Critically discuss how a teacher’s knowledge of adolescent psychology can support an effective classroom learning environment and overall student well-being.
Wise (2004), explains that adolescence is a time of ‘turbulence, disturbance and struggle’ (Wise, 2004, pp1). The development of mind, body, and the transition from a dependent to independent all occur in adolescence and the demands are high and the pressures to succeed can require for assistance from society (ibid, 2004). Adolescence does not have an exact timeframe, neither start age nor length of duration, however, it is stated that that Pickhardt suggests that adolescence starts at 9 years old and continues until approximately 23 years (Darjan, Negru & Ilie, 2020). This places teachers are in a position to assist students through adolescence by ensuring that a comfortable and caring atmosphere is present in the classroom (Yan, 2019). Teachers can use Maslow’s (1970) Hierarchy of Needs Theory to ensure that students needs are met, students can feel secure in the classroom environment and therefore, will be motivated to learn with confidence and autonomy (Yan, 2019). Since being introduced to Maslow’s theory it has intrigued me. I will use this task to delve further into the levels, which in turn will have an impact on my teaching identity and future student-teacher relationships.
Link: https://www.professionalacademy.com/blogs-and-advice/marketing-theories-maslows-hierarchy-of-needs
Maslow’s theory presents the needs of a human as levels on a pyramid, in which each lower level must be achieved before a person could move up the pyramid to the next level (Yan, 2019; Sullo,2009). The needs of the lower four levels, physical, security, social, ego, must be reached before the final level of self-actualisation can attained (Yan, 2019). Teachers can have an influence and encourage achievement in all levels outlined by Maslow, but particularly, the top three levels with regards to the need for feeling cared for and belonging to, the need for recognition in achievement, and the need for independent development (Yan, 2019). The difficulties that teachers are facing are that each student has a different need at a specific time in their development (Sullo, 2009; Ginnis, 2002). One student might be struggling to feel included in society with little regarding for education success, whereas another might be aiming to achieve H1’s in all subjects. How can a teacher do this?
As mentioned previously, when students are in a caring environment their response in the classroom can allow for more interaction, self-efficacy, and more confidence in achieving success (Yan, 2019). The presence of a good teacher-student relationship can aid the creation of a caring environment. Tomlinson (2008) suggests that getting to know your students can aid with the different learning styles in a differentiated classroom. The same principle can be used for the different needs within a classroom, as knowing your student’s interests can assist in creating and maintaining communication. When a teacher asks, ‘how did your football match go, Ben?’ or ‘have you any Irish dancing competitions this weekend, Jane?’ the students feel cared for and the needs of social level can be achieved. However, the opposite of a caring environment can be felt by student who feel a low teacher preference, as they can result in low grades, rejection, and loneliness (Mercer & DeRosier, 2010). Although it was noted that teachers try to conceal a low teacher preference towards students, research conducted by Mercer and DeRosier (2010) has shown that students have observed differences in teachers’ interactions with high teacher preference and low teacher preference which can result in poor student-teacher relationship, and the students social level needs not being met.
During adolescence, a student’s self-esteem can become vulnerable (Darjan, Negru & Ilie, 2020). This occurs in a time where there is a shift in the relationship of the parent-child influence to a peer-peer influence (Darjan, Negru & Ilie, 2020). Peer acceptance becomes a major influential factor in adolescence and can have both positive and negative effects on self-esteem (Darjan, Negru & Ilie, 2020). Described as how a person values and see themselves, self-esteem is necessary to build and maintain relationships, as when as having an influence life experiences, personality traits, health, and social interactions (Darjan, Negru & Ilie, 2020). Teachers can let their students know that they are recognised for the contribution and achievements in the classroom through subtle means, such as the use of tone, body language, humour, and by being there when needed (Ginnis, 2002). Less subtle ways to encourage self-esteem can be communicated through feedback from formative and summative assessments, reprimands, and positive reinforcement (Ginnis, 2002). Every action by a teacher in the classroom will influence the students. The onus is on the teachers to ensure that these influences are positive in nature and will fulfil the needs of each student, whatever their needs be.
According to Maslow’s theory, when level four Esteem is achieved a student is then capable of being confident and taking control and responsibility of their own learning. Yan (2019) explains that when a teacher creates a suitable learning environment in the classroom, students have memorable experiences and become motivated, ‘and as a result find a meaningful ‘self’’ (Nakata, cited in Yan, 2019, pp453). These children are more likely to complete coursework, have high attendance and go on to complete further studies (Yan, 2019). Teachers can assist their students to achieve the final stage of Maslows Hierarchy of Needs Theory by planning interesting, exciting, and engaging activities (Yan, 2019). Ginnis (2002) adds an additional element, that students should have some control over what they are learning. He suggests that by setting out meaningful personal goals, students can focus on their own ambitions, based on their needs and wants, and make a plan for success (Ginnis, 2002). It is stressed that goals should be specific to the students and not general eg will read more, will listen more (Ginnis, 2002). The difficulty for teachers to guide students to their own goals is training and knowing their limits. Teachers would need to have specialised knowledge to ensure their guidance is correct and not overstepping their role as a teacher and facilitator.
The journey from childhood to adulthood can be compared to a ride on a roller coaster, as adolescent youths’ manoeuvre through their internal and external changes, as well as the changes in their parent-child relationship (Wise, 2004; Darjan, Negru & Ilie, 2020). Students begin to seek acceptance from their surroundings and teachers can meet their needs by creating a caring environment, where students feel included and are given the skills to succeed (Yan, 2019). This knowledge will undoubtedly assist my throughout my teaching career.
Reference List
Darjan, I., Negru, M., & Ilie, D. (2020) ‘Self-esteem – the decisive difference between bullying and assertiveness in adolescence?’. Journal of Educational Sciences, 21, 1(41), pp19-34.
Ginnis, P. (2002) The teacher’s toolkit: raise classroom achievement with strategies for every learner. Dorset; Crown House Publishing Ltd (Ebsco)
Mercer, S.S. & DeRosier, M.E. (2010) ‘A prospective investigates on teacher preference and childrens’s perceptions of the student-teacher relationship’. Psychology in the Schools, 47(2), pp184-192.
Sullo, B. (2009) The motivated student; unlocking the enthusiasm for learning. Virginia, ASCD. (Ebsco)
Tomlinson, C.A. (2008) ‘The goals of differentiation’. Educational Leadership, Nov 2008, pp26-30
Wise, I (2004) Adolescence. London: Routledge (Psychoanalytic Ideas). Available at: http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=nlebk&AN=367130&site=eds-live (Accessed: 17 February 2021).
Yan, Y.J. (2019) ‘The research on teacher-student relationship from the perspective of educational philosophy’. Open Journal of Social Sciences. 7, pp448-459.
Ms. Carrick 