Nathan Ebanks Foundation 

Understanding Today’s Learners

“Instead of thinking about a teenage mind as an empty house that still needs furnishings, educators and parents would do better to understand it as the rough framing of a house that still needs wiring, plumbing, flooring, and windows. Avoid treating teenagers like adults: they’re not.” ~ Eric Jensen

Researchers are all in agreement that today’s learners are unlike any other learner of past generations.  We are all products of our environment, and children really do learn what they see, even more than what they are taught. To understand the attitudes to working and living of today’s generation, it is first necessary to provide a brief summary of the past four or so generations for comparison.  The information presented below, has been collected from a number of sources and reflects the situation in the Western hemisphere.

History has taught us that each generation is different from the one before. This is largely accredited to the fact that each generation has been influenced largely by the very different times in which they grew up. Each generation’s experience impacted their outlook on life and their expectations of life.

Veterans (born 1925-1945): The “silent generation” or the “Veteran or war generation is a label given to the generation born around the great depression (the severe worldwide economic downturn of the 1930s) and World War 11 (1939-1945). These individuals grew up in times of economic hardship, which led them to become disciplined and self-sacrificing.

Characteristics

• Raised in an era where craftsmanship was an art and skills were specialized

• Value the ability to master a particular craft or skill

• Enjoy being the expert of one stage of the project process

• Respect authority

• Work within the system

• Loyal, hardworking and dedicated

• Place duty before pleasure

Baby Boomers (born 1946-64): A baby boomer is a person who was born during the demographic Post-World War II baby boom. This is a large generation large generation who grew up in economic prosperity after World War II in strong, nuclear families with stay-at-home mums. They are competitive, optimistic, and focus on personal accomplishments. They are workaholics, who “live to work,” and often take work home. Their job or profession defines them, and they like to feel valued and needed. They have no work-life balance; many have sacrificed a home life for a career, and for those who tried both, it has been a juggling act. This generation has dominated the workforce for many years, and now hold significant positions within it.

Characteristics

• Idealistic
• Competitive
• Questioners of Authority
• Tend to be optimistic
• Like teamwork
• Tend to be self-centered
• Eager to put their own stamp on things

Generation X (born 1965-1976): These individuals grew up in very different circumstances from the previous generations. These are children and grand children of the Baby Boom and Veteran generations, and for many of these children, having divorced parents, single parent household and mothers who work was the norm. This led to their characteristic resilience, independence, and adaptability.

Characteristics

• Self-reliant
• Resourceful
• Distrustful of institutions
• Highly adaptive
• Skeptical
• Desire balance
• Enjoy informality
• Are technically savvy
• Want immediate feedback
• Prefer a two-way learning environment (networking and mentoring)
• Value opportunity for self-development

Generation Y (born 1977 to 1990). This is the largest group since the Baby Boom generation.

Characteristic

• Individualists
• Skeptics

• Critical of everything
• Not confident in themselves
• Underperform
• “Won’t behave”
• Little sense of loyalty to norms, expectation, organizations, authority figures
• Tremendous loyalty to peer groups
• Feels the need for excitement; imagines doing things others wouldn’t dare do
• Interest is flighty
• Respond to humor – irony
• Risk tolerant
• Volunteer
• MTV culture
• Tech Savvy
• 60% use the Internet Daily
• Gadget orientated
• Want to be part of the crowd
• Think of the phone as a person
• First full generation of interactive media

Generation Z (born 1991 to present): The characteristics and qualities of the generation Z has to be completely set apart from the others and they are the newest generation in their own category. Generation Z are people who were born after the 1990 and by then technology was ruling the world. The generation Z is also called the silent generation, iGeneration, generation quiet and net generation.

Today, the generation Z makes up for nearly 18 percent of the world’s population.  For generation Z, computer technologies and the Internet is the common place. All their communication takes place on the internet and most of their formative years are being spent on the World Wide Web. They are used to instant action and satisfaction due to internet technology. They live in the virtual world and they can reach out to any place through the internet. They are less likely to travel and step out of their homes for anything. They lack severely in the areas of expression, verbal communication, confidence and interpersonal skills. For these reasons, they may not gel very well with the generation Y, who are exactly the opposite.

They are very impatient as they desire instant results. The Internet is there and they take it for granted. They do not consider it to be the greatest tool for mankind as it has always been there for them. Their means of communication is mainly through online communities like Face Book, Twitter and Google. They do not believe in personally meeting their friends and developing relationships. They are capable of making huge communities and have massive collaborations using the Internet without knowing anyone personally. They may not do very well in areas of public speaking and regard privacy to the core. They may consider living with others as intrusion of space.  They can get everything to the place they live. Today most of these children and adolescents have at least two gadgets like cell phone or an Ipod and they cannot live without these.

They are very individualistic in their character and believe to have their own persona. Generation Z does not believe in getting agreement or living according to social norms. Their society exists on the internet where they speak their mind out and express their opinions.

Generation Z being bad listeners have less regard for what others have to say and they do not pay attention to others. Education and work plays a minimal role in their lives and they do not see education as a means of survival. They regard intelligence and knowledge about technology more. Being born during the digital boom they adapt to technology like no other generation.

The Environment Today

The information above shows definitively that over the last 85 years, the home and world environment for children have undergone drastic changes. In our current world, children have been growing up in a very different environment.

• Family units are not as sable as they once were. Single-parent families are more common, and children have fewer opportunities to talk with the adults who care for them. Their dietary habits are changing as home cooking is becoming a lost art.
• They are surrounded by media: cell phones, multiple televisions, movies, computers, video games, email, and internet. Teens spend nearly 17 hours a week on the internet and nearly 14 hours a week watching television (Guterl, 2003).
• Many of our 10-18 year olds can now watch television and play with other technology in their own bedrooms, leading to sleep deprivation.
• They get information from other sources besides school.
• They spend much more time indoors with their technology, thereby missing outdoor opportunities to develop gross motor skills and socialization skills necessary to communicate and act personally with others.
• Young brains have responded to the technology by changing their functioning and organization to accommodate the large amount of stimuli occurring in the environment. By acclimating itself to these changes, brains respond more than ever to the unique and different – what is called novelty.
• Their diets contain increasing amounts of substances that can affect brain and body function.

When we add the changes in family lifestyles, the narcissistic values of hip-hop, the many temptations that exists for a child today, we can now begin to realize how very different the environment of today’s child is from that of 15 years ago, even.

In next week’s article, we will turn attention to what brain research has to say about how these changes have impacted the brains of today’s learners.

Disclaimer: This information is intended to serve as a catalyst to propel educators and parents to think more deeply on the challenges of educating today’s children and is not intended to be a definitive authority on the topics discussed. Over the course of the next few weeks, we will share many different perspectives, and does not position any one as “the right way,” but rather we position each article as “one of the right ways” for accomplishing an objective. We assume that readers will evaluate the merits of each article and use the ideas they contain in a manner appropriate for their specific situation. The articles are all written by people who are actively engaged in this profession — not by journalists or freelance writers. Submissions are always welcome, as are suggestions for future topics. If you wish to submit articles and/or ideas, please contact via this website.

References/Sources

Sousa, David, A. How the Special Needs Brain Learns. Corwin Press, Thousand Oaks, CA. 2007

The eLearning Guild’s EMagazine, Sept 22, 2008. Retrieved on August 17, 2010 from http://www.c4lpt.co.uk/articles/understandinglearners.pdf

Generations: Baby Boom, X & Y. Retrieved on August 17, 2010, fromhttp://www.niagaraworkforceboard.ca/userfiles/file/Working on It 4 Generations, 1 Workforce - Communiqué - 2007.pdf

Generation Z. Retrieved on August 17, 2010, from http://www.babyboomercaretaker.com/baby-boomer/generation-z/Generation-Z-Characteristics.html

Testimonials from Teachers who attended a NEF Training

I am really impressed with the work that the foundation is doing. I attended the workshop that was held on April 7th,  2010 and am offering my service as a volunteer whenever possible just call. ~ Primary School Teacher from Kingston

"Senta, thank you so much! The training was a "BLAST" I learnt soooooooo much that I will share with my colleagues at work and to start making a difference in my own little way!!"
~ Vocational Training Instructor

"Hi Senta, your session was really an eye-opener!  Very informative and stimulating! I can assure you that I will be utilizing the strategies learnt today." ~ Vocational Training Instructor

"Thank you so much. My life truly has been changed by being apart of the workshop on Friday. The truth is I really didn't know a lot of people with disabilities, much more how to teach them. You have opened my eyes. In fact both you and Tara have impacted me greatly. I now have a greater appreciation for not only the person living with the disability but also their families.

This whole experience was a blesssing and it has empowered me to read more, find out more and share with others. May you continue to blessing to others. On those rare moments when you say what's the use, why continue with this crusade? Remember me and the impact you have made. God bless you." ~ Teacher from Montego Bay

 

Jamaica Observer article on the Conference

Boys can learn as well as girls, says US professor - By LUKE DOUGLAS Career & Education writer editorial. Click on the link below to retrieve the article

http://www.jamaicaobserver.com/magazines/career/boys-can-do-well---Kelly-King-

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Boys can learn as well as girls, says US professor

BY LUKE DOUGLAS Career & Education writer editorial http://www.jamaicaobserver.com/magazines/career/boys-can-do-well---Kelly-King-

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October 2010 Conference

Falling Through the Cracks Conference & Workshops   October 11-15, 2010   IBEROSTAR, Montego Bay, Jamaica

Make plans now to join fellow educators on October 11-15, 2010 at the magnificent IBEROSTAR Resort, in Rose Hall Montego Bay, at the must-attend Western Staging of  Falling Through the Cracks© Special Education Needs Conference and Workshop.

Meet and learning from expert educators and on ways to improve the performance of students who are struggling, failing, have a disability or are at risk in your classroom. Meet our trainers...

Meet the Team

Mrs. Kelley King

Associate Director & Master Trainer, Gurian Institute

Colorado Springs, USA

Mrs. Kelly King, 20+ year veteran of the public school system, an international speaker, an author, and the Associate Director and a Certified Trainer for the Gurian Institute.
Mrs. Kelly King, Special Educator & Associate Director - Gurian Institute

About the Gurian Insitute

The Gurian Institute was founded in 1996 by Michael Gurian. He is an educator, therapist, corporate consultant, and the New York Times bestselling author of twenty-five books published in twenty one languages.  He has been called "the people's philosopher" for his ability to bring together people's ordinary lives and scientific ideas, and has pioneered efforts to bring neuro-biology and brain research into homes, workplaces, schools and public policy.

A number of his ground-breaking books in child development, including THE MINDS OF BOYS, THE WONDER OF GIRLS, THE WONDER OF BOYS, BOYS AND GIRLS LEARN DIFFERENTLY!, and NURTURE THE NATURE, have sparked national debate. His most recent work, THE PURPOSE OF BOYS (April 2009), provides a revolutionary new framework, based in neuro-biology, by which to understand and care for the social and emotional needs of boys from birth into their twenties.

The Gurian Institute has trained over 50,000 teachers in more than 2,500 schools and districts. Schools and districts that utilize their resources have been featured in Newsweek, U.S. News and World Report, People Magazine, the Washington Post, on the Today Show and PBS, and in Educational Leadership, Education World, and other public and professional media. 

Website  http://www.gurianinstitute.com

Client Testimonials

Coretta Scott King Young Women’s Leadership Academy, Atlanta, GA (CSK)

The Gurian Institute was privileged to begin working with CSK during their first year of operation (2007-2008), providing professional development to all administrators, faculty and staff of the newly designed school in creating a girl-friendly learning system. As a choice school, girls who were entering 6th grade had the opportunity of attending this single-sex middle school. The school expanded to 7th grade in year two, and to 8th grade this year.

After much dedication and hard work by the principal, Melody Morgan, and her outstanding staff, CSK made AYP in its second year (2008-2009).  CSK exceeded the GA state pass-rate in both Language Arts and Math.  CSK team members have participated in the GI Summer Institute for two years, Master Gurian Institute Trainer Lynn Ritvo is a consultant for the school, and CSK is now a Gurian Institute Model School. CSK is currently moving into their new school building.

ROOSEVELT MIDDLE SCHOOL, OKLAHOMA CITY, OKLAHOMA

Submitted by Marilyn Vrooman, Principal.

In 2005, we had a gender gap in reading achievement of 17%. Our boys scored 55% satisfactory on the 8th grade CRT reading test and our girls scored 72%.   I began looking for strategies that would correct this problem and came up with gender separation in classrooms.  The teachers agreed, the parents agreed and we separated the boys and girls in language arts, math and technology education.

Immediately, we saw positive results with the girls.  They took to it like ducks to water.  We are 100% free lunch; 65% Hispanic, 25% white, 8% black, 2% other. We are an urban school district with 900 students grades 6, 7 & 8. The boys were not so quick to work.  They complained that they needed the girls, the classes were louder, and the maturity differences in the boys caused problems in class.

So, researching more, I came upon the Gurian Institute that had many books written about learning differences in males and females.  I contacted Kathy Stevens and had her come for two days.  T he first day, she just observed classes, took notes and studied behaviour.  The second day, she conducted an all day in-service for our faculty.  She helped us understand the differences in boys and girls regarding brain based learning, behaviour and strategies for success.  After she left, our teachers were charged up again.  The teachers realigned their classrooms to meet the needs of the genders and changed the materials used to teach.

We have found that our boys do not like touchy feely stuff.  They like non fiction, cars, action, etc.  Keeping totally with our state standards for each class, the teachers used different materials to teach the standards, and the boys took off.  And in terms of discipline success, our total fights on campus went from 125 to 30.  On our CRT scores, at the end of last year, our boys scored 71% satisfactory on the reading CRT and the girls scored 80%; narrowing the achievement gap to 9% in one year. This year is the first year we have been off the states "at risk" list in four years.  This year, we have students separated by gender in all core subjects and in computers.  In order to overcome the maturation problem with the boys, we have the students grouped by ability, using last year's test scores.

Honestly, we would not have had the success we had if the Gurian Institute had not come in a worked with us on teaching strategies by gender.

Humboldt Elementary School

In February of 2005, Dr. Colgan followed up on his earlier assessment of the influence of Gurian Institute Training on St. Joseph School District.  Dr. Colgan wrote:
 
"Since your extensive training sessions here, our district has made great improvement in Missouri's statewide assessment test.  We are particularly excited about our progress in closing the gap that existed between male and female students.

"One of our schools, Humboldt Elementary, has had exceptional results in the area of literacy.  When the Gurian Institute's work in our district began, 56 percent of the students were reading at or above grade level as per the state test.  Today (2004), 90 percent of our students are at that level.  Furthermore, in 1999, Humboldt's girls were outperforming boys as indicated on the statewide achievement test: 21 percent of girls were scoring in the top levels of this test, while only 11 percent of the males were in the upper levels.  Today, this gap has closed."
 
Dr. Colgan continued, "We believe the reason for our district's dramatic improvement is twofold:  improvements in teacher/student relations (especially in teachers' abilities to understand and teach to those boys who might first appear to be difficult) and best instructional practices in the classroom (practical methodologies that make instruction work)."

Source: http://www.gurianinstitute.com/succeedingSchools.php

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Sponsor's MessageMrs. Rose Hamilton,  RBTT Bank Jamaica Ltd. April 6, the Conference opening day  

Dr. Hixwell Douglas, Education OfficerMinistry of Educaton making his presentation on 'National Guidelnes for Support Students with SEN"  on April 6

Mrs. Kelli-Anne Brown-Campbell (L) School Psychologist with McCam Child Development Centre Collecting her Workshop Certificate and Early Bird Registration prize of a LG Touch Screen Touch Phone from Mrs. Christine Staple-Ebanks (R), NEF's Founder and Conference organizer

Participants going through a "Brain Break" exercise during "Empowering Boys to Succeed" workshop with Kelley King of Gurian Insitute

Who said learning cannot be fun? Here participants clearly having a good time during Falling through the cracks workshop session. 
Kelley King of Gurian Institute one of the Falling through the cracks trainers engaged in deep discussions with Reverend Joseph Falconer, Pastor of Emmanuel Baptist Church 
Participants getting reading to go through a workshop activity...
   
 Mrs. Kelley King making her presentation during the "Empowering Boys to Succeed" Workshop on April 7 

 Mrs. Kelley King Gurian Institute, Colorado Springs, USA 
 Participants learning how to make learning fun and engaging for boys and girls during the  "Empowering Boys to Succeed Workshop" with Mrs. Kelley King on April 7 
 Participants learning how to make learning fun and engaging for boys and girls during the  "Empowering Boys to Succeed Workshop" with Mrs. Kelley King on April 7 
Two Participants networking during the break at th Empowering Boys to Succeed workshop, April 7
 
L-R Kelley King, Gurian Insitute, Tara Malphrus Literacy Specialist of Texas, USA, Senta Greene, Full Circle, California, Christine Staple-Ebanks, NEF and Gemma Gibbon Child Development Psychologist doing a quick consultation during the break