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The School Zone: Teenage maturity

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Mention teenagers and maturity in the same phrase, in a room full of adults, and watch the reactions of these same adults. The result will be everything from snickers to smiles.
 
Have you ever asked a teenager why he did something, or why she said that “those certain words”?  Remember the responses?  “I don’t know.”  Part of you thinks, “This kid knows exactly what he or she did.”  Another part wonders whether or not that hopeless look is genuine, or not.  Welcome to teenage maturity.
 
The emerging field of neuroscience is providing answers to explain many typical teenagers’ behaviors.  It turns out that teenage impulsivity has its roots in brain development.  Yes, teenagers have brains, despite rumors to the contrary.
 
The frontal lobes of our brains are those areas where impulses are controlled.  Scientists are telling us that the frontal lobes are not fully developed until well past the age of 20—and up to 25—according to some studies.  Ever wonder why some teenage females seem to have their impulses under control earlier than some males?  There are different degrees of biological development for females and males, all which have interesting implications for educators and parents.
 
Researchers at Radford University (William Hudspeth) and Harvard Graduate School of Education (Kurt Fischer) have discovered that the teenage brain is still “wiring up” and that there are certain growth spurts that mark this wiring.  The three major periods of brain growth spurts occur between the ages of ten and twelve, fourteen and sixteen, and eighteen and twenty.
 
As an educator, I now know a little more about those moments when the light bulb goes on in a student’s head.  What is actually happening is that there is a connection being made cognitively.  They are also making an emotional connection in their brains, which is naturally the way most teenagers contextualize their world.  This leads to my next point.
 
Recently, there has been a lot of focus on “emotional intelligence.”  The research has caused educators to sit up and take notice of some things, like never before.  The major factors involved in emotional intelligence are intrinsic motivation, impulse control, empathy, and social competence.  There are many things educators and parents can do to facilitate teenage brain development, resulting in emotional intelligence. 
 
Intrinsic motivation “emerges out of an environment that encourages the discovery and exploration of personal interests and abilities” (Sylwester 2003).  So what can teachers and parents do to encourage and stimulate growth of their student’s internal motivation?  First, we must find ways to produce relevance to what we are teaching.  Students must see how their learning fits their world. 
 
Second, we all have experienced the teenage challenge questions: “Why do we have to learn this stuff,” and “When are we ever going to use this in the real world?”  The answers to these two questions have been simplified.  In the first instance, the reply is “brain research shows that you need this in order to continue onto cognitive and emotional maturity.”  They will stare at us, providing the very rationale needed.  In the second instance, the answer to when it will be used in the real world is NOW.  The fact that students even ask the question is proof enough.  What I am saying in “their” language is, “You are being graded on this stuff.”  Grades make things relevant to their worlds in a hurry, both cognitively and emotionally and immediately.
 
Impulse control is something very few teens have a handle on.  In fact, I could point to a few of us adults that need some extra attention here, as well.  Isn’t this what we mean when we look at our friends who have never really “grown up?”  Teenagers often act without giving themselves any time to think through, or reflect on their actions ahead of time.  Adults are more choice-oriented before acting.  Teenagers simply act a lot before thinking.  This is the way they are wired, reiterating the “I don’t know” response addressed earlier.
 
As neuroscientist Jay Giedd puts it, teenagers “have the passion and strength but no brakes” (Stranch 2003).  Teachers can help students to learn to control impulses by providing opportunities such as discussion, journaling, and places to vent.  Students will learn over time.  So those long-term projects, and things student do not yet see as relevant for their lives, delay gratification and cause necessary reflection.
 
Empathy is an important aspect of emotional intelligence, again found in the developing frontal lobes.  Empathy allows students to act in ethical ways, and demonstrate altruism.  High schools and even junior highs are requiring many hours of community service, in order to assist in the development of empathy.  Teachers can help by allowing students to share their thoughts, and allow their expressions to connect with those of others.  These expressions must be tempered with proper classroom, decorum at all times.
 
Social competence is that which allows students to “read” social contexts and respond adequately.  Many teenagers seem socially awkward, particularly when singled out, or with the opposite sex.  This is why they find such identity by looking the same as their friends in attire, hair style, taste in music, youthful language, etc.  When it comes to respect, consideration of others, and development of manners, adults can play a large positive and negative role.    According to Robert Sylwester (2003), “Manners do not come naturally but must be taught.”  Teachers can assist in the development of manners by allowing students to work in groups and debriefing afterwards.  The same works around the dinner table at home, as we set aside time in our busy lives.
 
In closing, if we want students to learn to make good decisions and become the leaders of tomorrow, let’s allow them the opportunities to fall short, learn from their shortcomings, and work with their brains. Celebrate that they have them, and are learning to use them with each and every opportunity we craft for them.  My dad always thought my brain was connected to my backside.  After repeated attempts to kick-start it, I finally figured out a few things.  But I guess science has a way to go to prove this empirically.