Postscript: Unlocking Potential: What I Learned This Week in Learning Science

Over the last year, I've become extremely interested in how the adolescent brain works. During my first six weeks of student teaching, I've had the opportunity to work with several students with exceptionalities. Some are on IEPs, and some are on 504 plans, but one thing is certain: all of these students need to feel like they can succeed in their education. They need patience, time, and educators who genuinely want to see them grow and reach their potential.

Last week, I had the opportunity to visit and help in the English 11 class, in which I've been student teaching since March. It was incredible to watch students work hard to complete their book reviews for The Great Gatsby. After class, I talked to one student who had only spoken two sentences to me during my time in the classroom. Surprisingly, this student talked to me for several minutes, telling me everything he enjoyed about the book. It was so rewarding to see the light come on for this student and realize that he hadn't been asleep the entire six weeks.

This experience was both insightful and impactful for me as a new teacher. This is also what fascinates me about the adolescent brain. The more I study adolescent development, the more I understand how easy it is to misinterpret student behavior. Quietness or perceived disengagement doesn't necessarily mean that a student isn't learning. Students may be reflecting, processing, observing, and trying to find a way to connect with the material, even when that learning isn't immediately visible. It took time for this student to wrestle with his learning and put in the work required to make meaningful connections that facilitated learning and growth.

As educators, our most important attributes should be patience, time, and a willingness to create the right opportunities for engagement to become visible. I believe this student taught me more in a single, brief interaction than I could have learned in a lifetime of academic study. Teaching adolescents isn't just about delivering content; it's about providing opportunities for students to discover they are capable of far more than they may initially believe.