Middle School Years requiring reformation Assignment PDF

   

Added on  2021-06-17

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Middle School Years requiringreformationStudent Name: Vy Hoang Student ID: 110114258Course title: Middle Years of Schooling Course code: EDUC 5269Course coordinator: Anna Sullivan Date Due: 17/05/2018Page | 1
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IntroductionMiddle years schooling requires educational reforms as it is theprimary level where tremendous academic advancements take place basededucation learning can be established for young adolescents (Hess, 2015).Pendergast, Main and Bahr (2017) highlight the need for schools to reformtheir curriculum, pedagogy and assessment for addressing student alienationand disengagement. There has been a recent focus in the Australianeducation system on the adolescent years of schooling, as this age groupbenefits from programs designed for meeting young people’s needs (Jacob &Rockoff, 2012). This current essay evaluates philosophy, principles andissues related to middle years schooling with focus on behavioral andemotional challenges that are faced by students. Arguments for the need foreducational reform focus on three perspectives of curriculum, pedagogy andassessment. All reforms need to be developed and implemented by teachers,parents along with school to transform student’s boring syndrome. AnalysisAdolescence is a critical phase of a child’s life that needs to be dealtwith utmost possible care. It is at this phase that a child goes throughsignificant emotional and behavioral changes (Bowe, Ball & Gold, 2017).While a child faces a tremendous amount of changes in hormones thatmakes it difficult to deal with situations, middle years schooling imposes agreater number of changes. Middle school requires tremendous amounts ofadjustment for children as it is a huge shift from primary school. Children atmiddle school years face something such as incredibly boring syndrome,where lack of interest creates multiple types of behavioral triggers. Some ofstudent’s negative behaviours can be identified with percentage of studentsas given below. Behaviour Groups% of studentsPage | 2
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Productive60Disengaged 20Uncooperative12Low-level disruptive8Changes as keeping a child’s personal belongings within lockersincrease in travel time and adjusting within a social level where there ispresent older aggressive children might impose difficulties. Children areanxious to enter into middle school as they are fearful as well as beingexcited about going to middle school (Jennings, 2012). Threat from enteringinto a domain that is unfamiliar can result in anxiety which often parentshelp deal with. During adolescence, when a child is transitioning fromprimary school into secondary school levels there is a learning focused onsocial system and self-management skills. As at this period a child starts toseparate from adolescence stage and getting into adult life, thetransformation leads into destabilization. It has been seen that parents aswell as teachers contribute equivalently towards triggering behavioursamongst students. Below is a detailed list of student behaviour as reportedby teachers. Page | 3
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A child generally starts to separate from childhood and they starts topull or push away from adult authorities for living according to theirindependent terms. Often in middle school teachers as well as parents ofchildren have been noticed to complain regarding disobedience, argumentsand contending. Children at this stage experiences more behavioral andemotional changes that becomes difficult to deal with (Wilson & Corbett,2014). At school similar attitudinal trouble is faced that requires reforming ofcurrent levels in education such that children are able to cope up with it.School education can focus on changing their curriculum, pedagogy andassessment styles to allow children at this stage to cope up with newstandards of education at secondary school levels. All reforms need to bePage | 4
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