Issues of Physical development

- Kayla is physically more mature than her peers.

- Being physically more mature explains why she is excelling in physical activities, as
her motor skill are improving and bone and muscle are growing.
- As well as this she would have developing sex organs, gaining the attraction of older
boys and as a result has gained a group of older students as friends. This puts her at
high-risk of substance abuse, especially as these students have already been
reprimanded for such already.
- It also puts her at risk of early sexual activity. Her brain has not yet fully developed to
make good decisions and due to her physical appearance would be receiving offers
from older boys.

Strategies to assist Kayla

Strategy 1

- As she excels in physical activities, it may help to introduce some kind of physical
actives into academic learning (McDevitt, 2010).
- Integrating physical activity into classroom learning provides another opportunity to
infuse meaningful activity during the school day. Physical activity in the classroom
helps activate the brain, improve on-task behaviour during academic instruction time,
and increases daily in-school physical activity levels among children. (NASPE, 2008)
- Advantages: Benefits brain development, promotes healthy lifestyle
- Disadvantages: Interferes with Academic Course load
http://www.edubabbling.com/the-pros-and-cons-of-physical-education-in-schools/
https://www.cdc.gov/healthyschools/physicalactivity/facts.htm
https://www.fitnessblender.com/blog/the-benefits-of-exercise-in-the-classroom-
effects-of-exercise-on-learning-and-education

Strategy 2

- She is at risk of delinquency/substance abuse due to peer pressure from the older
students she hangs around with.
 - Provide healthy options for free time, Ask them to keep their long term goals in mind,
encourage abstinence or the use protection, explain risks involved with texting.
(McDevitt, Ormrod, Cupit, Chandler, Aloa, 2010. )

Reflection

Prior to this I was almost completely unaware of the amount of issues that can arise around
adolescents and the different methods many have put in place to help young students who are
in need or are at risk. I realise now that it is extremely important that we constantly monitor
our students’ behaviours and analyse their moods to determine what methods, if any, will be
needed to steer them away from delinquency or help improve academic skills. As a future
mathematics teacher, I feel the hardest part would be trying to get adolescents excited about
maths. As mathematics has high-element interactivity it can be hard teaching adolescents of
varying cognitive abilities as each person brain develops at various times. To help students
develop their long-term memory and retain information so as not to discourage them from
maths, it would be beneficial to be doing regular recaps, or revisions. Students who
experience continuity in the messages provided by home and school report feeling more self-
confident and recognizing the value of school and learning. They also are less disruptive in
classrooms, earn higher grades, have better attendance, and are more likely to go to college or
other post-secondary options (Sandra L. Christenson). Webster-Stratton found that by simply
staying in constant communication with both the student and parents, that school experience
improved and behavioural problems decreased (1993). So in maths, it would be best to create
questions that would interest adolescents, to constantly encourage the students and be in
continual communication with both the student and their parents. With regards to Kayla and
many students like her, instead of breezing through questions, I would build on knowledge to
avoid extraneous cognitive load and begin each class with revisions to help her long-term
memory. Constant encouragement and education on different mindsets and how to change
from having a fixed mindset to a growth mindset would also be helpful.

References

Christenson, S. L. (2013). Relationships. Retrieved from

http://www.extension.umn.edu/family/school-success/professionals/research-on-school-
success/research-on-factors-of-school-success/relationships/
McDevitt, T. M., and Ormrod, J.E., Cupit, G., Chandler, A., Aloa, V. (2010). Child
Developent and Education. (p. 168). Pearson Education, Inc.

Webster-Stratton, C. (1993). Strategies for helping early school-aged children with

oppositional defiant and conduct disorders: The importance of home-school
partnerships. School Psychology Review, 22(3), 437-457.