Adolescence: Myth vs Reality

Many adults hold common myths about adolescents, but for teachers of adolescents, myths can definitely interfere with the learning young people.  Awareness of facts about adolescent development can give greater patients and insights into the thinking process of their developing minds.  Dr. Daniel J. Siegel's book, Brainstorm - The Power and Purpose of the Teenage Brain, is a great source for identifying and correcting common misunderstandings.

Below are listed common myths vs facts about adolescents.

• (Myth) Adolescence brain age is from 12 to 18 vs (fact) from 12 to 24!
• Raging hormones cause adolescents to go mad vs brain development causes their behavior.
• Adolescence is a time of immaturity vs a time for their brains to thrive.
• It's a time of independence from adults vs it's best as a move towards social interdependency.
• It's a time of confusion vs. a time of emotional intensity, social engagement, & creativity!
• Creative exploration is reduced during adolescence vs creative thinking is one of the four qualities of the adolescent brain.
• Brain growth stops at the end of adolescence vs the brain develops during one's whole lifespan.

Dr. Dan Siegel - BRAINSTORM: Hyper-rational vs. impulsive behaviors

Daniel Siegel Discusses The Teenage Brain

Get Rid of Your BUTs

Remove BUT from your vocabulary!

If you catch yourself saying "I like that BUT…." STOP and replace “but” with “I wonder how…” or "I like that AND..."

How many times when approached with a new concept or idea that you intentionally or unintentionally shut it down by using "but" in your sentence?

• That would be great but, I don't have time.
• That would be great but, I don't have the resources.
• That would be great but, the students aren't engaged.

In the words of Jim Knight, "Words have the power to bring people together or push them apart. To find common ground, we should use words that unite and avoid words that divide. The most fundamental word choice is to say WE instead of I, YES instead of no, AND instead of but.” excerpt taken from Better Conversations Coaching Ourselves and Each Other to be more Credible, Caring, and Connected

Take some time to reflect on how often that one little word squashes potential innovation. 

Read Shana Lebowitz's article A Stanford professor says eliminating 2 phrases from your vocabulary can make you more successful

Help your students develop positive attitudes and open minds, help them eliminate their buts too!

Stick out Your Neck for a Kid, and You’ll Build a Connection

Because I am continuously writing IEP goals involving advocacy, this chapter peaked my interest.The quote by the author, James Alan Sturtevant,“Stick out your neck for a kid, and you’ll build a connection,”struck a chord and memory with me. My first year teaching at Plymouth High School the administration had the drug dogs come into the building. The previous district I taught at had never had the drug dogs visit, so this was a new experience for me. All students were to be inside classrooms and doors were to be closed. One of the students I was responsible for during this mod period, who also was on my caseload, was trying to get rid of marijuana and was caught in the hall. The dog smelled the marijuana and my student was sent to the vice principal's office with a police officer. He lived with his grandmother who could not drive and had no one to be with him while the police spoke with him. I sat with him in the vice principal’s office and supported him as best I could without judging, just listening and only giving advice when he asked. From that day on we had a different relationship. We were able to tease each other and he knew I was there for him. He went on to graduate from high school with his peers and had a job in his vocational interest area after graduation. This is just one memory that came to mind when reading Sturtevant's quote, yet it is something I feel still rings true in education today.

Making connections is not always easy.  Joshua Block, in the article, “Making School About Connection” in Edutopia describes making a connection in our classrooms as being the host at a party.Teachers should be aware of all the students in their classroom like a host is aware of the guests at their party.  Which students are responding to students around them? Which guests are mingling? Which students are not focused on the task? Which guests are bored and ready to leave? Thoughts are evolving about how all students can be involved, feel connected, be willing to take chances, like the life of the party student?

Another great recommendation for connecting with students in the t21st century is through social media. For example, creating a Twitter page to use with just students can help them make a connection with their teacher outside the classroom. The following article, 50 Ways to Use Twitter in the Classroom gives numerous examples for teachers to incorporate Twitter in their classroom. Twitter especially can assist the teacher is making a connection with the quiet student. Through Twitter, students can respond and ask questions that they may not feel comfortable verbalizing in person.

No matter what it is called, advocating for students, making relationships or making connections, it is one of the most important aspects of teaching. The way in which connections are made especially with the ever evolving technology may have changed, but the importance has not. Many times as teachers we get so busy creating lessons, attending meetings, completing reports or grading assessments that we forget that building a connection with students is most important, and all the other teaching responsibilities are secondary.

Myths and Realities about the Teenage Brain

How much do you know about the teenage brain?  Is your knowledge based on myth or reality? Explore the resources below!

Quick Quiz: How Well Do You Know the Teen Brain?

3 myths about the teen brain

Did you learn anything new?  

Exercising and the Brain-Why is it important?

In the book “Brainstorm” by Doctor Daniel J. Siegel he discuss the intricate details of the teenage brain and how it develops.  While reading the book we connected with some of the following quotes:

“As teens we are often not oblivious to the negative consequences of our actions.  Instead, even though the negative consequences --the cons -- are fully known, we place more emphasis on the potential positive aspects --- the pros --- of an experience: the thrill.” 1

“...enhanced natural dopamine release can give adolescents a powerful sense of being alive....it can also lead them to focus solely on the positive rewards they are sure are in store for them, while failing to notice or give value to the potential risks and downsides.” 2

Dopamine release affects us during adolescence by increasing our susceptibility to addiction.  Drugs or alcohol can lead to a release of dopamine that teen brains crave. As the substance wears off the brain causes us to feel compelled to ingest more dopamine.  This can drive the addiction.  3

Everyone knows that exercise is positive (or has heard that). Exercise causes a rush of dopamine to flood teenage brains.  Teen brains are wired for addiction, so why not harness the power of the brain to help students develop positive lifelong habits that also satisfy their short term dopamine cravings. The following image shows some of the positive effects of exercise.

Exercise and Brain Rap

Toe Tapper Brain Break

1- "What Happens To Our Brains When We Exercise And How It ..." 2014. 2 Nov. 2015 <http://www.fastcompany.com/3025957/work-smart/what-happens-to-our-brains-when-we-exercise-and-how-it-makes-us-happier>

2- (2013). Life of an Educator: 8 things educators need to know about ... Retrieved November 2, 2015, from http://www.justintarte.com/2013/10/8-things-educators-need-to-know-about.html.

3 Daniel J. Siegel, M. (2013). Brainstorm: The Power and Purpose of the Teenage Brain. New York: Penguin Group.