How Do You Reference A Website In Text Apa Style Characteristics of High School Learners

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Characteristics of High School Learners

High school students are better than young students. You really can “teach an old dog new tricks” by understanding the intellectual and social characteristics of high school students. Using effective teaching strategies to enhance learning and address the academic challenges of high school students can make all the difference in their success.

High School Cognitive Development

Most high school students have mastered the process of working, as Piaget described. These students may be more abstract and need fewer examples to understand conceptual models. Generally speaking, most students have the following characteristics:

  • Must understand the purpose and impact of teaching activities
  • There are both internal and external support
  • There is a self-defense of ignorance due to years of incomplete education and lack of self-confidence
  • There may be “locks” in some skills and need to learn how to learn and overcome these obstacles to learning
  • Want to create immediate and long-term personal goals
  • Want to take personal responsibility for learning and progress toward goals

High School Social Development

High school students are experimenting with relationships like adults. Generally speaking, most students have the following characteristics:

  • Enjoy cooperative learning
  • Need adults to take responsibility and independence in planning
  • Require adults to play an active role in their education
  • Develop community awareness
  • Need opportunities for self-expression

High school Teaching strategies

To address the special educational needs of students of this age, Teaching Reading Strategies use student goal setting and retention. Students are responsible for their own monitoring of progress. For example, the interests of animals can be good for students to keep and monitor progress.

High school students are also concerned about the labeling that occurs, when one is identified as a corrected reader. The essays and negative opinions are both external (from other students and, sometimes their parents), but mostly created by the students themselves) . Years of failing education, due to lack of reading skills, have eroded students’ self-esteem. Many students have lost confidence in their ability to study. Students have developed problem-solving strategies, such as reading survival e.g., audio books or friends/parents reading, or behavioral problems, or “Whatever however… I don’t care” to avoid the difficult task of learning to read well. . High school teachers need to be sensitive to the individuality of students. Some talking points may help:

  • “Unfortunately, some of your previous reading lessons were bad; it’s not your fault that you have some work skills.” aka “give someone else”
  • “You can learn in this class. If you come to class willing to try every day, you will improve your reading, I promise.”
  • “I know you’ve tried before, but this time is different.”
  • “You will be able to show your own progress and see what you learn in this class.”
  • “Some of my former students are like some of you. For example, ___________ and he passed the high school exit exam after completing this course. For example, ___________ get a college education and college now.” Personal narratives provide role models and expectations for high school medical readers. All previous students who have been successful will give “confidence” to the teacher and the class.
  • “You don’t stay in this class forever. When you realize your skills are missing, you leave.”

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