Characteristics of high school students
High school students are qualitatively different from younger students. Teachers and parents can significantly improve the learning of students of this age by understanding the cognitive and social characteristics of high school students. Using the right instructional strategies to maximize the learning benefits and address the learning challenges of high school students can make all the difference in their success.
Middle School Cognitive Development
By ages 12, 13, and 14, most students have begun to develop the ability to understand symbolic ideas and abstract concepts. According to Piaget’s classifications, students’ development will range from the stage of concrete operational development to the stage of formal operational development. In fact, studies show that brain growth slows during these years, so students’ cognitive abilities can expand at a slower rate; however, refinement of these skills can certainly be reinforced. Generally speaking, most students share the following characteristics:
1. Curious and willing to learn things that he considers useful
2. Enjoys solving “real life” problems
3. Focused on themselves and how they are perceived by their peers.
4. Resists adult authority and asserts independence.
5. Start thinking critically
Middle School Social Development
Most high school students experience conflicting values due to their changing roles within their family structure and the increasing influence of their peers. Generally speaking, most students share the following characteristics:
1. They need to feel part of a peer group, made up of boys and girls, and are influenced by peer pressure and conformity with their group.
2. They prefer active learning activities over passive ones that involve working with their peers
3. You need physical activity and frequent movement
4. Needs support, guidance, and calm direction from an adult
Middle School Instructional Strategies
High school students are very concerned about the labeling that occurs when one identifies as a retrieval reader. Labels and stereotypes are imposed both externally (by other students and sometimes by their parents) and internally (by the students themselves). Lack of reading ability causes more self-destructive damage to students’ self-esteem as students get older and the academic gap between them and good readers widens. Secondary school teachers need to be extremely aware of students’ self-perceptions and those of their peers. Some talking points may be helpful:
“All students need help in some areas.”
“This class isn’t for dumb students; it’s for students who just lost some reading skills.”
“Unfortunately, some of your previous reading instruction was lacking; it’s not your fault that you have some skills to work on.” aka “blame someone else”
“You will learn in this class. If you come to class willing to try every day, you will improve your reading significantly, I promise.”
“You’ll be able to chart your own progress and see what you’re learning in this class.”
“You’re not in this class forever. As soon as you master the skills you’re missing, you’re out.”