CHAPTER 9-11 CURRINS 310

"The anger of the preadolescent is more intense and deeper than that of the younger child" and is "beginning a period of self-awareness". This anger is probably due to this deeper understanding of who they are and what they want out of life. When they can't these things, it results in a deeper more emotional understanding of pain.
I feel that the "recommendations for transforming middle school grade schools" is not realistic. These are all good ideas in theory but I would rather see concepts more applicable, like smaller class size and more exceptional education teachers. (ensuring sucess for all students)
Also, does anyone notice that the aurthor seems to think that middle school children are all using drugs and getting STDs. What exactly is a "healthy lifestyle" anyways. It just sounds like he has lost faith in the education system but yet his ideas for "transformation don't address this "self destructive" life style. I do, however, believe in the "ensuring sucess for all students." I really do not like the titles to these articles "A GOOD CITIZEN", "A CARING AND ETHICAL INDIVIDUAL" is this really for teachers to instruct. What a good citizen to me, might not be to the other. It is kind of laughable.

Currins blog 2

A few things stuck out when reading the chapter. I thought that a large issue is that the student is "trying to develop a stable and cohesive personality structure for the regulation of moods." This is really that they are trying to find who exactly they are. this frustration leads to the ups and downs of their moods. The emphasis of this time is really social, although the individual maybe uncomfortable with their physical form.
Also, I think it is true that puberty in our culture has "more private responses." We do not celebrate the changes that come from puberty but instead sweep it under the rug. This just leads to more confusion and issues with this time period.
"Boys with severe acting out behavior problems are at much higher risk than girls for conduct disorders in adolescence and later in adulthood." This statement gives an emphasis to this time period. Although, I do not agree that it should be focused on males, I do feel that males will "act out" in their behavior while females may internalize their emotions in schools and social interactions.

Currins 310

I agree that creating separate "areas" for the "other" students would only cause the distance between "groups" to widen. What I found interesting in this article was the "assimilationalist ideology." I feel that this is the core of what goes on in schools. That we reflect society in that there is an idea of what we deem as a norm, however, this is a function of culture. To define taboos and what is and is not acceptable. Schools should provide a "safe place" where students have the ability to live there lives as they see fit. Intolerance to race and sexism can not be tolerated but making a school that isn't a "harmful place" isn't possible. Society is a "harmful place" and schools are only a reflection of such. A school and teachers for that matter are set there to monitor and shape acceptable behavior but it is unrealistic to say we can eliminate it. In my experience making "support groups" or "safe area" only distincts the "other" more. I agree that you should teach all cultures and give them equal worth in the classroom. However, i think it is prudent to challenge all this "cultures" and "ideas" so that the student can confront and come to conclusions on these issues. To just push the "issues" into "safe spaces" is not getting these children ready for society.