Tucker Swag

Nicole Tucker

Bonnie Moore

English 2010

17 April 2014

Igniting a Love for Learning: The Importance of Early Education Instructors

Audience: 6^th, 7^th, and 8^th grade Educators

We sat in twelve rows—562 people centered in the middle of the BYU Marriot Center. The boys wore blue cap and gowns while the girls wore white. My gold tassel shimmered back and forth, hanging off the brim of my cap. It was my high school graduation and I felt united with my classmates and life long friends. As I glanced around at the familiar faces, I couldn’t help but reminisce on our teenage years. A remembering smile spread across my face as I thought about the countless laughs and good memories I shared with best friends. I also felt gratitude for the lessons of hard work and dedication I learned while training for cross country races and studying for AP exams. I was overwhelmed with contentment at that moment in my life. I thought about all of the effort I put into my junior high and high school years to get me to that point. I remember the start of my adolescent journey at the age of twelve. My sixth grade teacher brought history lessons to life, explained logic behind the math, and gave personality to book characters as she read aloud to the class. Through her enthusiasm, along with many of my other early education teachers, I discovered that learning didn’t have to be boring, confusing, or even “uncool”. From this I grew a passion for learning and I have never lost my thirst for knowledge and the sense of wonder it leaves. During the walk to receive my diploma I felt invincible and driven—ready to take on the next chapter of my life.

Looking back, I consider myself a lucky one. I recognize not everyone has a constructive beginning and positive adolescent experience. While I was content with my social circle, involved in multiple extra curricular activities and club leadership positions, and applied myself to my schoolwork and worked hard in advanced level classes, I noticed other girls did not have a similar experience. Among them, my younger sister, who is currently in eleventh grade, has some severe negative feelings towards her teenage years so far. She feels that her teenage years have been “the hardest time of her life” and she expected them to be “more fun” as she observed her older siblings when they attended high school. When asked if she liked high school or junior high better her response was “high school, because you get more freedom and teachers aren’t stupid.” She specifically recalled the point in sixth grade when she felt “not as smart as everybody else and an outcast.” Because of that initial feeling, she entered seventh and eighth grade with her mind already made up that she “wasn’t smart” and from then on she never “try to get good grades.” Actually, she never “tried to do a good job on anything”—she constantly “felt inadequate”. Her attitude regarding her adolescent years is put perfectly into one word: “meh” (Tucker).

In Mary Pipher’s book Reviving Ophelia, which was written in 1994, she tells multiple discouraging stories of teenage girls, similar to my sister, that go down hill, develop strong negative feelings towards their adolescent life, and deal with harsh psychological and emotional issues. As a Ph. D. holding therapist, she “often felt bewildered and frustrated” pondering traumatic problems of anorexia, depression, suicide, drug abuse, and rape, along with other non-extreme behaviors such as detesting school, underachievement, emotional rollercoasters, outbursts of anger, and clashing with parents. From the sounds of Pipher’s stories, there is no hope left in the hallways of middle schools across the country.

Dan Kindlon Ph.D. has an updated, opposing view. In his book Alpha Girls, written in 2006, he discusses the “new American girl and how she is changing the world” (intro). He finds that despite the decaying society, some adolescent girls are excelling exceptionally. These girls have a GPA’s of 3.8 or higher, hold a club leadership position, participate in extra curricular activities so many hours a week, score high on a motivation test, and have a high self-rating for dependability. He calls these girls “Alpha Girls” and writes about his conducted surveys and interactions he has with them.

From my personal experiences contrasted with others I’ve seen while in high school, specifically my younger sister’s, it’s obvious that both of these types of girls exist in our society today. I often contemplate the depressed, confused, traumatized girl Pipher describes versus the highly motivated, self-disciplined, and confident “alpha” girl Kindlon speaks of and my inquiry is this: what makes the difference? What causes one girl to feel like she can reach for the stars and another to struggle to find any motivation at all? I propose that if educators conducting the sixth, seventh, and eighth grades ignite a love for learning in their students, they will generate lasting and positive effects on an adolescent girl’s social well-being and self image, her personal character development, and her ability to set goals, succeed, and become a responsible citizen in society.

Obtaining a love for learning at a young age influences a girl’s social interactions. In Reviving Ophelia, Pipher explains how adolescence is a time in which “American girls are expected to distance from parents” mainly for “cultural reasons.” Society deems that part of becoming an adult is “cutting bonds and breaking free” from parental figures and stepping into a “broader culture” (Pipher, 23). Adolescents look toward outside sources for reassurance and support, this “make[s] children more susceptible to conforming to peer groups” (Posthuma, 7). At this point peers become a major influence in an adolescent’s life, but where do young people find their peers? They become acquainted with people who have the same interests as them. Girls who find interest in excelling in school are more likely to enroll in Honors classes and other advanced level courses. The environment of these classes tends to be healthier—full of students who care about learning and teachers who care about their student’s learning. It is in these environments that adolescents associate themselves with their peers and begin to surround themselves with other people who care about learning. It was in my Honors and AP classes that I met my life long best friends. I still remember the bonding moments we had as we studied for tests and completed assignments together. I felt closer to them as we worked together to achieve a common goal.

A higher self-esteem is achieved by adolescent girls who gain a passion for learning early on in their education. Along with breaking childhood parental bonds, adolescent girls look to other people for acceptance. This is often times when young people get involved with drugs and alcohol. According to the National Survey on Drug Use and Health, in 2010, 10 million youth aged 12 to 20 reported drinking alcohol in the last month. On average, 82.4% of people who tried alcohol for the first time were teenagers. One out of every ten teenagers age twelve to seventeen reported using illegal drugs (Substance Abuse and Mental Health Services Administration: SAMHSA, 2012). After speaking with many young girls in low emotional and psychological states using these substances, Pipher notices a trend that girls “[do] what [they] think [they] should do in order to be accepted…[they] make many choices that sacrifice [their] true self” (48). Kindlon adds to the conversation by bluntly stating that “sacrificing one’s “true self” and depending on others’ approval for self-esteem is a recipe for depression…girls purportedly define themselves by their relationships” (77). Girls give into peer pressure to drink or do drugs in order to “fit in” because they feel it is their only chance to be accepted. Give a girl an environment created by teachers in the classroom where it’s “cool” or positively viewed to earn good grades and she has somewhere else to fit in. When a girl feels like she can work hard and earn good grades it gives her self-worth and value in knowing she can accomplish something. She has worth because she has knowledge.

Having knowledge about life past the walls of middle school, gives a young girl perspective. Pipher talks about a girl named Lori who was “well rounded” and “mentally healthy.” When asked about a career choice Lori knew she liked to write and considered a career in journalism. After talking with Lori, Pipher commented about her aspiration, “though she certainly might change her mind about journalism, the fact that she had a goal demonstrated that her life was not all lived in the moment…she look[ed] within herself for guidance and answers” (51). When a young girl begins to gain a base knowledge of the world through general subject classes and books, she begins to believe in herself. She is more likely to trust her judgment and rely on her own understanding to make decisions instead of give into peer pressure. Lori was “particularly good at looking within herself to make decisions” (62). The “Alpha Girls” in Kindlon’s book “are able to balance the different aspects of the self…this new balance create[s] a girl with more psychological strength than her forerunners” (80). She is able to look outside of herself and realize that there is more to life than flirting with her crush or what her and her BFF’s will be doing that Friday night.

When a girl obtains the passion to gain new information at a young age she’ll continue to look for opportunities to expand her knowledge. A positive result was concluded in a study done about early interest in math correlation with enrollment in high school math classes. “Youths who have an interest in math, believe they are good at math, and value math are more likely to take math courses in high school” (Simpkins, 296). Now this seems like a simple correlation but it is actually pretty significant. How does a child begin to have “interest” and “believe they are good at math”? Early teachers in an adolescent’s education have the ability to help a student understand the conceptual logistics if they are struggling in a specific academic area. What are the benefits of taking math courses in high school? Pipher claims that “math requires confidence; trust in one’s own judgment and the ability to tolerate frustration without becoming overwhelmed” (63). Being able to problem solve builds confidence. As an adolescent devotes time and effort to math and other problem solving academic subjects they learn to cope with anxiety and stop the emotion from interfering with logical thinking so when they are faced with difficult life dilemmas they are able to clearly execute decisions and think rationally.

Positive character development stems from early academic involvement. Involvement in school positively correlates with involvement in sports, clubs or other extra-curricular activities (Huang, 398). Participation in such activities increases positive character development. In a study done by Sandra D. Simpkins, Jennifer A. Fredricks, Pamela E. Davis-Kean, and Jacquelynne S. Eccles, it is proven that “there is growing evidence that participating in extracurricular and out-of-school activities during adolescence is associated with both short- and long-term indicators of positive development” (Simpkins, 283). Lessons of self-discipline, dedication, and hard work can be learned on the football field or in a student council meeting. Commitment to a team or organization allows an individual to strive for a greater cause; it puts their stamina and personal integrity to the test, which in turns strengthens their ability to stay focused and complete a grueling task at hand. It is these fundamental experiences in which adolescents gain the essence of their personal character.

Igniting a love for learning in a young adolescent girl steers her goal setting abilities and puts her on the path to success. As defined by dictionary.com, the first definition of success states, “the favorable or prosperous termination of attempts or endeavors; the accomplishment of one's goals.” Positive experiences in early education will lead to a self-driven, ambitious girl that will strive to be successful in any aspect of her life. She will continue to set goals, work hard, and do her best to reach them. After adolescence, positive patterns will generally continue as she strives to obtain a higher education and eventually a stable job to sustain her self and possibly a family. She will be a proactive and responsible citizen in the communities in which she lives.

While the effects of early education can be a major influence, a girl growing through adolescence is a very complicated process. There are many factors that will gear her toward a healthy adulthood. The impact that young girls have on each other is astonishing. Through Piper’s experience as a therapist she described it to the extreme, “ some girls join[ed] cults in which others do all their thinking for them” (61). Parental influence from infancy and family values play a major role in the character of an individual. In Kindlon’s surveys he found that “Alpha girls” had a strong relationship with their parents—especially their dads. Early childhood years could be argued to be more important than early adolescence in the way that a child is raised but beginning in the sixth grade is when a child begins to cognitive think, aspire, and link experiences together. This is the time when the anatomy of a young girl’s body undergoes change and growth. “The emotional system is immature and emotions are extreme and changeable” (Pipher, 57). The emotional unstableness is the main culprit for insecurities in all aspects of an adolescent’s dramatic life. Because of adolescent’s incapability to think abstractly, young girls often overanalyze and generalize most situations. Educators that associate with girls at this fickle age can be a source of security. The way Pipher puts it, “one remark can be taken as prophecy, an indictment or a diagnosis” (59). All of these factors go hand in hand to rear a young girl through their teenage years and bring them safely to adulthood.

Giving the gift of appreciation for knowledge to a girl as she begins her secondary education will be a major benefit to her for the rest of her life. While reading Kindlon’s book, I found myself in his descriptions of the “Alpha Girl”. I met the qualifications on his checklist to be considered an “Alpha Girl”. Even though I reached graduation day with few bruises or scares from my adolescence, I still had hard times. There were points in my junior high and high school career that I fell down, felt insecure, and inadequate. But it was during those times that I leaned on a foundation of my goal to always work hard in school and be my best self in everything I do. As I gained a passion for learning when I was in junior high, I became comfortable in my own skin and confident in myself and in social situations. It initiated my desire to engage in challenging my mind by taking advanced level courses and being involved in extra-curricular activities. My sister defined herself as “not being smart” because no one told her other wise. What if a teacher had worked with her in possible areas she was struggling in and told her she was capable of becoming better in those areas? It would have made the difference to her. Sixth through eighth grade teachers have the power to be a major influence in the life of an individual, as they were to me in a drastic positive way. Their job is significant and their personal efforts to ignite a love for learning in the students they teach is vital.

Works Cited

Huang, Ya-Rong, and Sheue-Mei Chang. "Academic And Cocurricular Involvement: Their Relationship And The Best Combinations For Student Growth." Journal Of College Student Development 45.4 (2004): 391-406. PsycINFO. Web. 17 Apr. 2014.

Kindlon, Daniel J.. Alpha Girls: Understanding The New American Girl And How She Is Changing The World. Emmaus, Pa.: Rodale :, 2006. Print.  

Pipher, Mary Bray. Reviving Ophelia: Saving The Selves Of Adolescent Girls. New York: Putnam, 1994. Print.

Posthuma, Jamie L. "Adolescent Susceptibility to Differing Types of Peer Influences on Alcohol and Marijuana use." Order No. 3504375 Alliant International University, 2012. Ann Arbor: ProQuest. Web. 17 Apr. 2014.

"Results from the 2012 National Survey on Drug Use and Health: Summary of National Findings." Results from the 2012 NSDUH: Summary of National Findings, SAMHSA, CBHSQ. U.S. Department Of Health And Human Services, Sept. 2013. Web. 16 Apr. 2014. <http://www.samhsa.gov/data/NSDUH/2012SummNatFindDetTables/NationalFindings/NSDUHresults2012.htm>.

Simpkins, Sandra D., Jennifer A. Fredricks, Pamela E. Davis-Kean, and Jacquelynne S. Eccles. "Healthy Mind, Healthy Habits." Developmental Contexts In Middle Childhood: Bridges To Adolescence And Adulthood. Cambridge, UK: Cambridge UP, 2006. 283-302. Print.

"Success." Dictionary.com. Dictionary.com, n.d. Web. 17 Apr. 2014. <http://dictionary.reference.com/browse/success?s=t>.

Tucker, Melissa N. "Adolescent Experience." Telephone interview. 17 Apr. 2014.

Nicole Tucker

John Tucker, Father

Lindon, Utah

2011

Title: Head Bangin’ to Katy Perry

Genre: Family song

Informant: The main reason I would call this pop song a “family song” is because of my father, John Tucker. He is the most dedicated, self-disciplined person I’ve ever met in my entire life. He works so hard all day every day. Some times my family and I think he is a robot because of how much perseverance he has inside of him. He has completed ten full marathons and probably 70+ half marathons just with in the past five years. He runs his own landscaping and snow removal business in Utah County and has for the past 30 years. He also owns a popcorn business and a business park complex on the side. He’s taught me that when a task is received, it gets done and there’s no option in that. His example of hard work has helped me learn how important it is. I’ve been able to incorporate that into my own character, which has greatly influence my life.

Context: Being a teenager in the 80’s, my dad grew up on classics like Madonna, Belinda Carlisle, and Cyndi Lauper. But now living in the year 2014 there are a few female pop sensations that he has grown to appreciate as well; to name a few: Lady GaGa, Ellie Goulding, and Katy Perry. One night a couple of years ago, my family and I were sitting in my living room when my dad came in and said, “I have a new song but I don’t know what it is. I heard it on the radio and it goes like this: do-do-do-do-doo-do-do-doo.” After his attempt to sing us the melody, we all looked at each other and burst out laughing. It took us days to figure out what song he was trying to describe to us. Once we finally put the pieces together, he blasted the song from our iTunes in the office on repeat while he worked on schedules for his landscaping business. People don’t believe me when I saw my dad jams out to Katy Perry to get pumped for his marathons either. For some odd reason my dad thought that was the coolest song out there. We were on a family trip and it became the anthem of our trip just because he felt like life was flawless when he was out on the open road, driving with his family in the car while jamming out to that song. That memory associated with this song has become an inside joke between my siblings and me.

Text: E.T. by Katy Perry

You're so hypnotizing 
Could you be the devil?

Could you be an angel? 

Your touch magnetizing 
Feels like I am floating, leaves my body glowing
They say be afraid 
You're not like the others, futuristic lover 
Different DNA
They don't understand you
You're from a whole other world 
A different dimension 
You open my eyes 
And I'm ready to go, lead me into the light
Chorus: [Kiss me, ki-ki-kiss me
Infect me with your loving 
Fill me with your poison
Take me, ta-ta-take me
Wanna be a victim 
Ready for abduction
Boy, you're an alien 
Your touch so foreign
It's supernatural 
Extraterrestrial]
You're so supersonic
Wanna feel your powers, stun me with your lasers 
Your kiss is cosmic
Every move is magic
You're from a whole other world 
A different dimension 
You open my eyes
And I'm ready to go, lead me into the light
[Chorus]
This is transcendental 
On another level 
Boy, you're my lucky star
I wanna walk on your wavelength 
And be there when you vibrate
For you I'll risk it all
[Chorus]

Texture: Katy Perry’s music is very pop and this song especially has a good head-banging beat. The lyrics are pretty pointless and probably aren’t the most appropriate, but that’s what makes it so funny: the fact that my very responsible father chooses to enjoy this type of song.

Meaning: This instance is one of the few insides jokes that my whole family—Dad, mom, and all five (including me) siblings—share. Only in recent years have we bonded like this, but I love it. I love it when my entire family gets to spend time together, though it isn’t very often. My oldest brother lives out of state with his wife, and my second oldest brother will be getting married in May. All five of us kids attend different schools and universities which makes my mom a proud mama but she sure does miss us, and mourns over the fact that we’re all growing up so fast. When we do all come back together, even if it is for just a couple days every few months, I sure do treasure the moments we get to laugh and create new inside jokes together.

Bonnie Moore

English 2010 10:30AM

(Here's a little video to go along with the memory that features my mom, my sisters, and me.)

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