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The author advises considering the delicate aspects of ego, self-image, and self-esteem when working with teenagers. It's important to be sensitive to their need for affirmation and recognition. Providing constructive feedback in a respectful and encouraging manner can boost their self-esteem. However, it's crucial to avoid harsh criticism or actions that might negatively impact their self-image. Nurturing a positive and supportive learning environment can greatly contribute to the emotional well-being of teenagers.

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being mindful of sensory input when dealing with teenagers. This means considering the environment in which they are learning - factors like lighting, noise levels, and comfort. Providing a conducive sensory environment can enhance their learning experience. Additionally, being aware of sensory preferences or sensitivities in individual students can contribute to a more comfortable and productive learning environment for teens.

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The author emphasizes that when it comes to teenagers and their attention span, it's crucial to recognize that it may be limited. Keeping lessons engaging, interactive, and varied can help sustain their focus. Additionally, providing breaks and incorporating activities that align with their interests can be effective strategies. Avoiding long periods of passive instruction is advised, as it might lead to diminished attention and engagement.

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when dealing with teenagers and their intellectual capacity, it's important to remember that they are capable of deeper critical thinking and abstract reasoning. Providing challenging and thought-provoking material can help stimulate their intellectual growth. However, it's crucial not to overwhelm them with information and to offer appropriate guidance and support as they navigate complex concepts.

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Adolescence is a time of significant physical, emotional, and cognitive development, which can lead to a range of behaviors and attitudes. They may be dealing with peer pressure, identity formation, and sometimes rebellious tendencies. Additionally, maintaining their attention and engagement can be more demanding. Effective teaching to teenagers often requires a balance of understanding, patience, and the ability to relate to their unique needs and interests.

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In classroom management with adults, the "do's" include creating a positive and inclusive learning environment, setting clear expectations, providing constructive feedback, and fostering active engagement. On the other hand, the "don'ts" involve avoiding condescension, being overly rigid, neglecting individual learning styles, and dismissing their experiences or perspectives. It's crucial to maintain a balance of authority and respect in adult education settings.

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The author suggests keeping in mind the importance of open communication, mutual respect, and understanding when dealing with adults. It's also essential to consider their individual needs, preferences, and experiences in any interaction or situation.

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When it comes to children and authentic meaningful language, it's important to communicate with them in a genuine and sincere manner. Using language that is appropriate for their age and level of understanding can foster a stronger connection. Avoiding overly complex or insincere language can help ensure clear and effective communication.

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When it comes to children and the affective factor, it's crucial to provide a supportive and nurturing environment. Encouraging positive emotional expression, active listening, and showing empathy are essential. Avoiding harsh criticism and creating a safe space for them to express their feelings can greatly contribute to their emotional well-being and development.

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When it comes to sensory input in children, it's important to provide diverse and enriching experiences that positively stimulate their senses. Avoiding exposure to excessively strong or unpleasant stimuli can help maintain their emotional well-being and appropriate sensory development.

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Engage topics of their interest in classes, keep them active with activities, and avoid overwhelming them with too much information to prevent stress and maintain their interest in the subject.

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Not being too traditional in how we teach and explain topics, being more active and dynamic to be able to hold their attention throughout the entire class.

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Must have a very special set of consideration applies to teaching them. That is why teachers must keep in mind that:

Avoiding embarrassment of students.
De-emphesizing competition between classmates.

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Their ability increases as they focus on learning, so it is important to make classes favorable and interesting.

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Teen are easily distracted and a topic that is not of interest to them or is very boring can disinterest them and demotivate them.

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They can
Think abstractly about possibilities. Reason from known principles, forming own new ideas or questions. Consider many points of view, comparing or debating ideas or opinions. Thinking about the process of thinking, being aware of the act of thought processes.

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There are distractors, problems with themselves and a lack of confidence and motivation.

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Adults have a higher cognitive ability and more adept to abstract rules and concepts. They should not be treated like children and don't discipline adults in the same way you would children.

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Adults are never entirely probablem-free learners, and have number of characteristics which sometimes make learning and teaching problematic.

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Children are focused on what this new language can actually be used for here and now. They are less willing to put up with language that doesn't hold inmediate rewards for them.

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Teachers needs to overcome such potential barriers to learning by building students self esteem and making students comfortable when they make mistake.

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Children need to have senses stimulated by using: physical activity, sensory aids, help children to internalize concepts, non verbal language.

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1. Boring or difficult lesson Is equal to Students will shut down.
2. Lessons should capture their inmediate interest.
3. Stay funny and keep their curious.

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1.Do not state rules in abstract terms.
2.Draw attention to patterns.
3. Break grammar rules down from more than just a name.

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How others perceive their changing physical and emotional selves along with their mental capabilities and for self-esteem Avoiding embarrassment of students at all costs, affirming each person's talents and strengths, allowing mistakes and other errors to be accepted, de-emphasizing compensation between classmates, and encouraging small-group work where risk can be takes more easily by a teen.

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He mention increasing capacities for abstraction lessen the essential nature of applealing to all five senses.

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The author mention lengthening as a result of intellectual maturation, with many diversions present in a teenager's life, they can easily be shortened.

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Some mentions are to being accepted, to a weekend party,or whaterver the intellectual task at hand muy suffer. But, maybe these considerations can help educators effectively support and nurture the intellectual development of teenagers.

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Teaching teenagers can be challenging for several reasons, although it's important to note that every teenager is unique, and not all will exhibit the same difficulties, maybe Technology and Distractions, Social and Emotional Issues,etc.
Effective communication, empathy, and flexibility are key qualities for be able to working with teenagers.

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Do's:
Establish Clear Expectations, Build Relationships, Be Organized, Be Consistent.

Don'ts:
Don't Ignore Behavior, Don't Show Favoritism, Don't React Emotionally, Don't Call them Kids or Discipline in the same Way.

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The author suggest for adults take activities and sweet applies and we never underestimate the emotinal factors that may be attendant to adult second language learning.

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Que hacer: que comprendan los temas respecto a actividades o explicaciones. Mantenerlos acitivos.
Que no hacer: no dejar de desarrollar estrategias para que comprendan el contexto de cada situación.

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Que hacer: que participen preguntandoles algo de su gusto, y poder guiarlos en alguna equivocación.
Que no hacer: no dejar de comunicarse con ellos.

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Que hacer: con algunas mismas dinamicas se podra realizar interpretacion de un personajes, talvez de superheroes o policias, cocineros,etc. asi los conceptos que aprendieron los podran recordar.
Que no hacer: se entiende mas por crear actividades que los haga sentir activos, no realizarlas les hace pensar en como no llevar a cabo una clase con actividades creativas.

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What do to: explain them how to use short words with games, pictures, songs, etc.
What do not do: explain grammar, like "present continous" or anything else.

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Que hacer: crear dinamicas donde aprendan el idioma y esten interesados en jugar para que esten atentos.
Que no hacer: no siempre explicar y explicar realizar esas dinamicas para ellos, asi no se aburriran, y podran continuar aprendiendo.

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These are factors that teens perceive and become sensitive to how other people perceive their physical and emotional changes.

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Explaining grammatical rules, communicating clearly and with coherence, and generating self-confidence.

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Staying animated, positive, enthusiastic, this with the help of some materiañ that is of interest to teens, and material authentic and dynamic.

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Logical thinking, a linguistic metalanguage, intellectual maturation, capacities, and self-esteem.

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Because teens are in a time of change, in which there is confusion, shyness, and physical and mental changes.

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What to do: Provide them with opportunities, and general confidence, use appropriate language, and show respect.
What not to do: Do not treat them like children calling them children, do not push them.

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The author considers that keep in mind adults in cognitive abilities, and self-confidence.

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What to do: Use material of interest to them such as from a movie or cartoon.
What not to do: talk to them or ask them to read a lot of information on a unusual topic for children.

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What to do: Motivate them and build confidence in their ability to perform their activities.
What not to do: Make negative comments about what they do.

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What to do: Bring them materials to help them learn, such as games, puzzles, and blocks.
What not to do: Performing the activity for a long time is also a distraction for the children.

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What to do: Use dynamic activities that are interesting and motivating.
What not to do: Intimidate them and bore them with only one thing or topic.

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What to do: Use pictures, short words, maybe games, and show clear examples.
What not to do: use long concepts and difficult words.

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Do:
- Grammatical concepts need to be shown by using patterns and examples.
- Difficult concepts/patterns require more repetition.

Dont's:
- Explaining grammar concepts literally, avoid using complex concepts names like "relative clause"
- Rules stated in abstract terms should be avoided.

Lluvia Arely Garcia Zamora

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Do:
- Activities should be designed to capture their immediate interest.
- A lesson needs to have a variety of activities to keep interest and attention.

Dont's:
- Avoid overdoing a animated personality as this can keep the children's attention and minds alert.
- Avoid having a sense of humour.

Lluvia Arely Garcia Zamora

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Do:
- Fill the lessons with physical activities.
- Sensory aids help children to internalize concepts.
- Sensory aids are important elements in language teaching to internalize concepts.

Dont's:
- Never forget nonverbal language as it is important due to children attend facial features, gestures and body language.

Lluvia Arely Garcia Zamora

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Do:
- Help students to laugh with eachother at various mistakes.
- Be patient and supportive but at the same time be firm with your expectations.

Dont's:
- Assume children are unaffected by inhibitions unlike adults with learning.
- Children are not fragile.

Lluvia Arely Garcia Zamora

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Do:
- Avoid canned or stilted language.
- Language needs to be firmly context embedded.

Dont's:
- Avoid immediate rewards for learning the new language.
- Break the language into too many bits and pieces.

Lluvia Arely Garcia Zamora

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Too much abstract generalization about usage and not too many real life language can be difficult, you must keep activities short, sensory input can be appealing and never underestimate the emotional factors that may be attendant to adults.

Lluvia Arely Garcia Zamora

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Do's:
- Even though adults cannot express complex thinking in the L2, they are intelligent with mature cognition and fully developed emotions.
- Give them as many opportunities as possible to make choices.

Dont's:
- Treat them like children.
- Discipline them the same way you would do to children.

Lluvia Arely Garcia Zamora

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They are in a age of transition and confusion resulted of the self-counciousness they develop due to their growth and development their bodies and minds go through which can cause them to be complicated to work as they are finding themselves in this new stage of their lives.

Lluvia Arely Garcia Zamora

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Varieties of sensory input are still important in this stage, but increasing capacities for abstraction lessen the essential nature of appealing to all five senses.

Lluvia Arely Garcia Zamora

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Around the age of 12 teens develop the capacity of abstract operational thought, which makes sophisticated intellectual processing increasingly possible than before and, with it, complex problem are now possible to solve with logical thinking. But the success of any intellectual endeavor will be a factor of the attention a learner places on the task.

Lluvia Arely Garcia Zamora

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Teen can be ultrasensitive to how others perceive their physical and emotional change that affect their mental capabilities. It's important to keep the self-esteem high by avoiding embarassment, affirming their talents and strenghts, allow mistakes, de-emphazing competition between classmates and encourage small group works.

Lluvia Arely Garcia Zamora

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Como maestros no deberíamos avergonzar a nuestros alumnos, si no que deberíamos aumentar su autoestima haciendo que ellas y ellos crean que pueden con sus problemas y la escuela. También otras maneras de ayudarlos es haciendo que convivan con sus compañeros de clase, esto se puede lograr haciendo trabajos en equipo.

Angel Aguilar.

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Su capacidad aumenta para poder entender, solo si ellos o ellas centran su atención a la clase y las explicaciones. Ya que siguen creciendo y descubriendo cosas de si mismos y eso incluye el como aprenden.

Angel Aguilar.

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Los jóvenes pasan más tiempo pensando en otras situaciones de su vida que en la escuela y en lo que pueden aprender, pero si hay posibilidades que ellos aprendan ya qué tienen tiempo y capacidad para hacerlo, solo que se enfocan más en otras cuestiones de su vida.

Angel Aguilar.

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Intelectual capacity, attention span, varieties of sensory input, factors surrounding ego and not bore them with overanalysis.

Angel Aguilar.

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Es dado a que están en plena juventud y sienten que pueden con todo, pero es seguro que no es así, solo tiene muchos conflictos internos debido al crecimiento qué tienen. Entonces esto complica más el como enseñarles por que algunos se ajustan a cualquier tipo de enseñanza y otros solo no les importa nada.

Angel Aguilar.

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No hay que tratarlos como niños. Deberíamos darles oportunidades para que tomen sus decisiones en cuanto al aprendizaje. Hay que respetarlos, ya que pueden razonar.

Angel Aguilar.

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No hay que sobre exigir el aprendizaje o poner presión para aprender más rápido, en cambio hay que enseñar de manera moderada y hacer dinámica la clase para que si atención sea dirigida totalmente al tema del momento, ya que es su segunda infancia pero en la adultez. Por lo tanto son como niños pero con mejor comprensión de los temas.

Angel Aguilar.

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Creo que en esta parte influye mucho el aspecto de enseñar a los niños con las diferentes estregias(música, juegos). Pero algo que ayuda mucho es recompensar o felicitar el aprendizaje adquirido, un ejemplo es darles un dulce o poner una pegatina de estrella en su frente para que se motiven día a día en aprender el idioma.

Angel Aguilar.

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El ser pacientes, pedir participación y ayudarles cuando no sepan algo, demuestra que estas con ellos y ellas para cualquier momento que necesiten de ti.

Angel Aguilar

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Deberíamos poner en práctica estrategias que puedan ayudar a los niños para que el conocimiento se les quede grabado,por ejemplo, hacer actividades como el canto, dibujar, bailar, o escuchar música.

Angel Aguilar.

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Necesitamos hacer qué la clase sea dinámica para que puedan aprender más fácil. No hay que ser estrictos en la enseñanza por que no prestarán atención.

Angel Aguilar.

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I could say that we need focus to teach with images, songs and more thins that the children like it. Don't need focus in the grammar because they didn't understand.

Angel Aguilar

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The problem is not the attention span itself as children will spend long periods of time on activities that really interest them, but wether the individual is willing to continue doing something of no immediate interest to them.

Lluvia Arely Garcia Zamora