Before College, individuals went through a phase in high

BeforeCollege, individuals went through a phase in high school during theiradolescence years in which it began at the age of the thirteen and ended at theage of nineteen.  For myself, I am at thefinal stage of my adolescence. Thus, I have started an observation study of anindividual named Cameron Williams who is a fourteen-year-old male freshman inPathways in Technology Early College High School. In my observations of Cameron,I have noticed he experiences different stages of adolescence which includes:Physical development, cognitive development, language and his social-emotion.

After my months of observations, I managed to gain my knowledge about thedevelopment of the high schools in New York City.            Every high school is unique as Iconducted my observation in Pathways in Technology Early College High School orP-Tech for short. In P-Tech is a nine to fourteen high school, whereas studentscan obtain their Associates Degree and High School Diploma in four years.P-Tech is affiliated with CUNY City Tech, where students can take College LevelCourses in high school and on campus. The school is in Crown Heights, Brooklynand twenty minutes from City Tech. The school enrollment of the school is lessthan six hundred students, students can utilize the internships that areoffered in the STEM field for their future. Observing Cameron helped me learnthe first steps of understand adolescents in their path to success.            Currently Cameron is a male freshmanat Pathways in Technology Early College High School and about fourteen yearsold.

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Cameron is about five feet three inches, Caribbean descent and connectswith everyone in class. Thus, according to Average Height for an averagefourteen year old boy is about five foot four inches.  Noticeably he feels challenged in high school,since he can obtain his associate’s degree and high school diploma in fouryears. He is eager to participate in class and be involved in classdiscussions.  He is very comfortable inhis school, since the school are mainly Caribbean.

I believe students are ofthe same color are comfortable, since they have more to relate. In classCameron does not have an assigned seat, although he often moves around theclass.  According to Adult BMI CalculatorNormal Body Mass Index for Cameron is about one hundred twenty-five pounds (2015).

This holds true for Cameron, since he does eat nor sleep in class. In contrast,adolescents are all different from each other as one has their capabilities.  Cameron is unique, since he can transitionfrom his conversions outside the classroom to inside class on his academics forEnglish.

Entering the classroom, he takes a minute to settle down and avoidsbeing late. In his school, he has two minutes to get to class and there are nobells to tell him if he is late or on time. On my first day, I noticed histeacher clears the hallways and tell him specifically to come inside theclassroom. His English teacher is very persistent for putting phones away inclass. His teacher utilizes all the time that is given and cold calls onstudents to answer the “Do Now”. In his class, his peers present their “Do Now”in front of the classroom rather on sitting down. His teacher is unbiased onname calling, he uses clothespins inside a bag and typically moan when theywere called to present. Cameron is happy when he participates in class.

Generally,the students would avoid eye contact to and usually students would participatein class. The students are slowly learning to progress from middle school tohigh school. From speaking teacher would mention how the curriculum for Englishhas changed and teaching lessons harder for students to learn.  Despite Cameron environment, his physicaldevelopment plays an effect of his adolescence.            Cameron’s class starts around elevenand comes to class on time occasionally he talks to friends first and decidesto come into class late. When he is outside he leaves his conversation outsideand inside he transitions in classwork for English. Surprisingly when he comesto class on time he participates on the Do Now and gets excited to work.

He iscomfortable with his friend Roydin. Beginning of class period, they sit next toeach other and the middle of class between the two do not work out.Unfortunately, Roydin causes Cameron to get distracted in classwork by gettinginto a verbal argument. His teacher would move their seats on opposite sides ofthe classroom. When they sit apart Cameron would get more work done. In thesame way, Roydin felt upset once his teacher tells him to move to the back ofthe classroom; he would say “Come on Mr.

Williamson, why does it have to be meand not Cameron”. His teacher says “Roydin you know why” in a monotone voice.Roydin sucks his teeth, rolls his eyes and moves his seat without question.Speaking to his teacher none of thestudents nor Cameron have an IEP or any type of accommodation. In class, hemoves his seat from one side of the classroom to another. The other studentsfind new seats in the beginning of the class period.

I believe he moves hisseat due to his discomfort of double period English class. His teacher plans, whensome finishes early with their current assignment.  Margret Mead believes, “adolescents should begiven more freedom to make their own choices and live their own lives” (Dolgin,2011, p.49). This held true, since Cameron chooses his peers and gets his workdone in his new seat. Occasionally Cameron works better when he works alonecompared to group work.

His teacher allows him work in a group or alone. Aboveall, many students a unique way of learning for adolescents this might seemawkward for them.  Classroommanagement is important factor for adolescent in their learning ability, as oneday I observed the transition of a class before Cameron class began. A teacher inP-Tech named Mr.

Reinhardt works in a ICT classroom where the classroom settingis half IEP students and half general education students. I believe that thisis his first time working in an ICT setting. I would always s see the students leavethe classroom a mess and constant altercations with the students and teacher.Cameron’s English teacher Mr. Williamson is unpleased when he cleans after his Mr.Reinhardt class and sometimes calls him to see the mess.

Some of the messeswould include sunflower seeds on the floor, gum on the desks and soda bottle onthe floor. In the middle of October, one day Mr. Reinhardt lost control of anadolescent named Ashton. Mr. Reinhardt spoke to him outside and said, “whatgoing on class” in an uncomfortable way. Ashton commented and said, “I don’t knowwhat I am doing wrong” cried into tears on the spot. In about two minutes dean hadcame to the class to resolve the issue.

I felt bad for the student, since it wasten in the morning and this issue was going to spread to his next classes, withthe dean made him very more uncomfortable for the student. The method resolvingthe issue of Ashton was taking a bathroom break and seeing his guidance counselorto settle down.     Usually adolescents experience negative emotions,and projected in front of his classmates, for that can spread on the nextclass. Cameron has his expresses negative emotions, by he would do two thingsto recover. At first, he goes to the back of the classroom to work by himselfand secondly, he takes a bathroom break.  He is in denial of his emotions, and normalfor his age, as stated, “this age of early adolescent can be one of the moodswings, a craving for privacy and short tempers” (“Changes Helping Your Child throughEarly Adolescence”, 2005). Recently his teacher spoke to him to privatelyespecially from his short temper in class. When he came back into the classworkhe managed to cool down in class and managed to complete his classwork.

Above all adolescents have their owncoping method when one, experience negative emotions.              Age fourteen Cameron is transitioning frommiddle school to high school and soon to college. Fourteen prepares them the worldahead of them, by understand the curriculum. During his adolescence, Cameron cancope with his emotional intelligence by coping with his self-regulation.

Asstated, “Cognitive control systems lag emotional development, making it hardfor adolescents to cope with their emotions” (Shallcross, 2015). During class, hepays attention to his classmates with eye direct and he is only concerned inown work. He has self-control in one day and other days he would debate his answerswith his teacher and peers.

On group work he works with Roydin and avoiddistractions from his classmates. This showed me that he is comfortable with teacherand his peers. Every day is the same schedule and Cameron is used to hiseveryone in class.

With this mind, his self-regulation between his peers andadults is good for his age as he never gets into a fight between his anyone isclass.Duringthe stage of adolescence, an adolescent in high school has one desire to be thebest in both academics and outside of school. However, no one is born perfectas Cameron has his strengths and weakness in English class. In the beginning ofthe semester to present, he has been a roller-coaster for his grades. Fromspeaking to his teacher, he had received an Eighty for English.

This is averagefor an adolescent as they are transitioning middle school to high school. ColeteBenett stated, “Freshmen will participate in the writing process byconstructing thesis statements and writing genres (argumentative, explanatory,informational)” (2005). In class, he excels by actively participating in class,manages to get his classwork done and punctual in class. He is rarely absentfor school and showed he cares about school.

As Dolgin stated, “changes inpublic attitudes since 1980 have declined over the years and decreased thenumber of segregation” (Dolgin, 2011, Pg. 63). Cameron has managed to overcomeobstacles and always put his best foot forward.   While he does struggle with, followinginstructions, controlling his emotions and cannot take criticism from histeacher. InEnglish, everyone has their own way of reading and writing and Cameron noticeablyworks better alone. From reading a sample writing, legible and very detailed inhis work.

  In addition, while he workswith Roydin, he gets less work done. When he works alone, he can finish hisclasswork sooner. From reading his work, I notice that he is very detailed inhis work and slowly progressing in the common core standard of writing. However,he In class readings, he never falls asleep in class and noticeably, he readsahead compared of the class as he actively participates in class. On my recent obervation, Cameron startedoff class on get with argument outside of class and in the end of class he managedto get his work done. Beginning of the class his teacher was persistent when hesaid, “Cameron gum out or leave the classroom” and he sat in front in the class.Eventually when he spits his gum and started with the “Aim” and “Do Now”.

Insidethe classroom there would be two types of teaching techniques of teaching: eitherworking on laptops or reading handout and worksheets with class discussions.Generally, I believe that Cameron is receptive when he active classroomdiscussions. Recently without distractions from sitting to his peers he gotclasswork finished and actively participated in class. Speaking to his teacher,Cameron gets more work done when he seats in front in center and no one asideby him. However, when Cameron seats in the back, he causes a distraction toother students in learning.

From my observations, I was surprised to see that Cameroncan makes a good impersonation even he starts with trouble.