Adolescents in the Internet Age: A Team Learning and Teaching Perspective

Front Cover
Adolescents in the Internet Age
A Team Learning and Teaching Perspective
	Third Edition
	A Volume in Lifespan Learning
	Paris S. Strom, Auburn University Robert D. Strom, Arizona State University Series Editors
CONTENTS
	Preface, Authors, and Acknowledgment xvii
	PART I: IDENTITY EXPECTATIONS
		1. Adolescence: Theory and Research 3
		2. Cultural Change and Education 33
		3. Career Exploration and Adult Status 61
	PART II: COGNITIVE EXPECTATIONS
		4. Mental Abilities and Achievement 91
		5. The Internet and Media Literacy 123
		6. Creative Thinking and Problem Solving 149
	PART III: SOCIAL EXPECTATIONS
		7. Peer Socialization and Teamwork 181
		8. Risks for Adolescents and Schools 205
		9. Values, Ethics, and Integrity 231
	PART IV: HEALTH EXPECTATIONS
		10. Physical Health and Lifestyle 265
		11. Peer Abuse and Civil Behavior 293
		12. Student Stress and Resilience 325
	Lifespan Learning
		Paris S. Strom and Robert D. Strom, Series Editors
	Adolescents in the Internet Age
	A Team Learning and Teaching Perspective
		Third Edition
		by
		Paris S. Strom Auburn University
		and
		Robert D. Strom Arizona State University
			Information Age Publishing, Inc. Charlotte, North Carolina • www.infoagepub.com
Preface, Authors, and Acknowledgment
	1. Adolescents have unique experiences that qualify them as the most credible source on what growing up is like in the present.
	2. Adolescents consider the internet their greatest resource to locate information on any subject.
	3. Adolescents need to gain teamwork skills that will be required when they join the workforce.
	4. Students should be trusted by teachers to participate in cooperative learning and evaluation of individual and peer performance in teams.
	5. Schools should keep individual records that reveal student progress and achievement in the social context.
	6. Employers want to recruit workers who can demonstrate the ability to work effectively as members of cooperative learning teams.
	Chapter features to support learning
	AUTHORS
	ACKNOWLEDGMENTS
	PART I
		IDENTITY EXPECTATIONS
			CHAPTER 1
Adolescence
	Theory and Research
		Historical Theories
			Biological Assumptions
			Societal Assumptions
			Social Order and Status
				1. Extended education. Spending more years in school is a key to gaining better paying jobs and opportunities for advancement. But, this extended learning time delays financial independence, autonomy, and identity (Turkle, 2017).
				2. Objections to early marriage. There is general objection to marriage during adolescence even though males reach the height of their sexual urge and power in late adolescence, and females are fully responsive at this age. Statistics, however, under...
		Teacher Action Research
			Autobiographical Reports
			Polling Students at School
			Guidelines for Interviews
				1. Allow informants (students, fellow teachers, parents, or other adults) to read your questions in advance and reflect before the interview. This strategy reduces anxiety, provides a well-defined orientation to the anticipated conversation, and enab...
				2. Let the individual or group know the amount of time scheduled for the interview. Being informed of a schedule enables participants to gauge how little or much they should elaborate. If events proceed well and the interviewee agrees, the timeline c...
				3. Make sure each informant is asked the same questions so it is possible to compare student perceptions regarding a particular situation or event.
				4. Unless the questions are progressive, informants should be allowed to choose the order in which they are answered based on their own sense of priorities.
				5. Make it clear that, if an individual feels uncomfortable with a question and prefers not to talk about a particular issue, their suggested response should simply be ‘I pass on that one’.
				6. If someone chooses to respond in a language other than English, arrange for an interpreter to be present to help with the interview.
				7. Thank the participant for cooperation, state you intend to take notes, and obtain permission if you want to use a recorder. Using a recording device is often easier and produces a more accurate record. A possible downside is some people may be les...
				8. Assure the persons who are interviewed that their names will not be revealed in summaries. All of the summaries will be anonymous.
				9. If statements by the interviewee are difficult to understand or require inference, ask for an example that shows the intended meaning.
				10. After presenting a question, allow enough time for reflection before expecting the answer. When people are not rushed their responses are generally more thoughtful and revealing.
				11. Following the interview, ask if there is anything else s/he would like to share on the topic. Sometimes informants will appreciate hearing your own responses to the same questions that they have just answered.
				12. Soon after the interview, review your notes and summarize what you will present to teammates, the teacher, school administrators, and informants.
		EMPIRICAL RESEARCH
			Cross-Sectional Studies
			Longitudinal Investigations
			Experimental Procedures
			Clinical Collaboration
		COLLABORATION INTEGRATION THEORY
			Innovative Assumptions about Teaching and Learning
				1. Students need to practice teamwork skills required at the workplace.
				2. Incorporating perspective of sources outside school can enrich learning.
				3. Cultural and generational diversity of outlook require careful attention.
				4. Enabling separate roles for individuals increases scope of team learning.
				5. Accountability can be determined by how students perform specific roles.
				6. Observations of self and peer contributions to a team improve evaluation.
				7. All above assumptions apply to properly planned learning activities whether they be on site and/or online.
				1. shift the role of students from passive to active learners;
				2. make the collaboration process a focus for group work;
				3. expect every teammate to provide a unique contribution;
				4. increase motivation by allowing students to choose roles;
				5. ensure enough time in groups to support peer evaluation;
				6. enlarge the outlook perceived by individuals and teams.
			Multitasking as a Group Concept
			Students as Teamwork Evaluators
			Benefits of Using CLEAR Online
			Definitions of Teamwork Roles
				1. What are the main points and key issues presented in this chapter?
				2. Which ideas made a difference in the way I think about this topic?
				3. What insights from this lesson can I apply in teaching situations?
				4. What aspects of a lesson are confusing or require more explanation?
	Table 1.1. Student Record of the Roles Performed in a Cooperative Learning Team
		Summary
			Historical Theories
			Teacher Action Research
			Empirical Research
			Collaboration Integration Theory
		References
Cultural Change and Education
	1. Adolescents have unique experiences that qualify them as the most credible source of learning about what growing up is like at the present time.
	2. Adolescents are more competent than some adults who teach them in using the tools of technology that will be needed for learning in the future.
	3. Adolescents and adults should support their mutual development by adopting the concept of reciprocal learning, enabling both to educate the other.
	4. Adolescents need guidance from adults to make progress in social and emotional maturity needed for durable and satisfying relationships through life.
	Change in a Past-Oriented Culture
		Sources of Learning
		Initiation Rites
		Predictable Lifestyle
	CHANGE IN A PRESENT-ORIENTED CULTURE
		Respect for Student Voice
		Changes in Community
		Time Management Skills
		Goals in a Hurried Environment
	Change in a Future-Oriented Culture
		Planning for Longevity
		Demographics, Diversity and Age Segregation
		Balance the Past, Present and Future
	Generation as Culture
		Complexity of Generational Unity
			1. Generation Z, born 1997 to 2012, ages 9 to 24;
			2. Millennials, born 1981 to 1996, ages 25 to 40;
			3. Generation X, born 1965 to 1980, ages 41 to 56;
			4. Boomers, born 1946 to 1964, ages 57 to 75; and,
			5. the Silent Generation, born 1928 to 1945, ages 76 to 93.
		Cultural Cohesion
		Expansion of Criteria for Identity
	Schooling in the Past, Present, and Future
		Transfer of Training and Analytic Thinking
		Critical Thinking and Decisionmaking
		Creative Thinking and Innovation
	Summary
		Changes in Past, Present, and Future-Oriented Cultures
		Generation as Culture
		Schooling in the Past, Present, and Future
	Teaching Applications
		1. Teenagers experience some unique conditions for their age group. Therefore, they should be considered the most credible reporters about life at their stage of development. A main source of satisfaction for teachers is daily access to the best info...
		2. The potential of peers as a source of learning and to reinforce civil behavior is commonly underestimated. Arranging for cooperative group work is one way to establish favorable student norms, promote demonstration of maturity, and confirm that ce...
		3. Support groups at school led by counselors should be encouraged. Meeting on a regular schedule with students who want to talk about similar challenges they face like family separation, divorce, and other crises shows that they are not alone in the...
		4. In a future-oriented culture, reciprocal learning should reflect the interaction between youth and adults. This approach ensures each generation knows ideas and feelings of the others and are more able to respond to their needs. Teachers motivate ...
		5. The kind of education students experience at school has an enduring influence in shaping attitudes toward others, determining methods to solve problems, and establish ways to view events. These outcomes encourage teachers to rely on a paradigm tha...
		6. Creative abilities enable students to accept complexity, accommodate novelty, choose from multiple options, avoid boredom, manage conflict, and perceive possibilities that motivate efforts. Teachers who encourage questions in class, make assignmen...
		7. The population of older adults without minor-age children is increasing. This large block of voters can improve or degrade quality of schooling depending on how well informed they are about what takes place in classrooms. Teachers should welcome o...
		8. The inclination to interpret all disagreements as competitions where the only goal is to defend a personal view is a narrow outlook that prevents reflective processing of another person’s perspective. Teachers should urge students to recognize t...
		9. Educators should always be willing to apologize to students, colleagues, or anyone they offend. When teachers do not admit their mistakes, students may refer to such behavior as justification for their own similar actions. Reaching out to make ame...
		10. Society encourages change when it promotes growth, health, and productivity. There is also a desire to retain some aspects of heritage. The goals of cultural preservation and cultural evolution are compatible but depend upon reciprocal learning a...
	For Reflection
		1. What approaches could schools try that would allow adolescents to influence the thinking of adults who might otherwise undervalue the talent and accomplishments of young people?
		2. Schools are expected to support creative thinking so testing in this realm should be used to detect individual potential and limitations. Support or oppose this recommendation.
		3. Identify some (a) obstacles that prevent reciprocal learning between adolescents and adults, and (b) recommend innovative ways that could be used to overcome these difficulties.
		4. How do you feel about seeking advice from sources outside your peer group, from people older or younger than yourself?
		5. There are policies to facilitate racial and ethnic integration of schools. What do you think could be done to also increase the amount of age-integration for American society?
		6. What strategies have you found most effective when faced with overchoice in making decisions?
		7. Identify some approaches to apply that will lead students to recognize you as someone they can turn to for listening and advice.
		8. How do you balance your attention, energy, and time to concerns that involve the past, present and future?
		9. Some people feel a sense of obligation to preserve their subculture. Others believe they would like to see changes in their subculture. Still others indicate they know little about their subculture and do not care to preserve traditions. Explain y...
		10. What aspects of your ethnic heritage do you want to retain, change, and leave behind?
	Cooperative Learning Exercises and Roles (CLEAR)
		Exercise 2.01: Chapter Review
		Role: Organizer and Reviewer
			1. What are the main points and key issues presented in this unit?
			2. Which ideas made a difference in how I think about this topic?
			3. What insights from this lesson can I apply in teaching situations?
			4. What aspects of a lesson are confusing or require more explanation?
			Exercise 2.02: Coping With Change
		Role: Discussant
			1. In what ways are your parents stuck in the past? Present? Future?
			2. In what ways are adolescents stuck in the past? Present? Future?
			3. In what ways are you stuck in the past? Present? Future?
			4. In what ways are schools stuck in the past? Present? Future?
			Exercise 2.03: Cultural Traditions
		Role: Discussant
			1. We benefit from these traditions and should try to preserve them.
			2. We no longer benefit from these traditions and should drop them.
			3. We should create these traditions and pass them on as our legacy.
			4. We should consider adopting these traditions from other cultures.
			Exercise 2.04: Curriculum Reform
		Role: Challenger
			Exercise 2.05: Differences Within Groups
		Role: Cultural Reporter
			Exercise 2.06: Parents in Perspective
		Role: Evaluator
			Exercise 2.07: Listening to Adolescents
		Role: Improviser
			Exercise 2.08: Observation and Recall
		Role: Storyteller
			Exercise 2.09: Managing Conflict
		Role: Generational Reporter
			1. Why do you suppose parents fear disagreements with their children?
			2. How did your parents handle conflicts when you were an adolescent?
			3. Identify some conflicts that can contribute to personality development.
			Exercise 2.10: Heroes as Models
		Role: Cultural Reporter
			1. Who are heroes from our culture shown in literature? television? real life?
			2. What qualities make these heroes models that we should want to follow?
			3. What things does our culture share in common with these specific heroes?
			4. Why do you suppose heroes continue to be an important part of our lives?
			5. In what ways have examples of heroes influenced the way you behave?
			6. If you could meet one of your heroes, what questions would you ask?
			7. How do other family members feel about the heroes that you admire?
			8. How has your choice of heroes changed as you have become older?
			9. Who are the heroes most often chosen by peers who are your same age?
			10. What kind of behavior should be expected of heroes in private life?
	References
		CHAPTER 2
Career Exploration and Adult Status
	SOCIAL CHANGE AND ADULT STATUS
		Traditional Criteria for Recognition as an Adult
		Physical Science and Social Science Theories
		Theories About Adolescent Identity
		Emerging Criteria for Adult Recognition
		Increase Awareness About Employment
	ORIENTATION TO EMPLOYMENT
		Student Opinion Polling
	Table 3.1. Career Exploration Poll Results for 288 Students in Grades 9 to 12
		College and Technical Training
		Realistic Career Choice
		Financial Literacy and Planning
			1. Introduce key financial concepts early, building on them from K– 12, and make financial education a requirement for graduation.
			2. Include personal financial management questions on standardized tests for students.
			3. Provide opportunities for students in K–12 to gain practice with money management.
			4. Develop incentives for teachers to obtain training in financial education so they can effectively provide instruction for students.
			5. Encourage parents to discuss money management in the context of the family and provide an agenda for them to rely on.
		OPENING OPTIONS OF CAREER CHOICE
			Recommendations for Schools
			Recommendations for Parents
	Table 3.2. Career Exploration Discussion Agenda
		1. How long does it take to prepare for this occupation?
		2. Am I informed about requirements to enter this career?
		3. Would I enjoy the tasks involved with this career?
		4. What are my reasons for wanting to have this job?
		5. Do goals include mental, social, and emotional growth?
		6. Is this career being sought for myself or other people?
		7. What do trusted adults see as benefits and drawbacks?
		8. Does this career provide opportunities for advancement?
		9. Will this job provide the amount of income that I want?
		10. Is this a realistic and attainable career goal for me?
		11. How should I amend my original career goal?
		12. Am I aware of stresses related to this career?
		13. How can this career influence my happiness?
		14. How can I improve my time management habits?
		Recommendations for Students
		Importance of Personality Goals
	Table 3.3. Personality Goals and Achievement for Consideration by Adolescents
		Summary
			Social Change and Adult Status
			Orientation to Employment
			Opening Options for Career Choice
		Teaching Applications
			1. Secondary school students can benefit from a continuing program of exploration to the labor market, projections for specific occupations, and career awareness. This orientation can ensure greater knowledge of the shifting patterns and demands of t...
			2. Students whose teachers and parents urge them to set goals feel a greater sense of control, can establish personal direction, demonstrate more motivation to succeed, and are less vulnerable to manipulation by others. These outcomes should motivate...
			3. The identity status of adolescents has changed because of their need for extended education. Still, for the first time, students know more than some of their teachers about digital tools on which future learning depends. Teachers can support stude...
			4. When students are confident that a teacher will not penalize them for stating their own ideas, asking naive questions, exposing personal opinions, and exploring new ways of thinking, they are more ready to take risks that can lead to learning. Tea...
			5. Teachers should look for potential in each student instead of assuming that the background of some individuals justifies setting low expectations for them. Most adolescents adopt expectations conveyed by teachers as a suitable guide for setting go...
			6. Students have more career choices than previous generations and need guided experiences with processing for amending tentative goals. Learning how to revise aspirations is commonly overlooked as an aspect of decision making that allows a person to...
			7. Adolescents need skills for setting a course of direction to follow and motivate commitment. Development of these attributes is jeopardized when students are overscheduled by teachers or relatives, have too many choices made for them by adults, an...
			8. Teacher trust is necessary to nurture aspects of student development. Trusting students means encouraging them to identify goals, supporting practice in self-evaluation, completing electronic polls to express opinions about their career orientatio...
			9. Testing is the way schools detect some deficiencies. In addition, adolescents need to adopt and apply healthy criteria for the self- evaluation needed throughout life to motivate initiative for development. Students who learn to become self-critic...
			10. Many students are denied chances to make decisions on their own. Opportunities to practice decisionmaking at school are needed to acquire competence in being able to select goals, apply time management skills, rely on critical thinking to assess ...
			11. Parents should be partners with children in career exploration programs. This is because most mothers and fathers have substantial influence on student decisions about work, usually provide economic support through the education process, and need...
			12. The current rate of student success in higher education should increase. Greater collaboration should be expected of schools, students, and parents. The nation cannot afford the loss of talent or financial expense for families. Changes in the hig...
		For Reflection
			1. What are some ways peers could have a healthier impact on formation of identity?
			2. In what ways could instruction in school allow for greater student decisionmaking?
			3. What lessons have you learned from some negative consequences of poor choices?
			4. React to the view that tutoring can enable all students to graduate from high school.
			5. What features would you include in an innovative career program for adolescents?
			6. What are some things you think adolescents should plan for more than is common?
			7. In what ways did family members influence the methods you rely on to set goals?
			8. What are some main goals that you are attempting to achieve at the present time?
			9. What memorable goals did you choose but later found it necessary to amend?
			10. What are the greatest obstacles you have encountered in setting personal goals?
		Cooperative Learning Exercises and Roles (CLEAR)
			Exercise 3.01: Chapter Review
			Role: Reviewer and Organizer
				1. What are the main points and key issues presented in this unit?
				2. Which ideas made a difference in how I think about this topic?
				3. What insights from this lesson can I apply in teaching situations?
				4. What aspects of a lesson are confusing or require more explanation?
				Exercise 3.02: Dreaming About My Future Job
			Role: Storyteller
				Exercise 3.03: Establishing Realistic Goals
			Role: Generational Reporter
				1. Why do you suppose many teenagers take on more goals than are reasonable?
				2. How do adolescents cope when they decide to adopt some overload of goals?
				3. What are some of the consequences of this behavior that you have observed?
				4. How can teachers and parents help teenagers overcome this familiar problem?
				Exercise 3.04: Teacher Goals
			Role: Generational Reporter
				1. Which of your personal goals for teaching do you believe are being fulfilled?
				2. Which of your personal goals for teaching have you been obliged to amend?
				3. Which of your goals for teaching have you found it necessary to leave behind?
				Exercise 3.05: Living at Home
			Role: Storyteller
				Exercise 3.06: Trusting Students
			Role: Evaluator
				1. Be on time and well prepared for classes.
				2. Show a consistent sense of responsibility.
				3. Complete the homework that is assigned.
				Exercise 3.07: Career Education
			Role: Challenger
				Exercise 3.08: Perceptions of Entitlement
			Role: Discussant
				Exercise 3.09: Families and Higher Education
			Role: Improviser
				Exercise 3.10: Memory of Career Choices
			Role: Discussant
				1. How would you have answered one or more of these questions as a teenager?
				2. What steps have you taken to explore the career of your interest?
				3. How do you intend to prepare for the career path you will follow?
				4. What career pressures have you felt from your friends or relatives?
				5. What career satisfactions and disappointments do you anticipate?
				6. How much education is required to enter the occupation you prefer?
				7. What are some careers that you thought about but decided against?
				8. How is the career you want to pursue likely to change over time?
				9. How confident are you about being able to attain your career goal?
				10. What are the greatest challenges you foresee in your chosen career?
				11. What factors appeal to you most about your occupational choice?
		References
			CHAPTER 3
	PART II
		COGNITIVE EXPECTATIONS
			CHAPTER 4
Mental Abilities and Achievement
	Early Perspectives of Intelligence
		Quantitative Assessment of Intelligence
		Qualitative Differences in Thinking
		Mental Processes for Adaptation
		Constructivism and Stages of Thinking
	Table 4.1. Piaget’s Stages of Concrete and Formal Operations
		Elements of Formal Operational Thinking
			Propositional Thinking
			Metacognitive Thinking
			Experimental Reasoning
			Understanding Historical Time
			Idealistic Egocentrism
		Expanded Perspectives of Intelligence
			Social Constructivism
			Cyber Constructivism
			Measures of Prediction
			Multiple Intelligences
				1. Verbal-linguistic abilities involve speaking, reading and writing skills.
				2. Logical-mathematical abilities enable deductive and inductive reasoning.
				3. Visual-spatial abilities allow a person to create representations and think in pictures.
				4. Musical-rhythmic capacity presents sensitivity to pitch and rhythms of sounds.
				5. Bodily-kinesthetic abilities implicate motor skills and graceful movement.
				6. Naturalistic abilities identify patterns in nature and human-made systems.
				7. Interpersonal-social capacity helps understand others and work effectively with them.
				8. Intrapersonal-introspective abilities allow awareness of personal feelings and goals.
		Insights from Neuroscience
			Multitasking and Comprehension
			Mental Abilities and Multitasking
			Brain Task Switching and Memory
		Attention and Distraction
			Importance of Selective Attention
			Attention and Academic Success
			Maximize Student Attention
	Table 4.2. Ways for Educators to Maximize Student Attention
		Monitor Academic Progress
			Criterion-Referenced Testing
			Norm-Referenced Testing
		Summary
			Early Perspectives of Intelligence
			Elements of Formal Operational Thinking
			Expanded Perspectives of Intelligence
			Insights From Neuroscience
			Attention and Distraction
			Monitor Academic Progress
		Teaching Applications
			1. Instructional planning should balance direct instruction and active learning that is consistent with Constructivism. This strategy can prevent boredom, stimulate motivation, allow teamwork, and encourage higher order thinking.
			2. Middle school and high school curriculum involves formal operations thinking. However, given the variance in qualitative thinking, lessons should include formats that allow concrete thinkers to acquire the basic understanding and skills listed as ...
			3. Students can learn from assignments in their upper zone of proximal development that require getting help from classmates. These activities confirm teamwork as a way to solve problems that individuals might be unable to carry out alone.
			4. All students should be encouraged to do their best with recognizing that for most persons performance varies across courses that feature different intelligences. Students may perform better in some subjects. Recognition of aptitudes should be a fa...
			5. Help students maintain selective attention by classroom routines that minimize disruption and interference. If teachers apply suitable principles of classroom management, more students are able to concentrate and able to complete the assignments t...
			6. The extent to which students can influence the learning of classmates is unknown. However, evidence from resource-scarce environments using minimally invasive education suggests that educators underestimate the potential of peer support and need t...
			7. Arranging cooperative learning groups in which students have differentiated roles can help them recognize that the scope of instruction is increased when peers serve as sources of learning. They can also appreciate that limitations of individual m...
			8. Superficial reading by students who are in a hurry often results in lack of comprehension. Teachers can counter this poor approach to learning by having teams use the chapter review questions presented in this book as a peer teaching method and re...
			9. Students can change their minds when presented with research evidence that contradicts their personal assumptions. Therefore, teachers should acquaint their classes with the outcomes of studies about the limitations of individual multitasking and ...
			10. Post online and the classroom wall Table 4.2 describing ways to maximize student attention. This important issue should be discussed by the entire class so that students know the steps you plan to take and ones they should be accountable for in e...
		For Reflection
			1. How can Constructivism theory and Multiple intelligences theory support career planning?
			2. What can parents do to ensure their children are ready for first hour classes in the morning?
			3. What neuroscience research results should schools communicate to students and parents?
			4. How should gifted and talented be educated to be better prepared for their roles as adults?
			5. What aspects of Lev Vygotsky’s work do you find appealing and other aspects problematic?
			6. How has intelligence and its evaluation influenced the way schools provide instruction?
			7. What are your impressions about the amount of distraction in secondary classrooms?
			8. What could schools do to engage students in establishing more suitable study norms?
			9. What lessons can schools learn from the work being done with cyber constructivism?
		Cooperative Learning Exercises And Roles (CLEAR)
			Exercise 4.01: Chapter Review
			Role: Organizer and Reviewer
				1. What are the main points and key issues presented in this unit?
				2. Which ideas made a difference in how I think about this topic?
				3. What insights from this lesson can I apply in teaching situations?
				4. What aspects of a lesson are confusing or require more explanation?
				Exercise 4.02: Finding Academic Help
			Role: Evaluator
				(a) Ask her parents to pay for getting help from a mathematics tutor.
				(b) Visit the geometry teacher and ask for individual assistance.
				(c) Find a study partner from class who can help with homework.
				(d) Join an extracurricular activity to get her mind off geometry.
				(e) Other.
				Exercise 4.03: Scheduling Assignments
			Role: Improviser
				(a) Accept the fact that unreasonable work expectations are just a part of life.
				(b) Talk with one or more teachers and seek permission for a later deadline.
				(c) Put the greatest effort into those classes where a better grade is needed.
				(d) Ask someone from counseling or the principal’s office to become involved.
				(e) Other.
				Exercise 4.04: Building Skill Versus Building Knowledge
			Role: Evaluator
				Exercise 4.05: Selective Attention
			Role: Improviser
				Exercise 4.06: Families and Report Cards
			Role: Discussant
				(a) I’m glad that you got passing grades in all the subjects; keep up the good work.
				(b) You used to get all A’s in elementary school, so what’s changed since last year?
				(c) I do not expect you to get the same grades in every subject that you are studying.
				(d) It looks like the social sciences represent your center of strengths and interests.
				(e) Some subjects are just more difficult than others depending upon the individual.
				(f) It appears that you should start to work harder in science and mathematics class.
				(g) I want you to understand that I’m disappointed by the inconsistency of grades.
				Exercise 4.07: Scope of School Assessment
			Role: Generational Reporter
				Exercise 4.08: Benefits of CLEAR
			Role: Evaluator
				Exercise 4.09: Slow Learner Program
			Role: Improviser
				Exercise 4.10: Distractions in Class
			Role: Storyteller
		References
			CHAPTER 5
The Internet and Media Literacy
	An Internet Paradigm for Schools
		Linear and Nonsequential Learning
		Discovery and Self-Direction
		Obligation to Share Knowledge
		Search, Synthesis, and Individuality
		Durable Intrinsic Motivation
		Critical Thinking and Fact Checking
	Need for Dual Modes of Thinking
		Influence of Media on Thinking
		Mental and Cultural Consequences
		Choices About Modes of Thinking
		Lessons Adolescents Expect From Adults
			1. Present continuous lessons about how to manage daily stresses.
			2. Be listeners who pay careful attention by avoiding distractions.
			3. Illustrate self-control by showing up for appointments on time.
			4. Model healthy nutrition and maintain exercise on a regular basis.
			5. Discuss concerns about how to deal with friendships and dating.
			6. Show goal-setting behavior that is an example of self-direction.
			7. Help with reviewing progress toward goals and amending them.
			8. Encourage time alone to have reflection and for creative thinking.
			9. Demonstrate how to disagree in a way that is civil and respectful.
			10. Establish an environment that is safe, supportive, and satisfying.
			11. Confirm the importance of trust as a basis for close relationships.
			12. Apply teamwork skills that are needed at work and in the home.
			13. Rely on reciprocal learning as a way to enrich personal relationships.
			14. Dialogue about possible occupations as well as alternative lifestyles.
			15. Hold youth accountable for misconduct and correction of behavior.
			16. Monitor and give feedback about progress toward personality goals.
			17. Confront challenges by using careful planning, hope, and optimism.
			18. Detect causes of personal failure and follow up with renewed effort.
			19. Give the highest priority for having a schedule to spend time together.
			20. Be consistently fair and honest to confirm the value of trustworthiness.
			21. Disclose personal goals and invite youth to help evaluate progress.
			22. Model the resiliency that is needed in order to overcome adversity.
			23. Continue personal development so as to remain a lifelong learner.
			24. Devote time to volunteer efforts that improve the community.
			25. Respect privacy but monitor the actions and whereabouts of youth.
			26. Receive encouragement, love, and show a genuine sense of caring.
	Visual Intelligence and Media Literacy
		Preparation for an Image Driven Society
		Differences in Visual and Verbal Intelligence
		Digital Images and Curriculum Enrichment
		Interpretation of the Spectator Experience
		Video Games in the Classroom
	Summary
		Internet Paradigm for Schools
		Need for Dual Modes of Thinking
		Visual Intelligence and Media Literacy
	TEACHING APPLICATIONS
		1. An important aspect of research is dissemination, sharing findings with others. When students conduct internet searches, they can post their summaries on the classroom wall or online discussion board. This procedure does not require time for oral ...
		2. Teachers should inform students they are expected to read beyond the textbook. The internet allows individuals to make more decisions when they participate in self-directed learning. The appropriate emphasis is to take initiative and explore upcom...
		3. Students need opportunities for search and synthesis activities. Gaining the needed skills to find information, become adept at communicating in one’s own words what has been learned, and being able to recognize connections between data and appl...
		4. There are things students know more about than teachers do because it is more convenient than ever to carry out research on the internet. This shift means that direct instruction is no longer the gateway to most learning. Instead, the role of teac...
		5. A new paradigm to support internet learning requires going beyond the linear approach to include a branching format, establishing discovery as an expectation for self-directed learning, focusing on student-centered work that requires sharing accou...
		6. Students prefer the internet as the source for much of their learning. Teachers should take advantage of this widespread motivation by devising homework assignments and projects that involve application of research skills, practice of online colla...
		7. Online class enrollment is increasing in every state and can offer greater opportunity for students to take courses from qualified teachers who, in many cases, are not being made available at their institution. Current data indicate online student...
		8. Most students want to learn by doing, find out some things on their own instead of gaining knowledge secondhand by being told. This self-directed approach is necessary for a teacher’s accommodation of individual differences in interest and abili...
		9. Much of what students learn relates to what they see and read on the internet and television. This preference of sources for learning deserves consideration by schools. By including lessons involving visual thinking and visual media in presentatio...
		10. Media literacy as curriculum should be adopted by school districts so students can continue to benefit from traditional subjects while also becoming capable of assimilating their increasing exposure to visual lessons. Administrators should assume...
	For Reflection
		1. Based on the subject you intend to teach, what web sites will you recommend that adolescents visit to enhance their understanding of course content?
		2. What are some ways to ensure that your students share with classmates what they have learned independently from search tasks on the internet?
		3. What technology lessons have you learned from adolescents assuming the role of a teacher?
		4. What aspects of online courses for secondary students do you see as appealing or bothersome?
		5. What topics would you suggest for a parent course on internet homework that involves them in helping their children by becoming partners with the classroom teacher?
		6. Describe how some of your learning at school could have been enriched by the inclusion of media literacy practices as an aspect of curriculum.
		7. Identify some obstacles in providing support for visual intelligence at school and ways each of these difficulties can be overcome.
		8. Why do you suppose adolescents so often identify the internet as the source of learning that offers the greatest appeal for them?
		9. How will you help students make the transition from a nearly exclusive external direction about what they read for class to motivating their initiative for self-directed reading?
		10. What are the advantages and disadvantages of adolescents taking at least one course online?
	Cooperative Learning Exercises And Roles (CLEAR)
		Exercise 5.01: Chapter Review
		Role: Organizer and Reviewer
			1. What are the main points and key issues presented in this unit?
			2. Which ideas made a difference in how I think about this topic?
			3. What insights from this lesson can I apply in teaching situations?
			4. What aspects of a lesson are confusing or require more explanation?
			Exercise 5.02: Adolescents as Teachers
		Role: Discussant
			Exercise 5.03: School Communication
		Role: Improviser
			Exercise 5.04: Media Literacy
		Role: Challenger
			Exercise 5.05: Electronic Mail
		Role: Improviser
			Exercise 5.06: Distance Learning
		Role: Evaluator
			Exercise 5.07: Adolescents in the Movies
		Role: Storyteller
			Exercise 5.08: Creating Internet Homework
		Role: Evaluator
			Exercise 5.09: Parent Views of the Internet
		Role: Generational Reporter
			1. Why are adolescents motivated to spend a lot of time on the internet?
			2. What benefits do teenagers feel they gain from being on the internet?
			3. What internet research skills are necessary but are not being taught?
			4. What problems do teens face in their efforts to learn on the internet?
			5. How could teachers help overcome the obstacles to internet research?
			6. What value do adolescents see in homework that requires web search?
			7. How often do teachers give homework that requires use of the internet?
			8. How does learning via internet compare to other forms of instruction?
			9. What role should parents have in supporting internet research skills?
			10. What internet training should teachers have to become more helpful?
			11. How do students feel about benefits and limits of distance learning?
			12. In what ways should your school web site change to be more useful?
			Exercise 5.10: Reading and Technology
		Role: Evaluator
	References
		CHAPTER 6
Creative Thinking and Problem Solving
	Value of Creative Abilities
		Need for Divergent Thinking
		Creativity and Intelligence
		Conformity and Independence
		Decline in Creativity
		Solitude and Development of Expertise
	The Creative Thinking Process
	Curiosity and Creativity
		The Importance of Questions
		Unlearning and Cognitive Flexibility
	Table 6.1. Student Behaviors to Unlearn for the Transition to Collaborative Teamwork
		Assessment in the Classroom
		SUMMARY
			Value of Imaginative Abilities
			The Creative Thinking Process
			Curiosity and Creativity
		Teaching Applications
			1. Developing assignments that call on individuals and teams to generate alternative solutions for complex problems allows divergent thinking practice. This mental operation is often ignored in homework and project tasks but should become more promin...
			2. Awareness that intelligence and creativity represent different domains of mental ability should caution teachers against reaching unfair conclusions about the performance students are capable of based solely on scores from intelligence tests. Such...
			3. Acquaint students with progressive steps of the creative process and discuss how this process can be a guide for the way projects and tasks are scheduled, worked on, reviewed, and completed for the course. As students become aware of how teacher p...
			4. Students who ask a lot of questions, enjoy speculating, tend to become preoccupied with tasks, act like visionaries, and show a willingness to take risks are often creative. Teachers should encourage them to sustain these behaviors, a departure fr...
			5. Tell students that you expect them to enrich curriculum by searching the internet or journals for ideas and materials that could augment content of the course. Their insights drawn from self-selected out-of-school sources of learning should be sha...
			6. Express your creativity by combining visual and verbal methods in original ways to convey concepts. Students report that they are stimulated by the freedom that comes with being able to seek their own information on the web. The appeal of novelty ...
			7. Students have greater opportunity to learn time management skills when they do not have to manage excessive homework that prevents using after school time for other activities. When class projects involve due dates, it is appropriate to have plann...
			8. Students should adopt curiosity as an aspect of their lifestyle so they will remain learners after completing school. This is difficult because peers, beginning in early adolescence, discourage inquiry and make individuals feel conspicuous. Given ...
			9. Creative students must feel comfortable when they work in groups or they tend to withdraw. One way to improve their status is encouraging them to help teammates with difficult tasks or concepts where there is lack of comprehension. When classmates...
			10. Generate several questions teachers can ask students to find out how they perceive steps in the creative thinking process.
		For Reflection
			1. What aspects of the creative process should students practice more and better appreciate?
			2. What are advantages and disadvantages of divergent thinking items on teacher-made tests?
			3. In what ways do you see yourself as like and unlike persons identified as highly creative?
			4. How do you intend to reconcile pressures for homework with needs for discretionary time?
			5. What changes could help prospective teachers better support creative behavior of students?
			6. What novel methods of instruction are appealing and you want to use with your students?
			7. What are some classroom situations that have turned you off since they produce boredom?
			8. How do you feel about schools having creativity measures along with high stakes testing?
			9. How do you suppose teachers of your subject perceive students who are highly creative?
			10. What can teachers do to help students become capable of seeing possibilities in situations?
		COOPERATIVE LEARNING EXERCISES AND ROLES (CLEAR)
			Exercise 6.01: Chapter Review
			Role: Organizer and Reviewer
				1. What are the main points and key issues presented in this unit?
				2. Which ideas made a difference in how I think about this topic?
				3. What insights from this lesson can I apply in teaching situations?
				4. What aspects of a lesson are confusing or require more explanation?
				Exercise 6.02: How Do You Do?
			Role: Improviser and Organizer
				Exercise 6.03: The Creative Process
			Role: Evaluator
				1. Identify the creative process steps most difficult for you and describe why.
				2. How should learning at school change to better support creative behaviors?
				Exercise 6.04: Dreams—The Story of Myself
			Role: Storyteller
				1. What are some dreams you have held onto for a long time?
				2. What are some dreams that you have changed or given up?
				3. Who listens to you when you try to describe your dreams?
				4. What dreams do you have for other members of the family?
				5. What happens when people quit dreaming about the future?
				6. What dreams do you have that probably will not be achieved?
				7. How important is it to be around people with similar dreams?
				8. How do your dreams compare with dreams others have for you?
				9. Which of your dreams are other people unwilling to support?
				10. Which of your dreams have already started to come true?
				Exercise 6.05: Boredom and Stimulation
			Role: Discussant
				1. Why do you suppose boredom is expressed more than during the past?
				2. What kinds of situations or events do you usually consider to be boring?
				3. What things distinguish boring teachers from those who motivate you?
				4. How does boredom affect the relationships you have with other people?
				5. What are some methods you rely on to reduce possibilities of boredom?
				6. How does boredom influence your involvement in watching television?
				7. What are some of your own characteristics that others might find boring?
				8. What things would you change about schools in order to reduce boredom?
				9. Who do you interact with on a regular basis that is stimulating? Boring?
				10. How are you trying to help other family members minimize boredom?
				Exercise 6.06: School Days
			Role: Generational Reporter
				1. What experiences in the classroom have been most pleasing for you?
				2. What kinds of changes do you think are needed to improve schooling?
				3. How are students who misbehave at school punished by the faculty?
				4. What kinds of peer pressure do you have to deal with daily at school?
				5. What benefits have you gained from being in extracurricular activities?
				6. How do friends make a difference in the way that you feel about school?
				7. How can relatives be more helpful with your homework assignments?
				8. What can be done to lower the rate of students who drop out of school?
				9. What sorts of things have happened at school that bothered you most?
				10. What kinds of help do you need that are not provided by the school?
				Exercise 6.07: Boredom Reduction
			Role: Improviser
				Exercise 6.08: Multiple Models
			Role: Evaluator
				1. What lessons can teachers and parents model better than classmates?
				2. What lessons can peers teach one another more effectively than adults?
				3. How are peer and teacher instructional methods similar and different?
				Exercise 6.09: Collaboration and Unlearning
			Role: Storyteller
				Exercise 6.10: Ideal Student
			Role: Discussant
		REFERENCES
	PART III
		SOCIAL EXPECTATIONS
			CHAPTER 7
Peer Socialization and Teamwork
	PEERS AND SOCIALIZATION
		Lessons From Peers
			1. Peers provide one another with the first substantial experiences that involve equality. Everyone likes companionship and enjoys the attention others give them. The peer group is in the best position to satisfy these needs. When members act in an a...
			2. The peer group presents a separate set of standards for how to behave than what is expected by the adults at home and school. Peer standards are more attainable and provide a common rationale for behavior in opposition to directives from adults. T...
			3. The positive influence of peers is often overlooked by adults. Peers present many experiences that support social and emotional growth. For example, adolescents need someone of their own age as a reasonable basis for self-comparison, opportunities...
			4. Peers learn about friendship mainly from one another, how to get along with others who have the same status. Becoming part of a group requires gaining skills motivated by peers. These skills include cooperation, sharing, striving for independence,...
		Belonging and Rejection
		Peer Pressure Protectors
		Teachers Can Provide Students With Peer Pressure Protectors
			1. Families rely on educators to take initiatives because school is the place where peers spend the most time together. Encouraging involvement with extracurricular activities and after-school programs is one way to support healthy interaction with p...
			2. Teachers set peer influence on a healthy course by arranging cooperative learning teams in which peers support one another to think critically, creatively, solve problems together, and encourage civility.
			3. By showing acceptance of imagination, teachers can modify peer judgment. For example, John is a creative sixth grader. In the past when he proposed original ideas, his classmates laughed and the teachers felt it was their role to protect John by i...
			4. Beginning in middle school and junior high, teachers should encourage self-reliance and individuality by rewarding question asking in the face of contrary peer pressure. When peers disregard the value of curiosity, it implies that someone can beco...
			5. One reason for urging students to ask questions is so that they will challenge the thinking of their peer group instead of supposing that all norms make sense and deserve support.
			6. Students should have opportunities to discuss the nature of clique groups, how they affect others, and what can be done to prevent inappropriate rejection. If someone is behaving in ways that are unacceptable to others, then peer rejection becomes...
			7. If teachers help adolescents establish friendships, students are less vulnerable to rejection from cliques. Two people can stand apart from the group more easily than one. All students need opportunities to meet friends at school, but some classes...
			8. Most students are achievement oriented and will adopt actions that produce recognition. Extra credit is sometimes given for competition. Caring about others is observable and could be seen by students as a form of accomplishment that deserves cons...
			9. Teachers can counter peer dependence by making themselves available for conversation outside class. This offers an adult for students to turn to for advice in addition to peer influence. To fulfill this role teachers must be seen by students as ap...
		Parents Also Should Provide Peer Pressure Protectors for Adolescents
			1. The best way to minimize the influence of peer pressure is by encouraging individuality. Parents do this by avoiding comparisons of achievement or shortcomings among their children. When one child is used as the standard of behavior for a sibling,...
			2. Encourage teens to value solitude to reflect, self-evaluate, and look at things anew. Solitude allows the individuality and creativity adolescents need so being with peers for long periods does not lead to excessive dependence on them.
			3. Parents should make themselves available to listen, especially about student difficulties in maintaining friendships. This task requires high priority, takes time, and is inconvenient. From Grade 5 onwards relationship problems with classmates and...
			4. Allow privacy. Let adolescents confide in you when they want to, without insisting that you be told everything that is going on in their lives. Trust is essential for building intimate relationships, and parents play the most important role in hel...
			5. Recognize that status of a daughter or son no longer depends exclusively on a pecking order at school. For example, students with low social status can satisfy their need for acceptance and belonging and enjoy interaction after school when they re...
	Friendship and Dating
		Dating Abuse Among Teenagers
		Dating Rights and Responsibilities
		Family Dialogue on Relationships
	Teamwork and Social Development
		Importance of Teamwork Skills
		Students as Evaluators of Teamwork
		Complexity of Working in Teams
	Importance of Inclusion Practices
		Disabilities and Mainstreaming
		Scope of Special Education
			1. Free public education for disabled persons between ages 3 and 21.
			2. Access to education in a regular classroom is guaranteed unless a person’s handicap is such that services cannot be properly offered there.
			3. School placement and other education decisions are made only after consultation with a child’s parents. Continuation in a program requires a reevaluation once every 3 years based on testing at no cost to the parents.
			4. Parents can examine and challenge all records bearing on identification of their child as disabled and the kind of educational setting for placement. The expense of this independent educational evaluation is borne by the school.
			5. Previous federal legislation aimed at elimination of architectural barriers to the physically handicapped is applied to funding school construction and modification.
		Cooperative Learning and Inclusion
	Summary
		Peers and Socialization
		Friendship and Dating
		Teamwork and Social Development
		Importance of Inclusion Practices
	TEACHING APPLICATIONS
		1. The influence of peers can be disappointing sometimes but also a powerful means to establish healthy norms of behavior. Teachers have the opportunity to influence how students accept differences and support mental health of classmates.
		2. Teachers should find out the teamwork skills demonstrated by special education students as observed by regular students because they are in the best position to render an accurate judgment.
		3. Students need to be reminded that sharing personal information can expose them to possible danger. The need to protect privacy is underestimated by adolescents so periodic discussions are a helpful practice in school and at home.
		4. The distinguishing feature of cooperative learning is reciprocal instruction. Every member of a team is expected to contribute to peer learning. This approach is different from tutoring where only one party knows the subject well or possesses a sk...
		5. To establish conditions of interdependence, teachers should structure tasks students can only attain through teamwork. Enough tasks should be prepared so each team member can add to the scope of group learning.
		6. Cooperative teams can be highly productive when members are united in purpose, understand individual tasks and group expectations, and feel encouraged to perform their best in a particular role. Teachers should emphasize the team skills that adole...
		7. Teachers should share responsibility with students for appraisal of their teamwork skills. Acknowledging that peers are the most relevant source of observation about interaction that takes place during group work demonstrates trust and respect for...
		8. Adolescents should examine their own behavior. In addition, they need guided practice with self-evaluation to become self-critical, a vital ingredient for making changes in behavior.
		9. Friendship and dating are priority concerns for adolescents so they become relevant issues for teachers. The entire faculty should plan guided discussions that enable students to discuss dating and learn their rights and responsibilities as partners.
		10. Disabled students should acquire social skills, follow the same rules for behavior as other students, and be held accountable for misconduct whenever it is unrelated to their disability.
	For Reflection
		1. What are the most and least favorable contributions adolescents make to peer socialization?
		2. How can secondary teachers help students to adopt safe guidelines for face-to-face dating and cyberdating?
		3. What attitudes and skills do you recommend students acquire to form and maintain online and face-to-face friendships?
		4. What do you consider the short-term and long-term benefits students can gain from interdependence and reciprocal learning in cooperative teams?
		5. What expectations for special education inclusion and accommodations do you anticipate will be most difficult to implement as you attempt to integrate students and support their progress?
		6. What explanation would you provide when regular students want to know why a particular special education student gets privileges that other people in class are denied?
		7. Traditional networking involved joining community groups to solve problems. What steps do you suggest for digital networking to solve problems in an online setting?
		8. What are your concerns about sharing responsibility with students for the assessment of group learning that takes place during cooperative teamwork?
		9. Schools do not assign grades for social development. What would be some advantages that might result if social development was added to student report cards provided to parents?
		10. How can teachers and parents help make principles of dating rights and responsibilities a norm among adolescents?
	COOPERATIVE LEARNING EXERCISES AND ROLES (CLEAR)
		Exercise 7.01: Chapter Review
		Role: Organizer and Reviewer
			1. What are the main points and key issues presented in this unit?
			2. Which ideas made a difference in how I think about this topic?
			3. What insights from this lesson can I apply in teaching situations?
			4. What aspects of a lesson are confusing or require more explanation?
			Exercise 7.02: The Group Award
		Role: Improviser
			Exercise 7.03: Evidence of Learning
		Role: Improviser
			Exercise 7.04: Thinking About Dating
		Role: Generational Reporter
			1. What are some qualities that you look for in a person to date?
			2. What are some of your favorite things to do while on a date?
			3. What expectations should dating partners have of each other?
			4. What are some problems that you have experienced on dates?
			5. How does peer pressure influence the things you do on a date?
			6. In what ways has dating changed since your parents were teens?
			7. What concerns your parents the most when you go on a date?
			8. What are some important things that dating has taught you?
			9. How do you feel about people your age only dating one person?
			10. How would you handle unfair demands of a dating partner?
			Exercise 7.05: Friendship
		Role: Generational Reporter
			1. How do you choose friends differently now than in the past?
			2. How does your school arrange chances to meet new people?
			3. How could schools give sufficient time for student socializing?
			4. What clique groups at school tend to exclude other students?
			5. How do you resolve differences of opinion with your friends?
			6. How do your parents feel about the friends you have chosen?
			7. How does family opinion influence your choice of friends?
			8. Where do you go most often to spend time with your friends?
			Exercise 7.06: Self-Assessment of Teamwork Skills
		Role: Evaluator
			Exercise 7.07: Defining Success
		Role: Generational Reporter
			1. What qualities do you think are necessary to be successful at your age?
			2. What qualities do successful people of all ages seem to have in common?
			3. What are some activities in which you are usually able to obtain success?
			4. Who are some successful people that you would like your life to resemble?
			5. How do your views of success compare with what teachers expect of you?
			6. What do you consider to be your most important accomplishment so far?
			7. How has your criteria for success changed as you grow older?
			Exercise 7.08: Inclusion Methods
		Role: Evaluator
			Exercise 7.09: Inclusion of Students with Disabilities
		Role: Improviser
			1. What could regular students be taught about their role to ensure inclusion of disabled peers?
			2. How should the progress of special education students in gaining social skills be assessed?
			3. What can teachers do to find out how well regular students actually support disabled students?
			4. How could the parents of regular students become more supportive of inclusion at school?
			5. What are your concerns or questions regarding the nature of special education programs?
			Exercise 7.10: Privacy for Adolescents
		Role: Challenger
			1. Identify some problematic contexts for teen privacy from the viewpoint of adults.
			2. Identify problematic issues with privacy as perceived from the view of adolescents.
			3. Recommend some privacy guidelines for consideration by adults and adolescents.
	References
		CHAPTER 8
RISKS FOR ADOLESCENTS AND SCHOOLS
	Risk Assessment Practices
		Origins of Risk Analysis
		Mistakes and Perseverance
		Cost of Making Mistakes
		Parents and Mistakes
			1. In what activities will you risk failure to learn something new?
			2. What situations are the ones where you are most likely to fail?
			3. Of all your failures, what was the most difficult one to accept?
			4. Who usually helps identify your failures and ways to recover?
			5. Which friendship failures would you now handle differently?
			6. What are some of your plans that turned out to be unsuccessful?
			7. What failures bother you less than they bother other relatives?
			8. How do you respond to relatives when they experience failure?
			9. What failures have you looked back upon with some pleasure?
			10. How do family members react when they find out you failed?
	PRAISE AND ENCOURAGEMENT
		Praise of Ability or Effort
		Praise and Self-Esteem
		Parents as Interpreters
	Risk Oriented Conditions
		Cultural Differences in Motivation
		Orientation of Asian Students
		Observations of Students Abroad
	LITERACY AND TUTORING
		The Nation’s Report Card
		Learning From Other Nations
		Proposed School Reform
	Summary
		Risk Assessment Practices
		Praise and Encouragement
		Risk-Oriented Conditions
		Literacy and Tutoring
	TEACHING APPLICATIONS
		1. Every teacher should experiment with ways to help students give and receive peer criticism. Unless individuals are able to process critical feedback in a nondefensive way, they forfeit the benefits of insights that can come from external observers...
		2. Avoid interpreting demographic variables as destiny since they are actually weak predictors of risk behavior during adolescence. A more optimistic outlook comes from influences at school teachers can control like detecting deficiencies, tutoring, ...
		3. Students are more likely to adopt reflective thinking than hasty judgment in handling complex problems when teachers arrange sufficient time for them to process information, deliberate, and reach thoughtful conclusions. Sensible deadlines for task...
		4. Teachers become isolated professionals when their entire day consists of meeting classes. Time should be given to preparing assignments, marking papers for feedback, meeting individuals who require assistance, collaborating with colleagues to plan...
		5. Students need encouragement more than praise to motivate achievement. Urging individuals to adopt rigorous standards and assuring them they are able to reach these goals is a difficult but essential message to convey that leads to greater competen...
		6. A serious risk is pressure to rush student learning, to forego reflective thinking because it takes too long, and examine alternatives in only a superficial way before making decisions. Teachers can control the pace of lessons and should recognize...
		7. American students have as much potential for learning as students in other nations who routinely outperform them. Helping adolescents understand that differences in motivation account for why some groups achieve more than others can enable them to...
		8. Making mistakes should become a common student expectation along with recognition that some failure is a necessary aspect of learning. When students believe failure should always be avoided or denied, they deprive themselves of the challenges need...
		9. Conversations about growth-oriented risks are appropriate in class so more students see the value of taking academic chances, the need to step out of their comfort zone and accept new challenges that may present them with unforeseen opportunities ...
		10. Teachers should make the cost of student mistakes low enough so students are willing to explore unfamiliar topics and consider new ways of looking at problems. In situations where students assume growth-oriented risks knowing that this will not i...
	FOR REFLECTION
		1. Hispanics are the nation’s fastest growing subpopulation. How can schools and parents cooperate to reduce the higher than average risk of dropout for adolescents in this group?
		2. What should teachers do to be chosen by students to monitor their ability to gauge risks?
		3. What should be done to avoid a hurried and overscheduled environment in the schools?
		4. How much training should teachers have in their subject to support adequate instruction?
		5. How do you feel about inflating student achievement so they feel good about themselves?
		6. Why is it necessary to compare American student scores with students in other countries?
		7. What untried alternatives might be successful for prevention of high school dropout?
		8. Who are the persons that you turn to for monitoring the way you gauge risks?
		9. How willing are you to study unfamiliar topics or try new ways to solve problems?
		10. What advice would you give parents on the way they help students interpret failure?
	COOPERATIVE LEARNING EXERCISES AND ROLES (CLEAR)
		Exercise 8.01: Chapter Review
		Role: Organizer and Reviewer
			1. What are the main points and key issues presented in this unit?
			2. Which ideas made a difference in how I think about this topic?
			3. What insights from this lesson can I apply in teaching situations?
			4. What aspects of a lesson are confusing or require more explanation?
			Exercise 8.02: Taking Risks in the Classroom
		Role: Improviser
			Exercise 8.03: Praise and Encouragement
		Role: Discussant
			Exercise 8.04: Recent Risks
		Role: Evaluator
			Exercise 8.05: Risk Taking and Culture
		Role: Cultural Reporter
			Exercise 8.06: Parents and Risk Taking
		Role: Generational Reporter
			1. What are some risks you took as a teenager but would not consider now?
			2. What are some risks that people should continue to take throughout life?
			3. What do people of your age consider the most risky behavior for them?
			4. What are some risks that you encourage your adolescent children to take?
			5. What risks do your adolescent sons or daughters take that concern you?
			6. What risks would you like to take if there were no adverse consequences?
			7. What risks did you avoid in the past that you now wish had been taken?
			8. What do you consider to be the greatest risk that you have ever taken?
			9. What risks are you more inclined to take than most people of your age?
			Exercise 8.07: Tests and Risk Taking
		Role: Challenger
			1. Provide reasons why some traditional conditions for testing should change.
			2. Suggest replacement policies and practices related to testing and assessment.
			Exercise 8.08: Sharing Failures
		Role: Storyteller
			1. What are some of your plans that turned out to be unsuccessful?
			2. What failures bother you less than they bother other relatives?
			3. How do you respond to relatives when they encounter a failure?
			4. What failures did you later look back upon with some pleasure?
			5. How do family members react when they learn you have failed?
			Exercise 8.09: Guidance About Failure
		Role: Storyteller
			1. In what activities will you risk failure to learn something new?
			2. Which situations are ones where you are the most likely to fail?
			3. Of all your failures, what was the most difficult one to accept?
			4. Who usually helps identify your failures and ways to recover?
			5. Which friendship failures would you now handle differently?
			Exercise 8.10: National School System
		Role: Evaluator
	References
		CHAPTER 9
VALUES, ETHICS, AND INTEGRITY
	Cheating in School
		Prevalence of Dishonesty
		Motivation for Cheating
		Teacher Dishonesty
		Parent Dishonesty
		Cost of Honesty
	Internet Ethics
		Test Monitoring and Misrepresentation
		Core Values and Moral Direction
		Values and Delinquent Behavior
	Theories of Moral Development
		Moral Reasoning Theory
	Table 9.1. Kohlberg’s* Theoretical Stages of Moral Development
		1. Should I tell the teacher if I know that someone in our class is cheating?
		2. Should I try to stop bully behavior I observe or just remain a bystander?
		3. Should I go along with friends who want me to do things that are wrong?
		4. Should I challenge name-calling and racist statements or overlook them?
		5. Should I cheat in school or do the right thing no matter what the cost?
		6. Should I send anonymous threat messages to someone that I do not like?
		7. Should I turn in the money or valuables that someone left and I found?
		8. Should I apologize to someone for things I said or did that were wrong?
		9. Should I pass on rumors about someone that could be hurtful to them?
		10. Should I skip classes to hang out at the mall with some of my friends?
		11. Should I procrastinate in studying for a test scheduled soon at school?
		12. Should I tease my classmates because they are tall, short, fat, or thin?
		13. Should I listen to hurtful comments about others or challenge them?
		14. Should I let friends copy my work so they won’t have to do their own?
		15. Should I betray the trust of a friend if s/he appears to be in danger?
		The Just Community
		Ethics of Caring Theory
	Table 9.2. Gilligan’s Stages for an Ethics of Caring
		The Value of Expressing Differences of Opinion
			Guidelines to Manage Arguments
			1. Children need to observe family members disagree in a civil manner.
			2. Respectful relationships are based upon honest self-disclosure.
			3. Establish ground rules to guide the processes of arguments.
			4. Agree on a definition of issues so conversation have common focus.
			5. Arrange uninterrupted time to discuss matters that are bothersome.
			6. Examine choices you may not like at first.
			7. Acknowledge the existence of disagreements.
			8. Encourage constructive behaviors that you have yet to master.
			9. Everyone’s views should be heard without interruption.
			10. Use search skills to resolve factual disputes on people, places, and events.
			11. Recognize conflict can provide opportunities for everyone to learn.
			12. Take initiative for reconciliation efforts that can restore family harmony.
				Living in a Conflict Culture
				Goals for a Conflict Environment
					1. Recognizing people who love each other may still have disagreements.
					2. Helping other people may require becoming involved in their conflict.
					3. Deciding to talk things over instead of trying to settle issues by fighting.
					4. Accepting the goals of a spouse to learn and attain a better lifestyle.
					5. Knowing that self-conflict (conscience) is essential for moral behavior.
					6. Developing the ability to respect others by willingness to compromise.
					7. Being able to accept defeat when this is the outcome of a competition.
					8. Having will power to stand alone when situations require them to do so.
					9. Accepting that living with a certain amount of uncertainty is necessary.
					10. Finding ways to disagree on things without loss in status or affection.
					11. Being willing to apologize after hurtful comments about anyone.
					12. Realizing there might be certain differences that are irreconcilable.
					13. Learning to share possessions as well as take turns with other people.
					14. Realizing respect for personal property is a way to reduce conflict.
					15. Listening to others when they express contrary feelings or opinions.
					16. Analyzing conditions that are needed to result in mutual reconciliation.
					17. Sharing dominance and demonstrating an ability to be cooperative.
					18. Coping with complex situations that present unfamiliarity and anxiety.
					19. Learning to assert personal opinion without having feelings of guilt.
					20. Viewing differences as possible opportunities for reciprocal learning.
		Summary
			Cheating in School
			Internet Ethics
			Theories of Moral Development
			The Value of Expressing Differences of Opinion
		Teaching Applications
			1. Extensive schooling does not ensure that students will choose honesty or ethical behavior as their lifestyle. These aspects of development depend more upon being exposed to emotionally maturing tasks than academic study alone. Giving students oppo...
			2. Character development is motivated by observation of commendable behavior. This is why the public expects teachers to demonstrate honesty and integrity, maintain ethical standards, and, when problems arise, provide nonacademic lessons that contrib...
			3. Class discussions stimulate arguments among students eager to express their opinions. Such conditions are ideal for teachers to encourage and monitor respectful listening, allow speakers to state ideas without interruption, provide interpretation ...
			4. Teachers, students, parents, administrators, and librarians should make a concerted effort to reform the school culture from one where cheating is ignored or tolerated to an environment where creative initiatives are taken that emphasize values of...
			5. Educators can reduce the odds that students will portray work of others as being their own by preparing assignments that require higher order thinking in response to issues studied during class. Students can be asked to oppose or support propositi...
			6. The tendency to interpret every disagreement as a competition where the goal is to defend one’s view is a narrow outlook and can prevent reflective processing of another person’s perspective. Teachers should encourage students to recognize tha...
			7. Teachers have a responsibility to identify outstanding academic performance so hardworking students remain committed to studies and have confirmation their achievements are valued. This motivational aspect of teaching can have greater impact when ...
			8. Students disagree with the school tradition of reading about, observing and discussing social problems but never being expected to confront them. They want teachers to blend studies with community service tasks that motivate them to grow by spendi...
			9. School initiatives to support character development should provide students opportunities to discuss, consider, and apply suitable criteria for self-evaluation. Many students admit they cheat on academic work but still express satisfaction with th...
			10. Teachers and administrators who break rules for administering tests so their students appear more accomplished than they really are have increasingly been obliged to resign, lose certification, and have their identity revealed to the public. Educ...
		For Reflection
			1. Identify some topics that seem appropriate in an ethics course for secondary school students.
			2. What are some ways that community service can be incorporated into homework assignments?
			3. Explain your opinion about whether honesty could become a norm in secondary education.
			4. How do you see the insights and oversights related to Gilligan’s Ethics of Caring Theory?
			5. Adolescents are satisfied with their ethical development even though they cheat. Speculate about why students do not see the contradiction.
			6. Some reasons for cheating are “I didn’t have time,” “Everyone else is cheating,” and “I must get good grades.” Comment on each of the excuses.
			7. Speculate about misconceptions that parents commonly appear to have about their children.
			8. How do you feel about law enforcement handling penalties plagiarism instead of school administrators?
			9. What types of assignments do you intend to give that could minimize student plagiarism?
			10. What punishment seems appropriate for educators who cheat to raise test scores of students?
		Cooperative Learning Exercises And Roles (CLEAR)
			Exercise 9.01: Chapter Review
			Role: Organizer and Reviewer
				1. What are the main points and key issues presented in this unit?
				2. Which ideas made a difference in how I think about this topic?
				3. What insights from this lesson can I apply in teaching situations?
				4. What aspects of a lesson are confusing or require more explanation?
				Exercise 9.02: Teach the Wright Things
			Role: Evaluator and Discussant
				Exercise 9.03: Adoption of Values
			Role: Improviser
				Exercise 9.04: Values and Political Correctness
			Role: Evaluator
				1. What are your impressions about following political correctness?
				2. How does political correctness affect any of the people you know?
				3. What are your predictions about the future of political correctness?
				4. How does political correctness differ from political censorship?
				Exercise 9.05: Community Service as an Obligation
			Role: Challenger
				Exercise 9.06: Ethical Code of Conduct for Students
			Role: Evaluator
				1. Aspects of ethical behavior for which students are accountable
				2. Description of the reasoning for requiring particular expectations
				3. Referral sources for students or families wanting code clarification
				4. Your suggestions to improve the code and processes used with it
				Exercise 9.07: A New Government Department
			Role: Improviser
				Exercise 9.08: Moral Development Theory
			Role: Discussant
				Exercise 9.09: Assessment of Student Behavior
			Role: Discussant
				Exercise 9.10: Unethical Behavior in School
			Role: Storyteller
		References
	PART IV
		HEALTH EXPECTATIONS
			CHAPTER 10
PHYSICAL HEALTH AND LIFESTYLE
	Growth and Development
		Height
		Puberty
		Vision and Hearing
		Sleep Deprivation and Attention
	Nutrition and Diet
		Nutrition Deficiencies
		Dietary Guidelines
		Epidemic of Obesity
	PHYSICAL EXERCISE
		Levels of Exertion
		Cultural Differences
	Sexual Behavior and Awareness
		Sexual Intercourse and Diseases
		Contraception and Pregnancy
		Risks Related to Oral Sex
		Comprehensive Sex Education
	SUBSTANCE ABUSE
		Marijuana and Cocaine
		Opioid Crisis
		Methamphetamine Hazards
		Alcohol and Public Safety
		Smoking and Addiction
		E-Cigarettes
		Education About Smoking
	Summary
		Growth and Development
		Nutrition and Diet
		Physical Exercise
		Sexual Behavior and Awareness
		Substance Abuse
	Teaching Applications
		1. Middle school students need to know it is normal for individuals in their age group to differ from one another in height and weight. Boys and girls who learn at school about growth patterns recognize physical change and know that peers face simila...
		2. Schools should acquaint adolescents with the increase of hearing loss among members of their generation, explain potential consequences to be anticipated, and describe how to protect themselves. Schools and families can motivate the community chan...
		3. The school library should have a designated section where information about health concerns of teenagers can be found including web sites recommended by the faculty. Knowing how to locate appropriate resources is important for students.
		4. Understanding how to promote and preserve personal health is an important aspect of learning that should be provided by schools. Districts can provide a systematic health curriculum on physical development, exercise, nutrition, drug awareness, and...
		5. Oral sex among teenagers is a topic many parents and educators refuse to discuss with students and believe it is the responsibility of physical education faculty or school nurse. The result of evasion is that teenagers lack a credible source of gu...
		6. Provide a homework assignment for students to examine messages from the Montana websites highlighting the methamphetamine epidemic. This assignment should also call on the students’ parents to see these same messages followed by family conversation
		7. Efforts to dissuade adults from using tobacco have led to a decline of smokers. Related initiatives could have a similar influence on teenagers if schools were to go beyond just forbidding tobacco on campus and make use of education as means of pe...
		8. Tobacco is the cause of more deaths than AIDS, alcohol, accidents, murders, suicides, and drug taking combined. On average, smokers will die 12 to 14 years earlier than nonsmokers.
		9. Teachers usually view themselves as examples of motivated learners and sustained inquiry. Students can benefit when they adopt such behaviors. Teacher influence on lifestyle of adolescents could enlarge if they behave as models of exercise and nut...
		10. The sedentary habits of students often prevent them from getting the exercise they need. Faculties and students should unite to devise ways to motivate more exercise and recognizing this aspect of personal responsibility as evidence of achievement.
	For Reflection
		1. What are some social implications for adolescents who mature earlier or later than classmates?
		2. How can you respond to reports from overweight students that they are teased in your classes?
		3. How should schools acquaint students and parents with health web sites for family discussion?
		4. How can faculty ease the problems of pregnant girls as they try to get a high school diploma?
		5. Why do you suppose so many teenagers smoke when they know this causes health problems?
		6. What curriculum changes should be made so teens know more about nutrition and exercise?
		7. How can schools help obese students without causing them to withdraw or sense alienation?
		8. How can teachers across subjects integrate health so students recognize a broader relevance?
		9. Why would you support or oppose a school policy that forbids faculty smoking on campus?
		10. How can teachers mobilize student norms that encourage the adoption of healthy lifestyles?
	COOPERATIVE LEARNING EXERCISES AND ROLES (CLEAR)
		Exercise 10.01: Chapter Review
		Role: Organizer and Reviewer
			1. What are the main points and key issues presented in this unit?
			2. Which ideas made a difference in how I think about this topic?
			3. What insights from this lesson can I apply in teaching situations?
			4. What aspects of a lesson are confusing or require more explanation?
			Exercise 10.02: Appearance and Fashion Choice
		Role: Challenger
			Exercise 10.03: Drug Tracking and Response
		Role: Generational Reporter
			Exercise 10.04: Use of Marijuana
		Role: Evaluator
			Exercise 10.05: Mobilizing Influence on Obesity
		Role: Challenger
			Exercise 10.06: Exercise Homework for Families
		Role: Challenger
			Exercise 10.07: Sex Education
		Role: Storyteller
			Exercise 10.08: Health and Fitness
		Role: Improviser
			Exercise 10.09: Time to Get Up for School
		Role: Challenger
			Exercise 10.10: Health Priorities
		Role: Discussant
	References
		CHAPTER 11
PEER ABUSE AND CIVIL BEHAVIOR
	Prevalence of Peer Abuse
		Misconceptions About Bullies
		Bully Influence on Spectators
			1. Use healthy criteria for self-evaluation so confidence is not based on demeaning others.
			2. Urge students to periodically identify positive qualities they observe in classmates.
			3. Portray social maturity as an achievement demonstrated by acceptance of differences.
			4. Help students realize teasing shows an inability to care about feelings of other people.
			5. Show courage in challenging mistreatment of others when it is observed or suggested.
			6. Build feelings of belonging and support for peers in cooperative learning groups.
			7. Place reminders on walls about no name-calling, eye rolling, or laughing at peers.
			8. Teach students how to process teaser comments presented in many situations at all ages.
			9. Discuss how being teased can have harmful effects regardless of intentions by a teaser.
			10. Create a list of words students agree are not to be used when they talk about each other.
			11. Encourage students to identify the person they wish to become and set personality goals.
			12. Ask students about a time they teased someone, their reasons for doing so, and outcomes.
			13. Invite students to share an incident when they were teased and how they felt at that time.
			14. Enable students to learn conflict resolution skills instead of reliance on negative remarks.
			15. Suggest that parents talk with their child who is a teaser or was teased by someone else.
		Consequences of Cyberbullying
		Reassessment of Teasing
	Parents and Corrective Guidance
		Families of Bullies
		School Failure to Confront Parents
		Reporting Behavior to Parents
	REFORMS IN SCHOOL PRACTICES
		Legislation Against Bullying
		Acceptance of Group Differences
		Guided Student Discussions
			1. What does it mean to be a bully? (students share definitions based on experience)
			2. What is it like to be the victim of a bully? (awareness based on feelings of others)
			3. What can happen to someone who is bullied a lot? (effects of bullying on health)
			4. Why do you suppose some people bully others? (speculation on bully motivation)
			5. What happens to bullies when they grow up? (guess on long-term consequences)
			6. How can bullies change so others will like them? (possibilities for rehabilitation)
			7. How do you suppose bullies are treated at home? (conjecture on relationships)
			8. What should someone do when bullied? (knowing how to respond is of interest)
			9. How can adults protect students? (ways to enforce the civil rights of everyone)
			10. What should bullies reflect on? (identify healthy criteria for self- examination)
			11. What are some myths about bullies? (speculation followed by review of research)
			12. Why should students tell about abuse? (individual obligations in a civil society)
			13. What are some names you do not want to be called in or outside of school?
			14. Why do you think some cyber-bullied students decide to take their own lives?
			15. What can be done to build resilience so being embarrassed is not so dangerous?
		Anger Management Training
			1. Opportunities to practice self-evaluation and get anonymous feedback from peers.
			2. Empathy exercises to learn how others feel and training to respect such feelings.
			3. Examples of civil ways to cope with frustrations that occur in daily relationships.
			4. Activities that call for patience, self-restraint, and nonviolent expression of anger.
			5. Self-direction by setting goals with reasonable criteria to evaluate progress.
			6. Awareness of how social/emotional growth impacts adjustment and satisfaction.
			7. Realization that good grades do not make up for relationships of mistreatment.
			8. Acceptance of responsibility for misconduct instead of placing blame on others.
	Theories of Civil Behavior
		Behavioral Conditioning Theory
		Social Cognitive Theory
		Hierarchy of Needs Theory
			1. physiological needs for food, water, air, shelter, rest, and exercise;
			2. safety needs for freedom from fear of deprivation, threat, and danger;
			3. belonging needs to be with others, socialize, feel accepted, and loved;
			4. esteem needs to establish a personal reputation and enjoy self- respect; and
			5. self-actualization needs to use abilities to benefit others.
	Summary
		Prevalence of Peer Abuse
		Parents and Corrective Guidance
		Reforms in School Practices
		Theories of Civil Behavior
	TEACHING APPLICATIONS
		1. Teachers convey two kinds of messages. One message relates to the subject matter for which they are responsible. The second message involves modeling how to treat others and readiness to protect those who are vulnerable and need help to ensure the...
		2. Monitoring student growth requires more than assignment of academic grades. Some students get good grades but fail to make satisfactory progress in terms of self-control. Good scholastic performance does not excuse poor performance in the social c...
		3. The school orientation of students should make it known that the preservation of freedom from threat and danger is not the responsibility of law enforcement or school faculties alone. Instead, the entire society is obligated to defend community sa...
		4. Cyberbullying is a topic that parents are highly motivated to learn about and would welcome guidance from the school Web site as well as meetings. Student victims are often reluctant to tell parents about their suffering because they suppose their...
		5. There is a serious instructional void in most schools relating to protection from cyber abuse. District boards of education should designate the technology staff at each school responsible for educating everyone on campus about electronic abuse an...
		6. Teachers can be influential in guiding student discussions about self-control, abuse, and safety. Such conversations can trigger the motivation individuals and the class as a whole need to accept responsibility for creating safe environments. Conv...
		7. Every school needs a parent education program to define separate and shared responsibilities schools and families have in supporting safety. A clarification of expectations and instruction tasks can enhance cooperative efforts, reduce parent denia...
		8. Teacher reports to parents on student progress should include observation of good behavior. Although grades are not given for study skills and social skills, parents realize their importance to success as an adult. When teachers report good behavi...
		9. Student victims of teasing reported that adults are often unwilling to confront teasers. Instead, those who are teased are advised to view the incident as an aspect of life most people must cope with from time to time and consider their ordeal as ...
		10. Face-to-face bullying occurs far more often than bullying online. Accordingly, schools should orient students about their individual obligation to report observations regarding peer abuse in order to improve school safety.
	For Reflection
		1. Describe the civil behavior theory that you find most appealing and elaborate your reasoning.
		2. What are some benefits and disadvantages of giving grades for study skills and social skills?
		3. Express your view about the likelihood that schools will be able to rehabilitate student bullies.
		4. Identify some myths regarding adolescent bullies that you previously thought to be true.
		5. Explain the rationale you favor to persuade students to become informants about peer abuse.
		6. Speculate on the long-term effects for adolescents who are cyberbully perpetrators or victims.
		7. How can schools help students gain the courage needed to oppose bullies in all sectors of life?
		8. What preparation do you recommend for teachers so they can report good behavior to parents?
		9. Suggest ways for communities to motivate parent accountability for student civil behavior.
		10. What proportion of the students at your school do you estimate are harassed and feel unsafe?
		11. How effective do you suppose student suspension is as a means to diminish misbehavior?
		12. What possibilities can you think of for recognizing positive behaviors of students in school?
	COOPERATIVE LEARNING EXERCISES AND ROLES (CLEAR)
		Exercise 11.01: Chapter Review
		Role: Organizer and Reviewer
			1. What are the main points and key issues presented in this unit?
			2. Which ideas made a difference in how I think about this topic?
			3. What insights from this lesson can I apply in teaching situations?
			4. What aspects of a lesson are confusing or require more explanation?
			Exercise 11.02: Learning Self-Control
		Role: Improviser
			Exercise 11.03: Hierarchy of Needs
		Role: Evaluator
			Exercise 11.04: Reporting Peer Abuse
		Role: Generational Reporter
			1. Why should students join teachers and parents to identify peer abuse?
			2. Support or challenge telling teachers when friends are seen as abusers?
			3. What can you remember where failure to inform authorities led to tragedy?
			4. What assurances should be given to those willing to identify abusive peers?
			5. What sequence of steps should occur when someone reports peer abuse?
			6. What are ways to set a telling norm rather than hiding knowledge of abuse?
			Exercise 11.05: Educating Parents of Bullies
		Role: Challenger
			Exercise 11.06: Rules for Conduct
		Role: Improviser
			Exercise 11.07: A Bully I Won’t Forget
		Role: Storyteller
			Exercise 11.08: Reporting Good Behavior
		Role: Discussant
			Exercise 11.09: Bullies in History
		Role: Discussant
			Exercise 11.10: Schools and Courts
		Role: Evaluator
	References
		CHAPTER 12
STUDENT STRESS AND RESILIENCE
	INFLUENCE OF STRESS
		Prevalence of Stress
		Health and Resilience
		Role of Social Status
		Worries of Adolescents
	Signs of Stress
		Symptoms of Stress
		Anxiety and Uncertainty
		Depression and Locus of Control
		Stress and Time Management
	Managing Stress
		Hope and Optimism
		Meditation and Relaxation
	Family Privilege and Psychosocial Risk
		Affluence and Guidance
		Excessive Family Pressure
		Recommendations for Parents and Teachers
	Summary
		Influence of Stress
		Signs of Stress
		Managing Stress
		Family Privilege and Psychosocial Risk
	Teaching Applications
		1. Helping students acquire an internal locus of control should be a teacher goal. This outlook on life has a favorable impact on motivation for learning, adjustment, and autonomy as adolescents realize that what happens to them is usually a result o...
		2. Teachers should remind students that everyone has to deal with stress each day. An important aspect of coping is to view difficulties and failures as obstacles that can be overcome by working hard, remaining persistent, and accessing help.
		3. The potential resilience of students can be actualized by opportunities to have mentors from the world of work. These out-of- school educators have often overcome adversity themselves. Students with mentors make greater progress in life lessons th...
		4. Recognize the relationship between stress and creativity. Some qualities that students need to surmount anxiety, uncertainty, and stress are nurtured when teachers honor creativity. Students with creative abilities are more able to accept uncertai...
		5. Depression and withdrawal are dangerous symptoms that signal a need for professional help. These students have quit, given up hope, and exhibit withdrawal by skipping classes, taking illegal drugs, dropping out, or talking about suicide. Prompt re...
		6. The greatest worry of most adolescents involves school performance. Faculties can examine stresses the institution imposes to find out if practices and policies should be revised. By using online collaborative scheduling, teachers can know the ass...
		7. Patience, learning to wait, hope, optimism, and taking time to relax are elements of emotional intelligence. These attitudes and corresponding skills are not part of a curriculum but should be modeled by teachers. Similarly, parents reduce stress ...
		8. Educators should make parents aware that collaboration with the school can support student emotional development. This orientation should make known that a growing number of students cannot manage frustration, resort to anger as a response to diff...
		9. Students from affluent families experience psychosocial risks more often than low income children. Excessive family pressure for academic achievement and being admitted to elite schools is a prominent problem. These students also report feeling le...
		10. Student self-esteem should be based on achievements instead of seen as a way to motivate achievement that has yet to occur. This goal can be met by teachers who set high expectations, let students know that they consider them capable of doing the...
	FOR REFLECTION
		1. How do adolescent worries differ from your own concerns during that age?
		2. Identify some of the uncertainties that are experienced by most teenagers.
		3. What steps should be taken to introduce student meditation in high school?
		4. What are some gender differences in stress that occur during adolescence?
		5. What are some methods that can help students avoid being overscheduled?
		6. In what aspects of teaching do you demonstrate the most and least patience?
		7. What are some things you worry about most in fulfilling your classroom role?
		8. How should schools respond to students who seem unable to handle frustration?
		9. How can students be involved in expressing their preferences for school reform?
		10. What practices should parents and teachers rely on for promoting self-esteem?
	COOPERATIVE LEARNING EXERCISES AND ROLES (CLEAR)
		Exercise 12.01: Team Review
		Role: Reviewer
			1. What are the main points and key issues presented in this unit?
			2. Which ideas made a difference in how I think about this topic?
			3. What insights from this lesson can I apply in teaching situations?
			4. What aspects of a lesson are confusing or require more explanation?
			Exercise 12.02: Reflections on Stress
		Role: Generational Reporter
			1. What are some of the signals that tell you that too much stress is happening?
			2. What are the best methods you rely on to gain relief from daily pressures?
			3. What are your views about the use of meditation to support stress reduction?
			4. How often do you feel stress because of falling behind in school?
			5. Why do you suppose some people can handle their stress better than others?
			6. In what ways do you stress your classmates at school? Teachers? Relatives?
			Exercise 12.03: Special Education
		Role: Generational Reporter
			1. Stresses that the adult experiences in meeting needs of the children.
			2. Unique stresses that seem to be felt by special education students.
			3. How regular students and their parents could help ease these stresses.
			Exercise 12.04: Diversity of Family Concerns
		Role: Discussant
			Exercise 12.05: The Stress of Teaching
		Role: Generational Reporter
			1. Describe factors that make teaching in middle school and high school stressful.
			2. Suggest some possible ways to reduce the amount of stress felt by educators.
			Exercise 12.06: Schools and Emotional Development
		Role: Improviser
			Exercise 12.07: Modify Norms
		Role: Evaluator
			Exercise 12.08: Resilience and Intervention
		Role: Storyteller
			Exercise 12.09: Reduction of Stress
		Role: Storyteller
			Exercise 12.10: Teacher Patience
		Role: Discussant
	References
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