100 Words: Becoming an Advocate One Essay at a Time

Abstract

This article highlights how implementing a particular writing experience fosters the development of relationships between students and teachers.Being an advocate for young adolescents is as critical now as when This We Believe was first published. Being an advocate means actively keeping students' best interests in mind, building strong and positive relationships, and then creating supportive and caring learning environments for all students. Much attention over the last decade has emphasized the need for rigorous and relevant curriculum for adolescents (Caskey, 2002; Darling-Hammond 8c Friedlaender, 2008; National Middle School Association [NMSA], 2003; Partnership for 21st Century Skills, 2011). However, relationships, the third R in this group, remains one of the most critical components when advocating for adolescents (BeatyO'Ferrall, Green, 8c Hanna, 2010; Mo 8c Singh, 2008).Despite the focus on implementing rigorous content standards, building relationships with students cannot be overlooked or set aside in planning and developing instruction (Klem 8c Connell, 2004). Teachers need to understand students in a more personal way than just as learners of content in order to develop meaningful relationships with students. This means deeply understanding the typical and enduring needs of adolescents, and the specific needs of students. In essence, advocating for students means understanding them as individuals, how they see the world, how to help them develop strong and positive self-concepts, and then using these understandings to improve learning experiences in the classroom (Ladd, Birch, 8c Buhs, 1999; Pajares 8c Schunk, 2001; Parker, 2010).However, understanding what it means to be a young adolescent becomes increasingly more difficult as social, societal, political, and environmental factors change in our world. The challenges facing adolescents today are not the same challenges that most educators faced when they were adolescents. The ubiquitous access to technology and social media is but one example. Understanding students as individuals within the classroom may help with planning and instruction, but it also may help teachers better understand students' families and communities (Eccles, 8c Harold, 1996). Thus, educators need to be continually aware of the unique and localized needs of adolescents in their classrooms. In doing so they may more effectively create safe and supportive learning environments, better support students as individuals, and attend to the unique cultural differences (Jackson & Davis, 2000).Reflection in 100 wordsGaining a deeper understanding of my students as individuals, as members of various groups, and their cultural ties seemed overwhelming at first. Yet, with the use of a simple and short essay, I was able to quickly understand how they viewed the world around them and their role within it. I decided to ask my advisory class, students I saw for two 30-minute periods each day, to respond to the following prompt: Describe in 100 words, what is it like to be your age? This prompt was given only once within the first couple of months of school after several weeks of working closely with these students and developing their trust and respect, though it could be repeated throughout the school year. I told them that I wanted to better understand what life was like for them so that I could learn to be a better teacher.When the time came to assign the essay, I informed the class that their responses would not be shared with anyone they might know-parents, classmates, or other adults at school. As such, in order to continue to respect this anonymity, students are not referred to by name in any of the responses below. I shared my belief that sometimes adults do not understand what teenagers experience in life and school, and that by better understanding their perspectives, I could then make better decisions on how to meet their needs as their teacher. Needless to say, their initial responses and reactions included many rolling eyes and groans, yet students quickly began writing. …