Co-Constructing Adolescents

By Melissa Yonelunas
College of Education
Long Island University, C. W. Post
January 26, 2011

Although we did not have class, I really wanted to take this opportunity to reflect on some of the things we read about in Chapter One of Understanding Youth. In this chapter, Nakkula points out that, “As school-based professionals, we are active contributors to the co-construction of adolescents (and adolescence) in our work” (2006, pp. 3). If we think about it, there is much truth to this statement. According to Nakkula, teachers, or any part of a particular school’s staff, play a bigger role in the lives of their students than the individual who teaches them subject matter. Teachers can become mentors, advisors, and active participants in molding a student’s present and future. This notion of teacher-student relationships is one that fascinates me.

Thinking back on my own school experiences, teachers have definitely affected how I felt about a particular subject, and, furthermore, have helped to shape my life. Two teachers in particular have gone as far as changing my career goals to that of becoming the most influential and effective English teacher that I can be. If it hadn’t been for the relationship between my 11^th and 12^th grade English teacher, I do not know that I would have the confidence to pursue the teaching field today. My 11^th and 12^th grade math teacher has also played a role in helping me become the person I am today. Without these teachers, who knows what path I would have chosen. Reflecting on my own personal experiences, I possess a deep understanding about just how influential one teacher can be. Like most, I have had my share of excellent teachers, as well as teachers who had a negative impact on me. Since I had a strong positive support group at my disposal, I personally did not let the off-putting ones affect the person I became.

After reading this chapter, I now have a better foundation on which to mold myself into an effective teacher. Knowing just how much the smallest action can influence an adolescent is a little intimidating because nobody wants to be the cause of another’s pain or failure. However, having that power to help shape a student to become a successful individual with the utmost potential has to be one of the most rewarding aspects of the teaching profession. I would definitely like to look at this matter of teacher-student relationships further as I begin to formulate ideas about how I will manage my own classroom in the future.