Brain adolescence is less mature than adults brain.
Adolescence brain acts in different levels, because they can´t come up with the correct answer quikly, trying to reason out the various possibilities they took a while, and much longer than it would
for an adult brain.
Scientists have discovered that when younger teens, like the shark
girls, process emotions, they do not use the frontal cortex as adults do but
instead use the amygdala, the reptilian part of the brain that regulates
the “fight or flight” response. The amygdala also plays a role in how teens interpret facial expressions.
let me say that each of us reacts to teenagers differently.
Every adult brings to the teaching profession his or her own set of
experiences and skills, and different resistances and vulnerabilities as a
result; therefore, one person’s heightened response is another person’s
indifference to the effect teenagers have on us.
Teenagers
need us to not only know more than they do, they need us to be more
than they are,
Those of us who work in the teenage
world must practice grown-up skills if we want to be good at our jobs.
The teenage brain, with its developing capacity for impulse control
and judgment, requires guidance. It requires help to satisfy its basic
needs on the one hand, and to not be held hostage to its desires on the
other.
Teenagers need us to be able to respond differently than they
do because they literally don’t have the brain power to control themselves
at times.
When we identify with
teenagers, on the other hand, we confuse their experiences with our
own, and as a result we see our ourselves in them, and vice versa.
The relationship between us and teenagers can never be equal,
We can be friendly with anyone.
Friendship, on the other hand, is a relationship with implied expectations
and presumed mutuality.
teens need us to prioritize
their needs over our own, at least when it comes to our work with them.
Administrators should aim for transparency in most aspects of
their work as it relates to dealing with teenagers—and the more transparency
the better.
Teachers need to
be educated about the teenage world, adolescent psychology and development,
and expectations for grown-up behavior, among other topics.
Adults with no life often
feel self-righteous satisfaction at their ability to do more, give more, and
participate more than others within the community, and this eventually
becomes everyone’s problem.
When adults don’t stand united within the teenage world they create
confusion for students and headaches for themselves. The biggest danger
in us vs. them cultures occurs when adults join forces against each
other or the administration and bring students along for the ride.
Adolescence brain acts in different levels, because they can´t come up with the correct answer quikly, trying to reason out the various possibilities they took a while, and much longer than it would
for an adult brain.
Scientists have discovered that when younger teens, like the shark
girls, process emotions, they do not use the frontal cortex as adults do but
instead use the amygdala, the reptilian part of the brain that regulates
the “fight or flight” response. The amygdala also plays a role in how teens interpret facial expressions.
let me say that each of us reacts to teenagers differently.
Every adult brings to the teaching profession his or her own set of
experiences and skills, and different resistances and vulnerabilities as a
result; therefore, one person’s heightened response is another person’s
indifference to the effect teenagers have on us.
Teenagers
need us to not only know more than they do, they need us to be more
than they are,
Those of us who work in the teenage
world must practice grown-up skills if we want to be good at our jobs.
The teenage brain, with its developing capacity for impulse control
and judgment, requires guidance. It requires help to satisfy its basic
needs on the one hand, and to not be held hostage to its desires on the
other.
Teenagers need us to be able to respond differently than they
do because they literally don’t have the brain power to control themselves
at times.
When we identify with
teenagers, on the other hand, we confuse their experiences with our
own, and as a result we see our ourselves in them, and vice versa.
The relationship between us and teenagers can never be equal,
We can be friendly with anyone.
Friendship, on the other hand, is a relationship with implied expectations
and presumed mutuality.
teens need us to prioritize
their needs over our own, at least when it comes to our work with them.
Administrators should aim for transparency in most aspects of
their work as it relates to dealing with teenagers—and the more transparency
the better.
Teachers need to
be educated about the teenage world, adolescent psychology and development,
and expectations for grown-up behavior, among other topics.
Adults with no life often
feel self-righteous satisfaction at their ability to do more, give more, and
participate more than others within the community, and this eventually
becomes everyone’s problem.
When adults don’t stand united within the teenage world they create
confusion for students and headaches for themselves. The biggest danger
in us vs. them cultures occurs when adults join forces against each
other or the administration and bring students along for the ride.