 2012, p. 167).
Excitement and novelty
Active, demanding and adventurous schooling experiences stimulate student learning (Knipe, 2007, p. 17), inspire them to develop the attributes of lifelong learning (MACER, 2003) and cherish the pleasure in continuous learning (Arthur & Kallick, n.d.). Incorporating strategies that utilise digital native’s attraction for technology provide the excitement needed for the young adolescent’s developing brain (see http://vijay-managingelearning-test.weebly.com/adolescent-brain-development.html).
Learning Support
Providing learning support tailored to the needs of middle phase students assists them to develop study skills, self-regulated thinking, self-management, creative thinking and critical thinking (A Flying Start Queensland children, 2002; Kiddey & Robson, 2004, pp. 38-42).
Intellectual development and emotional intelligence
Preparing students to be emotionally literate (Nagel, 2007) and intellectually capable enriches their scholastic achievements and personal growth.
Inspiring Role model
Young adolescents need to develop a strong bond with at least one caring adult outside the home. If that person is a caring teacher, students develop good character, productive learning habits and become energetic lifelong learners (Ewing, Lowrie & Higgs, 2010).
Positive peer pressure
During adolescence, self-consciousness reaches its peak. Adolescents care deeply about what their peers think of them and their abilities (Gray & Hudson, 1984, as cited in O’Donnell et al., 2011, p. 462). The desire to present themselves in a positive light among their peer groups certainly motivates them to put in all the effort required to succeed.
Group work
Peer-assisted group learning provides opportunities for students to learn from each other and promote planning, prioritising, organising, time management, learning how to learn, deep learning, higher-order analysis, adapting to change and social skills (Kroeger & Kouche, 2006). This learning philosophy is corroborated by the social learning theory implying that people learn a great deal by imitating others (Siemon et al., 2011).
Learning for the 21st century
Middle schooling paradigms, philosophies and objectives enable students to develop the required problem-solving abilities, leadership qualities, communication skills and self-efficacy required to thrive in the twenty-first century global village (Knipe, 2007, pp. 10-17).
Preparing for the future
Providing career and future education interventions for planning young adolescent’s pathway into lifelong learning offers students the knowledge to confidently investigate their future (Loch & Makar, 2008).
Lifelong wellbeing
Teaching students’ life skills will empower them to navigate their life successfully (see http://vijay-managingelearning-test.weebly.com/life-skills.html).
Treasure the pleasure of schooling
Having friends, positive social interaction with peers, fun emerged curricular and extracurricular activities related to student’s interests and real-life experiences inspire them to develop a sense of belonging and enthusiasm for learning (Knipe, 2007, p. 10).
Foundation in learning
Giving young adolescents solid foundations in literacy and numeracy (MACER, 2003) and concept formation, enriches their learning confidence, scholastic achievements (Queensland Government, 2002) and prepares them for an emergent knowledge society. Providing encouragement and tips for improving literacy and numeracy competencies (see http://preserviceteacherresource.weebly.com/literacy-and-numeracy.html) can scaffold students to develop these essential skills. Likewise, today’s contemporary communication landscape requires working in multimodal literacies (O'Rourke, 2005; Pantaleo, 2012; Henderson, 2012, p. 167).
Excitement and novelty
Active, demanding and adventurous schooling experiences stimulate student learning (Knipe, 2007, p. 17), inspire them to develop the attributes of lifelong learning (MACER, 2003) and cherish the pleasure in continuous learning (Arthur & Kallick, n.d.). Incorporating strategies that utilise digital native’s attraction for technology provide the excitement needed for the young adolescent’s developing brain (see http://vijay-managingelearning-test.weebly.com/adolescent-brain-development.html).
Learning Support
Providing learning support tailored to the needs of middle phase students assists them to develop study skills, self-regulated thinking, self-management, creative thinking and critical thinking (A Flying Start Queensland children, 2002; Kiddey & Robson, 2004, pp. 38-42).
Intellectual development and emotional intelligence
Preparing students to be emotionally literate (Nagel, 2007) and intellectually capable enriches their scholastic achievements and personal growth.
Inspiring Role model
Young adolescents need to develop a strong bond with at least one caring adult outside the home. If that person is a caring teacher, students develop good character, productive learning habits and become energetic lifelong learners (Ewing, Lowrie & Higgs, 2010).
Positive peer pressure
During adolescence, self-consciousness reaches its peak. Adolescents care deeply about what their peers think of them and their abilities (Gray & Hudson, 1984, as cited in O’Donnell et al., 2011, p. 462). The desire to present themselves in a positive light among their peer groups certainly motivates them to put in all the effort required to succeed.
Group work
Peer-assisted group learning provides opportunities for students to learn from each other and promote planning, prioritising, organising, time management, learning how to learn, deep learning, higher-order analysis, adapting to change and social skills (Kroeger & Kouche, 2006). This learning philosophy is corroborated by the social learning theory implying that people learn a great deal by imitating others (Siemon et al., 2011).
Learning for the 21st century
Middle schooling paradigms, philosophies and objectives enable students to develop the required problem-solving abilities, leadership qualities, communication skills and self-efficacy required to thrive in the twenty-first century global village (Knipe, 2007, pp. 10-17).
Preparing for the future
Providing career and future education interventions for planning young adolescent’s pathway into lifelong learning offers students the knowledge to confidently investigate their future (Loch & Makar, 2008).
Lifelong wellbeing
Teaching students’ life skills will empower them to navigate their life successfully (see http://vijay-managingelearning-test.weebly.com/life-skills.html).