Mears, Derrick (2012) Theory into Practice: Adolescent Brain Development and Implications for Classroom Management, Strategies, 25:6, 32-34, DOI: 10.1080/08924562.2012.10590971
Synopsis:
The teenage brain really is different. As science has shown, it is through the adolescent years that the brain undergoes a sort of “reorganization” in areas like the pre-frontal cortex, the area responsible for selecting behaviours, initiating appropriate social responses, and contributing to the development of short term memory. Since this part of the brain is going through a sort of reconstruction during the teenage years, the body will use the amygdala instead to formulate a response to a variety of stimuli. The amygdala is related to “fight or flight” responses. Therefore, these neurological changes can help us better understand the erratic and inconsistent behaviours that we witness in our students. Mears suggests that by understanding how the teenage brain is working, we can adapt our behaviour management strategies in our classroom to fit these neurological changes. He presents one example of a behaviour management sequence that teachers can use to better handle issues with teenage students. The article also provides other resources and programs related to behaviour management plans and interventions.
My Critical Reflection:
This is a very scientific approach to understanding how to manage our classrooms and connect with our students. Nevertheless, it is valuable to understand what is really going on inside our students brains when we are trying to rationalize with them. At the very least, it reminds teachers not to take everything too personally and that sometimes there are no deeper underlying issues to search for when a child is acting out, rather, we may just have to take a different approach in getting through to them.
