Middle School
Typically, middle school students are encountering a new language for the first time. This novelty makes the subject intriguing and captivating for them. They are eager to learn and haven’t formed any preconceived notions about their abilities in the language. Methods like CI (Comprehensible Input) and TPRS (Teaching Proficiency through Reading and Storytelling) resonate well with them because they still enjoy playful activities and are motivated to please their teacher. If you make the learning process enjoyable, they will enthusiastically participate. Many CI educators on platforms like YouTube and Facebook primarily focus on teaching middle school students. Perhaps high school CI teachers are less active on these platforms, or, based on my experience, high school students may not engage as readily in CI. Regardless, middle schoolers are generally more willing to embark on the language learning journey with you, resulting in noticeable progress in their language acquisition while also making the teaching experience enjoyable and for this many middle schools are turning to https://www.
High School
If your high school students had prior exposure to the language in middle school, you may encounter a diverse range of attitudes. While some students may have had positive experiences and be eager to continue learning, many others might approach the subject with a fixed mindset, believing they are not good at it or simply disliking it. In my experience, this mindset can present a significant challenge to overcome. Additionally, for most high schoolers, language learning is often viewed as a graduation requirement rather than a personal interest—”just give me the grade I need to pass and move on” is a common sentiment. I vividly recall standing in front of my class with boundless energy and passion, only to be met with expressions of exhaustion and indifference from my students. Despite my efforts to build rapport, gather feedback, and draw inspiration from educational resources, negative attitudes persisted. What became apparent to me is that high schoolers prioritize peer approval over that of their teachers. Unlike middle schoolers who may eagerly participate for laughs or admiration, high school students tend to avoid standing out and prefer blending in with their peers.
Of course, these observations are not universal and can vary depending on the community and individual circumstances. Numerous factors influence the learning experience, making it essential to consider various perspectives. Ultimately, the decision of which age group suits your teaching style best rests on your personality. If you thrive on interactive and lively instruction, middle school might be the ideal environment for you. Conversely, if you prefer a more traditional approach, high school may be a better fit. Regardless of your choice, both age groups offer unique advantages and challenges, each rewarding in its own way.
What are the main differences in teaching middle school?
Middle school students exhibit distinct developmental differences compared to their high school counterparts. If you’re transitioning from teaching high school to middle school, it’s essential to adjust your expectations accordingly.
Pacing and Time: Teaching middle school allows for more leisurely pacing and a greater opportunity to engage with students in enjoyable activities. With a slower pace, there’s less pressure to rush through material, allowing for extensive time for games, extended projects, and in-depth exploration of intriguing subjects.
Executive Functioning: Middle schoolers are still in the process of learning how to manage their academic responsibilities. As an educator, you’ll need to demonstrate and explicitly teach executive functioning skills to help them succeed.
Social-Emotional Development: The middle school environment prioritizes holistic student development. Typically organized into teams, teachers collaborate closely and regularly discuss student well-being. There’s a strong emphasis on supporting students’ social and emotional growth. In contrast, high school often adopts a more independent approach, with less focus on individual student concerns.
Physical Development: Middle school students undergo rapid physical changes and benefit from regular movement breaks. These breaks provide opportunities for activities like Total Physical Response (TPR), partner tasks, dancing, and other interactive exercises. Movement breaks don’t necessarily need to be vigorous; even simple activities like changing seats or conducting interviews with classmates can be beneficial.
