Middle Phase Reform

As many teachers, students and parents are aware, the middle phase of schooling is very different. Students are going through many physical, emotional, intellectual and environmental changes and all of this can be a little overwhelming and possibly earning them a reputation of 'horror' students.

But it really isn't their fault. Many studies have shown that to counteract 'naughty' or disruptive students and students who are falling behind lies in the fact that teachers need to accomodate for students' needs (Knipe 2007). Students in this phase lose enthusiasm for learning (well they do have more important things on their mind), have slower progress, and have astounding rates of low self esteem. Basically, they are stressed out and scared!!

So, what do we do about it?

There have already been many policies regarding middle phase reform but I have rarely seen them implemented effectively in schools. So I'll break it down. Kids want fun. They want to see why its useful - its real life context. They don't want to sit there and listen. They want to get up and move around and give it a go. They want relationships and time to talk. They want support and flexiblity. All of these ideas have been backed by years of research but many teachers are still failing to incorporate them into their Year 5, 6, 7, 8 and 9 classrooms (Knipe 2007, White & Wyn 2008).

Changing how we teach students in the middle phase of learning is not hard. It doesn't mean changing everything, it just means we have to incorporate engaging and meaningful pedagogy, focus more on relationships for behaviour management and understand that these kids are confused and just want some support.

References:
Knipe, S. (2007). Middle Years Schooling. Frenchs Forest: Pearson Education Australia.
White, R., & Wyn, J. (2008). Youth and Society. South Melbourne: Oxford University Press.