ENGAGEMENT IN LEARNING BEGINS WITH RESPECT

The author is Teacher

IZEL ALELI G. PATIU

Adolescents learn more easily when they feel heard, understood, and cared about. Teachers should see teen reactions and attitudes through the lens of behavioral development.We know that adolescents are acutely aware of when adults are treating them with respect and when they aren’t. We also know that engagement leads to successful academic outcomes and a greater sense of well-being for both the student and educator. If teens are more likely to engage with adults who respect them, it’s safe to say that respect is essential to student learning.When adolescents describe the ways in which they experience respect, they report that they want to feel challenged by being pushed beyond their comfort zone. They want adults to hold the bar high for them. They feel respected when adults listen and respond to them without judgment, and accept their beliefs and values, however different from their own. And when adults are responsive to their intellectual, physical, social, and emotional needs, adolescents feel this as genuine concern for their welfare, which in turn makes them feel valued.But adolescents can be uniquely frustrating to many adults. The challenging developmental tasks of separating from adults and seeking their own identity often lead them to push adults away, refute adult guidance, and disagree even when it betrays all rationality. It is important for us not to overlook the developmental necessity of these behaviors and to understand them. In doing so, we express our respect for each teen.We can demonstrate at least six specific skills to help create a respectful relationship with teens. While the value of respect in our work may seem a no-brainer, its consistent execution is a constant challenge.Understand and respect the function of the behavior. All behaviors have a function. When we put our detective hats on alongside adolescents, together we can figure out what’s driving their behavior. Using curiosity in your tone will engage the teen and facilitate a move toward learning goals. Curiosity will make her feel valued and understood, and it provides an opportunity to model thoughtful problem solving.Assess whether there may be a skills or performance deficit.There are times when we may expect an adolescent to demonstrate a skill or behavior that he is still acquiring, and we may mistakenly assume that the ability exists and that he is just choosing not to use it. Similarly, if the teen has a skill, he may not be able to exhibit that skill consistently. This may be a performance deficit and also requires work toward the goal of more consistent demonstration. Using appropriate assessment tools or consulting with other professional disciplines to figure out various skill levels will help adults effectively and respectfully engage.

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I at NuestraSeniora Del Pilar Integrated School