The Middle School Concept at Salem Lutheran School

The necessity of focusing more attention and effort on assisting these young people as they bid farewell to childhood and begin the sometimes difficult journey to adulthood is recognized by all of us who have the task and responsibility of providing for their Christian education and welfare while in this place. As noted by the Carnegie Council on Adolescent Development, “Young adolescents face significant turning points. For many youths ten to 15 years old, early adolescence offers opportunities to choose a path toward a productive and fulfilling life. For many others, it represents their last best chance to avoid a diminished future.” At Salem School, we have a crucial role to play assuring that our early adolescents have the opportunities they need and deserve to reach their full potential.

Who are these early adolescents and what characteristics do they present? By viewing human development as a continuous process, it is evident that no clearly demarcated events characterize entrance and exit from early adolescence. Typically, those from 10 or 11 to 14 or 15 years of age are considered to be early adolescents. The majority of these youths are found in grades five through eight. Much interest and research has occurred the last two decades due to two things: the realization that there is a serious lack of research into this particular age group and a growing recognition of a widespread increase in problems being experienced by large numbers of early adolescents, for example, increased pregnancy and suicide rates and tragic levels of illicit drug and alcohol use. Statements regarding the unique developmental characteristics and needs of early adolescents tend to be quickly accepted. Few question the notion that these young people are experiencing dramatic and sometimes traumatic changes in physical, social/emotional, and intellectual growth. It is still common to hear negative comments about ten to fifteen year olds. The myth that these years are characterized by “stress and storm” feed these negative attitudes. Many researchers have found that in fact these years are not marked by undue amounts of turmoil. Those of us who more fully understand this age group think of them less in terms of agitation and trouble than in terms of excitement and discovery. It is during this time that “one catches a glimpse of the emerging adult side by side with the child, when leadership begins to make itself visible, when the capacity for abstract thought develops, and when, perhaps for the first time, a parent or teacher can hold a conversation with the young person that has a tone of adult-to-adult communication.” A major agent in helping others develop more positive attitudes toward these early adolescents is by providing accurate knowledge about them. The remainder of this section will address some of their major characteristics.

Physical Development. This age group is characterized by periods of pronounced and accelerated growth. It involves the most rapid physical growth that humans experience with the exception of fetal and infancy growth. Growth patterns do, however, differ greatly in timing and degree. The growth spurt usually begins at about age ten for girls and age 12 for boys. Females mature at a rate of about one to two years ahead of males, but the sequential order in which development occurs is relatively consistent within each sex. The age of greatest variability in physical size and physiological development is approximately 13. The growth is often disproportionate since certain parts of the body such as the arms and legs develop earlier and more rapidly. This often leads to awkwardness and unattractive physical appearance as well as to serious injuries in contact sports programs.

Intellectual development. Intellectual changes occurring during this period are not as easily observed. Adjusting to a new way of thinking is sometimes a difficult task for these youths. Mental growth often precedes physical growth. The vast majority of students are operating within Piaget’s concrete and formal operational stages. The concrete stage is a very conceptual one where information is organized around categories that are generalizable from one instance to another. The formal stage is characterized by formal thought and utilizes the components of logic and reasoning (remember the article on classical education?) in decision making. This process is most near the type of thought that exists in many adults. As early adolescents lose some of their dependence on what is perceived as reality (the “grammar” stage), they begin to focus on what is possible—prepositional thinking. Some will still focus on the “here and now” while others will develop the ability to move more quickly into dealing with advanced thoughts. Some may begin to grasp concepts as calculus and philosophy and appreciate simile and parody. At some time during these years, most adolescents will be able to go beyond what might be and develop a higher degree of intellectual curiosity. It should be mentioned here that research states “no more than 1% of ten year olds, 5% of eleven year olds, 12% of twelve year olds, 14% of thirteen year olds, and 14% of fourteen year olds have the capacity to even initiate formal reasoning.” This clearly emphasizes the importance of our teachers giving careful consideration to their teaching process when planning learning experiences. Clearly, the majority of early adolescents are concrete learners. They will learn best by doing, trying out new ideas, and sharing these ideas with other adults and peers (moving toward the “rhetoric” stage of the classical curriculum). Our major focus will be the provision of the realistic learning expectations and experiences.

Social and emotional development. The comparative serenity of childhood is left behind during these years as emotions begin to play a key role in the life of early adolescents. They experience greater depth and breadth of emotions but the nature of these emotions more closely resembles those of childhood than those of late adolescence. Although these emotions can take on remarkable depths, they are more easily forgotten than in later years. These youths become idealistic and are frustrated when their ideals do not materialize. They tend to criticize themselves and others unrealistically which may lead to feelings of uncertainty, anger, and frustration. Anger, though usually short-lived, is very common. Feelings about parents and significant adults, such as teachers, begin to undergo changes. Peer groups begin to take on a new importance, and adults are looked at with a different perspective. This includes the recognition that the most trusted and loved adults are not perfect and cannot always be depended upon. Learning to accept and be accepted is a vital task. Same-sex companion is common during the tenth to twelfth year with opposite-sex companionship coming later. Early adolescents are searching for self-identity amid confused sex-role models, a changing environment, and the impact of puberty. They experience turbulent emotions which causes a tremendous flexibility in their self concept.

Fear emerges in the form of worry. Questions they deal with are: am I normal? Does anyone like me? What if I fail at school? What if I don’t make the team? Fears related to death and religion are also sources of uncertainty. This is why their background in who they are becoming in the view of God, their Creator, is so vital. The fear of being left out or not accepted by a peer group is a fear far greater than death itself at this age. Conscience becomes more apparent at this age. Intense feelings about honesty, fairness, and values characterize this period. Morality is based on what is being absorbed from the culture of the age rather from thoughtful meditation or reflection. (Remember the concrete stage of thought?) Their conscience is more pragmatic than ideal and more egocentric than altruistic. A primary social goal is to learn skills that achieve recognition and esteem by peers.

Early adolescents are still easy to teach because they still believe in the power of authority, their thought process is more geared to assimilate than to analyze, and they have limited ability to disagree with ideas beyond their range of experience. If nothing else, remember that this age should be remembered as a period of transition from childhood to adulthood. It is time filled with new and exciting events. It is also a time that will be filled with many pleasures as physical growth offers many novel and intriguing experiences; as mental growth allows a more comprehensive view of the world; as social growth unveils the excitement of new peer relationships and new views of comradeship and team; and psychosocial growth allows the emergence of the recognition of self as a primary person, not just a reflection of the expectations of parents, teachers, and society.

What are the needs of the early adolescent? According to Dorman and Lipsitz, young adolescents have seven needs to develop in a healthy fashion:

Diversity. Because they are developing new physical and intellectual abilities as well as undergoing personal and emotional changes, they need different kinds of opportunities for learning, for relationships with a variety of people, and for personal reflection and self-exploration. These opportunities will help them plan for a future career, establish a sense of identity, and learn appropriate social behavior.
Self-Exploration and self-definition. Because adolescents are establishing a sense of who they are and what they can do, they need quiet time alone as well as time with peers and adults.
>b>Meaningful participation in school and community. Young adolescents want to assume a place in the world around them; they want to take on new responsibilities, have a role in the rules that affect them, and help other people. Opportunities to make meaningful contributions to their families, schools and communities can help them satisfy those needs.
Positive social interaction with both peers and adults. Because they depend on peers for approval, and on parents and other adults for affection, values, and support in solving difficult problems, they need opportunities to interact with both groups.
Physical activity. Young adolescents go through bursts of high energy, alternating with periods of laziness. High energy levels may be related to hormonal activity and rapid physical development; fatigue may be related to hormones, excessive physical activity, or emotional stress.
Competence and achievement. As adolescents develop new physical, intellectual, and social abilities, they need opportunities to measure their progress. Success is especially important because many adolescents have low self esteem. Competence must be rewarded; it helps raise self esteem and promotes strong development.
Structure and clear limits. As these young people begin to regulate their own behavior, they need to know what is expected of them. Clear limits help youngsters develop the internal standards that will serve as personal guides for behavior. Limits and structure also help keep adolescents from harming themselves, ensure that some experiences are tailored for success, and let adolescents know that adults care about them.
What is Salem School’s plan to answer these needs? The best way to answer this so that you can remember easily the response is to use an acronym for “M I D D L E.”

M—mix the age groups
I—integrate the subjects for realistic learning; instill the Fine Arts as a major component of the curriculum
D—departmentalize subjects to best utilize the passion and expertise of teachers
D—develop leadership activities based on common interest
L—utilize experiential learning such as experiments, presentations, group work and field trips
E—enrich the lives with the Word of God and the Christian worldview; set examples of integrity and provide daily life experiences.

Mixing the age groups. This refers to the grouping of 6th, 7th, and 8th graders by interest for fine arts electives. Each student has a choice of fine arts elective. In this way he or she can try different avenues of music, dance, or drama.
Integrate the subjects. Combine projects to enhance the learning experience and make it relevant. For example, develop Texas History projects that involve utilizing research
skills, language arts concepts in report writing and presentation skills in technology. Faculty members need relief time to plan these projects together.

Instill the Fine Arts. (Many words are spent here because I truly believe this is one of our major successes and what sets us apart.) Dr. Eisner, Professor of Education of Art at Stanford University, challenges the common notion of what is to be considered as basic in our educational programs. He asserts that Americans also want their children to have “well developed minds (classical education) and to be able to enjoy the intellectual and artistic wealth our culture and nation has to offer.” Dr. Eisner discusses the importance of our sensory systems as the way to experience the qualities of the world into which we were born. The way we use our sensory systems is a developed ability, a mind potentially that can be fostered or thwarted through experience. Through our sensory systems, schools convert “brain into mind.” Minds filled with rich experiences can reflect and recall when the need for imaginative manipulation of images or concepts arises. Perceptivity—the ability to see what others do not—provides the building blocks for our imaginative life. “Without refined sensibilities, our mental life would be limited and without vividness and richness that make it feel good to be alive.” Minds filled with refined sensibilities invent forms of art to convey those things about which we feel most intensely. Dance, music, drama and the visual arts become the primary way that humans share what they have learned, though, believed and experienced. Students need to learn the “language” of these forms and our school has the responsibility to teach them as one of the basics. Our school’s philosophy of fine arts education is a direct connection to our Creator God’s intention for the use of our reason and senses:

We believe that the fine arts are given unique significance by God whose interest in beauty and detail is unquestioned
We believe that creativity is directly connected to the proclamation of Scripture that tells us that we are in “his image” enabled and expected to create
We believe that the God-given gifts of reason and senses are the avenue through which the arts can enhance and enrich the lives and relationships of all who love in His world.
We believe that the arts flourish when students are made to feel significant. In such an environment the security and confidence are developed which enable personal and meaningful artistic expression. We can provide this environment as our students are nurtured in Christ.
We believe that God is glorified as we use and foster the gifts He gives us.
 

Departmentalize by subject. Faculty members use not only their expertise and training, but also their passion to teach their subject. The students can be provided with more diverse levels of understanding and developmentally appropriate procedures for learning when teachers are fluent and knowledgeable about their subject. It is much easier for individual instruction to take place as well. If the faculty member teaching math feels a student needs to be challenged, it is both efficient and appropriate to provide what is needed, versus the self-contained classroom method, where each teacher teaches every subject.

Develop leadership activities based on student interest. Students in grades six through eight choose an area of interest in which they will participate. Middle level teachers serve as the mentors in the various “SALT” groups: horticulture, community service, technology assistance, Bible Bowl, school newspaper, peer mediation, etc. Students develop projects and plans to carry out their activities. The length and strength of the groups depends on the level of participation of the students.

Experiential Learning. Students learn through observation, experimenta-tion, working with partners or in small groups to complete projects, group presentations, etc. Research states that information is best retained when the students are actively involved in the learning process.

Enrich the lives of the students by studying and relating God’s Word and through Godly example. Integrating the faith within the various subjects and lifting high the value of each student as a precious child of God. The teacher becomes a role model for the students and a symbol of integrity. The Word of God is studied daily and corporate worship is shared weekly. Students have the opportunity to take leadership roles in presenting chapels for the student body and musical and dramatic presentations twice a year for families in the form of special events.