I am a Tween Teacher - not a primary teacher or a secondary teacher. I am a specialist in my field - 'middle years' education, but I feel like I have to constantly fight for the recognition and acknowledgement that such a specialisation even exists.
Having taught in dedicated Middle Schools for 17 years of my career, I can confidently say that there is an obvious distinction between primary, middle and secondary teachers. Each has their specialisation and you can tell a 'real' Middle School teacher from those who aren't. I am not meaning to criticise or degrade those teachers who aren't 'real' Middle School teachers - it's just that you can tell the difference.
'Real' Tween Teachers WANT to teach adolescents. They understand the hormonal outbursts, risk-taking behaviours and struggle for identity, and embrace the challenge of helping their students through this turbulent developmental time in their lives. They WANT to develop positive relationships with their adolescent students, despite the way they can be spoken to, ignored or blamed for things that have nothing to do with them. They WANT to do everything they can to get on their students' wavelengths so they can better connect with and engage them in the classroom. They WANT to work with other Middle School teachers to collaboratively strategise and collectively work out how to best improve the learning outcomes of their adolescent students. They WANT their students to know that they 'get' them and are dedicated adolescent advocates.
I have no doubt that primary and secondary teachers have similar 'wants'. However, it is the Middle School teacher's skilful execution of them that makes the difference. 'Real' Tween Teachers are appropriately responsive to the specific developmental needs, interests and characteristics of young adolescents.
'Real' Tween Teachers know how to listen. Sometimes, adolescents just need their side of the story to be heard. When allowed to explain why they reacted in a certain way, potentially explosive situations can be easily diffused just by letting the student talk, rather than cutting them off and disciplining them for behaving inappropriately.
'Real' Tween Teachers know how to connect with their students. They talk with their students rather than to or at them. They find out what interests them. They use these interests to engage them in class. They show interest in their students' lives outside of school. They make time for them and make them feel like they matter.
'Real' Tween Teachers are patient. They understand that their students are searching for their identity and independence, yet rely heavily on modelling, scaffolding and boundaries in order to achieve this. And they wait for all of their adolescent students to go through this in their own time, as their developmental timelines are independent of each other.
'Real' Tween Teachers look for the good in their adolescent students, rather than the bad. They advocate for them when they are in trouble. They use negative experiences as learning opportunities. They discuss rather than discipline. They show disappointment rather than contempt.
Now, you may say that this is no different to primary or secondary teachers - this is true. But 'real' Tween Teachers just seem to do this so much better with adolescents than primary or secondary teachers do. That is purely my observation (and I've been around adolescents for a long time).
So, what has prompted me to write this blog? Over the last couple of weeks I have overheard some teacher conversations that involved frustration with teaching Middle School students, particularly those who have learning needs or behavioural challenges. The crux of their conversations always centre around them not understanding why their adolescent students don't 'get it' or why they reacted the way they did. My argument is always the same - if you take the time to get to know each student, look beneath the surface and don't get hooked up on "not getting through the content", the interactions you have with Tweens can be wonderful, positive experiences. Middle School recognition and specialisation is worth fighting for - it's an unavoidable period of education, and schools need dedicated 'experts' to help the Tweens get through.
'Real' Tween Teachers WANT to teach adolescents. They understand the hormonal outbursts, risk-taking behaviours and struggle for identity, and embrace the challenge of helping their students through this turbulent developmental time in their lives. They WANT to develop positive relationships with their adolescent students, despite the way they can be spoken to, ignored or blamed for things that have nothing to do with them. They WANT to do everything they can to get on their students' wavelengths so they can better connect with and engage them in the classroom. They WANT to work with other Middle School teachers to collaboratively strategise and collectively work out how to best improve the learning outcomes of their adolescent students. They WANT their students to know that they 'get' them and are dedicated adolescent advocates.
I have no doubt that primary and secondary teachers have similar 'wants'. However, it is the Middle School teacher's skilful execution of them that makes the difference. 'Real' Tween Teachers are appropriately responsive to the specific developmental needs, interests and characteristics of young adolescents.
'Real' Tween Teachers know how to listen. Sometimes, adolescents just need their side of the story to be heard. When allowed to explain why they reacted in a certain way, potentially explosive situations can be easily diffused just by letting the student talk, rather than cutting them off and disciplining them for behaving inappropriately.
'Real' Tween Teachers know how to connect with their students. They talk with their students rather than to or at them. They find out what interests them. They use these interests to engage them in class. They show interest in their students' lives outside of school. They make time for them and make them feel like they matter.
'Real' Tween Teachers are patient. They understand that their students are searching for their identity and independence, yet rely heavily on modelling, scaffolding and boundaries in order to achieve this. And they wait for all of their adolescent students to go through this in their own time, as their developmental timelines are independent of each other.
'Real' Tween Teachers look for the good in their adolescent students, rather than the bad. They advocate for them when they are in trouble. They use negative experiences as learning opportunities. They discuss rather than discipline. They show disappointment rather than contempt.
Now, you may say that this is no different to primary or secondary teachers - this is true. But 'real' Tween Teachers just seem to do this so much better with adolescents than primary or secondary teachers do. That is purely my observation (and I've been around adolescents for a long time).
So, what has prompted me to write this blog? Over the last couple of weeks I have overheard some teacher conversations that involved frustration with teaching Middle School students, particularly those who have learning needs or behavioural challenges. The crux of their conversations always centre around them not understanding why their adolescent students don't 'get it' or why they reacted the way they did. My argument is always the same - if you take the time to get to know each student, look beneath the surface and don't get hooked up on "not getting through the content", the interactions you have with Tweens can be wonderful, positive experiences. Middle School recognition and specialisation is worth fighting for - it's an unavoidable period of education, and schools need dedicated 'experts' to help the Tweens get through.
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