The following essay will discuss the importance of adolescent development within an international school setting. The norms within an International Baccalaureate school are given that teachers and educators are trained accordingly to the needs as outlined by the International Baccalaureate organisation, where a focus is placed on inquiry-based learning, assessments, student agency, and how to promote international mindedness, allowing students to learn through making connections within a global context while being knowledgeable, caring, risk-takers and open-minded.
The essay is divided into three sections, including personal experiences, how these link to theorists, and the educational implications. By focusing on the interpersonal and intrapersonal relationships between staff and colleagues, one can easily promote high levels of engagement and excellent communication channels by being professional and showing awareness for respect, dignity and appreciation for hard work, wherever your team might be in their learning experiences.
Abstract
The following essay will discuss the importance of adolescent development within an international school setting. The norms within an International Baccalaureate school are given that teachers and educators are trained accordingly to the needs as outlined by the International Baccalaureate organisation, where a focus is placed on inquiry-based learning, assessments, student agency, and how to promote international mindedness, allowing students to learn through making connections within a global context while being knowledgeable, caring, risk-takers and open-minded.
The essay is divided into three sections, including personal experiences, how these link to theorists, and the educational implications. By focusing on the interpersonal and intrapersonal relationships between staff and colleagues one can easily promote high levels of engagement and excellent communication channels by being professional and showing awareness for respect, dignity and appreciation for hard work, wherever your team might be in their learning experiences.
Keywords: Adolescent Development, Intrapersonal, Interpersonal, Personal Experiences.
Introduction
Over the last decades, education has evolved the same and teaching methodologies have changed to allow students to reach their full potential and achieve the goals and targets that were set for them to become responsible citizens with a high level of maturity and accept responsibility for their actions.
Part 1 - Discussion of personal experiences
Reflecting on his own experiences and childhood, the author distinctly remembers finding it difficult to communicate with his peers due to the fear of being bullied and not having the correct social skills or enabling himself to stand up for his rights. Coming from a religious family impacted my decision-making progress and how the author in general behaved. Some students in his classroom viewed it as a weakness and took advantage of the situation with myself being placid, cooperative, organised and very forthright with what he wanted to achieve and what he was able to do thanks to commitment, hard work and consistency.
Using the various Approaches to Teaching and Learning (ATL) skills enabled me to be meeting deadlines on time, ensuring my self-management skills were intact and that my social skills were always the best towards girls in the classroom towards boys my age and my group. The author found it extremely easy to communicate with the opposite sex and found it extremely difficult to build a positive relationship with other boys his age. The author thought because of his religious upbringing being completely reserved and placid in every sense of the word. The school environment played a pivotal role in his educational growth and reaching his potential academically and mentally concerning my academic
growth. The author was extremely easygoing and very approachable although very shy, and reserved. He had an excellent relationship with his teachers for being an extremely hardworking student, who was always responsive and accepted accountability for his actions in the classroom by being proactive, engaging and always willing to assist others in the classroom. The author always led by example and tried to help wherever he could. On a personal level, he wanted to become a medical doctor and help people but instead went into education at University and always achieved excellent results as a student who was consistent in his actions, outlook and perspective about life, how to cope with things and how to manage my time correctly and constructively.
Part 2 - Connecting personal experiences to theories that were discussed
Making connections between the internet and some digital devices is equally important as having the right sets of attitudes in accepting the positives that such learning will impart, maybe not immediately but certainly in the long term. In contrast, schools in the past relied solely on teacher knowledge (Mishra & Koehler, 2006) and content-heavy course books and used the one size fits all approach to assess students, with little success. Reflecting on the author's development and understanding of ICT skills enabled me, later on, to work on computers with ease and understand technology with the added benefits of being computer literate. Misha and Koehler (2006) state that:
Content knowledge (CK) is knowledge about the actual subject matter that is to be learned or taught. The content to be covered in high school social studies or algebra is very different from the content to be covered in a graduate course on computer science or art history (p. 10).
How students perceive work is completely different from how it is being taught and explained in the classroom. It is important for students to be computer literate and have an understanding of how to create documents, work collaboratively together within a team and prosper educationally by achieving the goals set for them by being competent 21st-century learners.
Teachers can change this by supporting the students so they can pass and achieve the goals and targets set for each student. Working in a positive environment to reassure each student of reaching their full potential must be the most creative aspect of teaching. Poole (2009) iterates on the importance of the use of technology by stating that:
Computer-integrated education works best when it is well-planned, well-integrated, closely monitored as to its effectiveness like any other methodology, and given a fair chance. "A fair chance" can only be guaranteed if computer-based teaching and learning are constructed on the seven pillars of success (p. 329).
It is important to have these skills that will enable you as a student to achieve the goals you have set for yourself and through being competent with 21st-century skills you can collaborate with others, work within teams and explore group projects in either google docs or slides as part of the google suite available for students (Stauffer, 2022).
Part 3 - Educational Implications
Several implications can coexist when you do not have support from your colleague to support your students in the classroom. Teaching them how to conclude research is important, and how to use the various Approaches to Teaching and Learning (ATL) Skills are important to address, especially using their critical skills through being able to communicate with their peers to achieve the goals and targets outlined by IBO (2018). In an inquiry-based curriculum, it is very important to make connections within a global
context to focus on the learner profiles of becoming "risk takers" and becoming effective "communicators" as outlined by IBO (n.d., p. 1).
Students learn to socially improve their social skills by having regular meetings, debates sharing opinions and giving feedback with regard to their development and potential challenges by accepting responsibility for their actions and being proactive and responsible yet acting maturely with a positive attitude towards their work with a good, healthy and balanced attitude of working cooperatively and collaboratively towards their peers in the classroom. By helping students understand self-management skills they can meet deadlines, complete assignments and group projects on time and seem more organised, which inevitably will assist them when they are attending college or University later to conclude their Tertiary Education.
Being a good listener and motivating your students to become responsible and accept accountability is teaching them life skills that will help them in the future. These added qualities will definitely inspire your educators to work together within a diverse working environment.
Conclusion
By focusing on the interpersonal and intrapersonal relationships between staff and colleagues one can easily promote high levels of engagement and excellent communication channels by being professional and showing awareness for respect, dignity and appreciation for hard work, wherever your team might be in their learning experiences. Being a true team player can impact your group dynamics in a positive sense, where they will be able to discuss, collaborate, and share their opinions, reflections, suggestions, and comments.
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- Arbeit zitieren
- Dr. Mario Maxwell Müller (Autor:in), 2022, Adolescent Development in International Schools, München, GRIN Verlag, https://www.grin.com/document/1292436
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