Wednesday, October 21, 2015

Identity/ Context Map

Understanding Youth: Adolescent Development for Education
                                        4 Main Identities

Achieved Identity: An individual is highly committed to an identity identity crisis resolved.
Foreclosed Identity: An individual has committed to a certain way of being without exploring that way of being of trying different alternatives
Moratorium: An individual explores different identities but does not make a commitment too one
Diffused Identity: Little to none exploration of an identity therefore there is no commitment

Throughout this chapter we are introduced to Julian, a Haitian boy who is struggling with his identity. Mitch, the school psychologist first begins this experiment of helping Julian reach "achieved identity" by asking him to make of list of things different relationships that he deals with on a day to day basis. Then Julian has to explain what these relationships are expecting of him. Then he was asked to write his own feelings about these relationships in his life. Mitch had Julian make a context map. A context map is used to help one identify their strongest relationships in their lives. For Julian the context map was used more to help him gather who he is and what is important to him in his life.


Thursday, October 15, 2015

The Construction of Adolescents

After reading "The Construction of Adolescents" by Nakkula & Toshalis, I can say that I did actually learn useful, and new information. I never really thought about my life being coauthored with educators or even other people in my life. But of course that makes a lot of sense. Specifically referring to the example of Ms. Petersen and Antwon, I felt like I was once in that type of situation And now that I think about it, my teacher, Mrs. Healey, did coauthor my life story. It is because of her, that I love writing so much. And I always say that the reason I developed the love of writing is because of her teaching in 8th grade. She was my 8th grade Writing teacher, but she also taught ESL students and I feel like this is why she was able to understand her students so well. As the article ask, is it the role of teachers to just simply teach us and "go by the book" or is it their jobs to form relationships with students and teach them more than text book material? Mrs. Healey and I developed a relationship that was more useful than text book material. She was the type of teacher that did what she had to do to make students feel appreciated and understood. 100 percent do I feel as though she coauthored my life because I do not see myself as a writer, if it wasn't for her. And yes at times, she acted as a normal teacher when students would talk and give her a hard time, and she'd yell and frighten us, but at the end of the day, she was helping us shape our lives and for me, she truly did help me and I love the art of writing so much because of her. (Thank you Mrs. Healey)

But then to think, did I help coauthor her life? The article would suggest that I have. That somehow her coauthoring my life and  creating the love of writing within me, helped her own "professional growth" and "personal gratification."  The term reciprocal transformation was new to me. Basically it reveals that youth and adults help each other's development. Learning this term is definitely useful because this is what I aim for. I am to help the youth and in term they help me. It shouldn't be a rare occasion where an adult says the youth has helped them in some way. That should be an everyday thing just as youth are required to learn and get something out of life everyday; an adult can and should to through the youth. I genuinely do not know if Mrs. Healey felt a development growth because of our relationship but thinking that she did is rewarding. It is one thing to have that one adult that has helped you throughout your life, and then another to realize that you actually helped them as well.

The article then ends emphasizing the importance of a relationship between students and educators. Something that stuck out to me was that, "distancing between educators and students has less to do with the participants themselves and more to do with the logistical or social demands placed on learning relationships.." Meaning that educators and teachers should influence each other more often and open up to one another about their lives, about their needs, about their goals. This does not mean that educators are shying away from their purpose of teaching, but rather enhancing their teaching experience.