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Normal Development Rate |
Jennifer's Development Rate |
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11 to 12 Years Old May choose to read only specific types of books. Engage in more descriptive complex writing. Complete long-term types of independent projects. The teacher may give the children a due date and much of the work is completed on their own. Work on reports that include both written and oral information containing graphics and other visuals.
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11 to 12 Years Old I enjoyed reading fiction books that had a sad theme to them. My favorite author was Lurlene McDaniel. My teachers told me that I had week to write a paper about George Washington. They expected me to turn it in on time. My George Washington report had to be at least three pages and contain some historical information and one photo. |
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12 to 13 Years Old Could start being able to read adult newspapers and magazines. Can actively participate in dinner conversation. Will be able to summarize points of view clearly and logically and apply ideas they may have heard or read about. When telling a story, they will stick to important details. Able to write research reports and book reviews for school, becoming familiar with the proper style for bibliographies, footnoting and outlining. Also getting more comfortable using resources. Can start to check for spelling and grammatical errors in projects.
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12 to 13 Years Old I started reading romance novels. I enjoyed reading Danielle Steel's The Gift. This book started me on a Danielle Steel read-athon. I enjoyed participating in my parents conversations. Even when it wasn't appropriate for me to participate. I had trouble remembering details when telling a story. I liked adding in the details that added color to the story. Sense our mascot was the dolphin, we had to write a research paper all about the dolphin. We had to use the proper research techniques and follow the "Deubrook Report format." I was able to go the internet and find anything I needed. I also knew where to find it in the library. I was and still am horrible at checking my spelling and grammar. I have also had to have someone else check my work over. |
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13 to 14 Years Old See connections between the novels and their own life. Add new and more complex words and expressions to their vocabulary. Should be able to determine whether something is fact or opinion. Use a variety of literary techniques in writing. Should be familiar with geometry terms Be able to represent the algebraic functions in different ways.
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13 to 14 Years Old I started reading the Teenage Love Stories and wanted to live out some of those stories in real life; however, I soon realized I couldn't do that. I started to study the constitution instead. By the time I was in 7th grade, I could tell if something was a fact or opinion because my teachers would give us statements and ask us if they were fact (F) or opinion (O). I was still working on my writing techniques. I was poor at it, but I continued to see growth in my writing style. I was taking algebra during this part of my life. |
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14 to 15 Years Old Quality and quantity of homework is expected in school. Complex projects that require more time to plan. Higher expectations coincide with their own increasing abilities: They will have interests that span farther and wider than ever, in addition to a greater awareness and curiosity about the world around them. When speaking, will be able to go beyond such details and describe the complex reasons for a phenomenon. Able to guess why certain things are the way they are. Deductive reasoning is developed and they are able to ask broader, categorical questions that enable them to narrow more quickly to the correct answer.
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14 to 15 Years Old My teacher expected me to complete my homework to the best of my ability and complete in a timely fashion. My teachers would require us to do projects like my 7th grade international tea where we combined art, geography, music, and writing for one big group project. It took the whole nine weeks to complete. I wanted to learn as much as possible. I knew I wanted to go to college. I wanted to make the transition between college and high school as easy as possible. I was able to make predications as to why certain things happened the way they did. I would use several different questions when trying to figure out exactly what the teacher expected us to do on an assignment. I still use this today. It helps when it comes to studying for final tests. |
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15 to 16 Years Old Start to develop specific intellectual skills. For instance, an ability at math, languages or writing may become apparent. Becomes more independent in thinking and able to come to reasonable conclusions on their own. Tastes in reading material (and other academic issues) will become more discriminating.
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15 to 16 Years Old I started to fine tune my computer skills. I had worked on them since 9th grade. During this time period I was working on learning how to use PageMaker. For the most part, I was able to come to conclusions all by myself based on the knowledge I had previously obtained. I would only read things that were related to the projects that I was working on or that I found enjoyment out of. |
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16 to 17 Years Old At this age in high school, Teens are expected to perform to tough rigorous standards. More advanced courses and electives are available and taken. Expect to use logic in every day life. Able to think logically by combing information they have already have acquired with new information. However they may not use this logic when they are trying to get away with things such as sneaking in after curfew. Writing should also be improving - it should be grammatically correct and coherent to the average reader. Presentation skills should also be improving with teachers assigning projects where the students have to get up and speak in front of the class. |
16 to 17 Years Old My teachers expected great things from me. They expected me to complete my work above what they have described and hand it in on time. I took college prep courses such as chemistry, FST (Functions, Stats, and Trig), and physics. I was able to relate new information I received in class to information I had already learned or read about. My writing was slowly improving. I still had to have someone check it over before I could hand it in. I had trouble with grammar and spelling. My presentation skills greatly improved during this year. I participated in oral interpretation, a speech contest, and took speech. |
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17 to 18 Years Old In the final year of high school, much attention will be paid to reaching university-level standards. Teachers can become very important to your teenager. It's not uncommon for them to like one or two of their teachers very much, look up to them and even talk about becoming a teacher themselves. Most likely effective problem-solvers who can think critically individually and in groups. Thought processes
will be sharper than ever: They see the complexities of everyday life
and the reasons behind political, social and other global problems. |
17 to 18 Years Old I was very concerned about achieving decent grades so I could receive better scholarships at the school of my choice. I had a few favorite teachers. One of them was my music instructor and my play director. I could go to them to talk about anything that was on my mind. Most of the time, I was an ok problem solver. I would get frustrated when I couldn't solve the problem myself. My life was very complex. I could think about how to best solve my problems. Also I would discuss with my friends the current legislative news from the state capital. |
