Characteristics of ML Child 2

Physical Development
• Students need information on Physical
• Physical changes affect behavior.
• Rapid growth = increased nutritional needs.
• Do not stereotype according to physical
• Exploratory areas require coordination to master,
and many students have poor fine motor skills.
•Many girls may experience the first signs of
menstrual period during school day.
•Many are restless and uncomfortable much of
the time.
•Sitting for long periods of time is likely to have
negative effects.
•Compulsions to “check themselves out”
•Overactive glands
• Design a comprehensive health, PE and fitness
program that is relevant to the specific needs
and capabilities of the young adult.
• Plan opportunities for all to experience physical
success- Intramural sports.
• Provide adequate nutrition.
• Vary the pace of lessons.
Intellectual Development
Concrete to Abstract thinkers
• Shorter attention spans than elementary and
high school age students
• Like to use their vivid imaginations and link it to
problem solving
• Your classes will hold the entire spectrum of
• The shift in thinking from concrete to abstract
is continually ongoing, so be flexible with lesson
•Physical and intellectual development happens
concurrently. Get students up and moving to
engage body and mind.
•They can experience metacognition.
•They begin to understand what is meaningful and
useful and find applications in their own lives.
• Begin lessons with the concrete.
• Create short and intense lessons.
• Allow students to interact with the materials and
each other.
• Ask exploratory questions that require higher
level thinking.
• Be prepared for off track responses.
• Leave some questions unanswered.
•Create an environment where taking risks
is safe.
•Create authentic lessons, demonstrations
and experiences.
•Use visual aids.
•Provide opportunities for students to explore
materials for themselves either
individually or in a group.
•Utilize a wide variety of teaching
•Ensure opportunities to rehearse and
practice key concepts.
Emotional Development
• Self-regulation of their emotions is difficult.
• This emotional variability places young
adolescents at high risk of making decisions that
may have negative impact.
• Plan on incidences and events that will trigger
emotions which will disrupt the learning
• Know thyself and how you will react.
• Understand and accept the typical behaviors of
this age group.
• Be an honest and available role model.
• Be a good and attentive listener.
• Avoid sarcasm.
• Help students to feel skilled and competent.
• Provide praise and reinforcement in appropriate
•Create an environment in which students can
experience acceptance by peers.
•Help students feel acceptance by adults. Give
them praise and encouragement.
Social Development
• There is a huge need to be part of a social group.
• There are some who feel like targets.
• This is a time for shyness due to self
• Your background is different and you may have
trouble relating. (For example, if you are
extroverted and you have an extremely shy
student, try not to become impatient.)
• You should design and participate in schoolbased social activities. Go to the dances!
Sponsor an after school club or field trip.
• Encourage student to participate in intramural
sports, or the programs in music, arts, drama,
journalism or other interest areas.
• Help students feel acceptance by peers.
• Help students see how they fit into the roles
society expects of them.
•Allow students to work in groups to peer teach.
•Group students with others of socially different
•Provide opportunities for community involvement.
•Respect their constant need for social selfdefinition. They are searching for an identity that
Character Development
Intrapersonal Attributes
1. Self-discovery
2. Self- management
3. Delayed gratification
4. Courage
5. Honesty
Interpersonal Attributes
1. Empathy
2. Altruism
3. Problem Solving
4. Tolerance
5. Self Deftness
•Some students are from homes that emphasize a
very strict moral code, while others grow up with
few restrictions.
•Students are continually faced with contradictions
concerning character.
•Students are especially vulnerable to falling into
the “wrong crowd”.
• Model moral discipline
• Teach positive values that match the community
and make them part of the curriculum
• Use discussions as ethical arguments for
students to analyze.
• Promote care beyond the classroom.
• Teach conflict-resolution.
• Respect student’s personal environments.