Running head: ERIKSON

The Role of the Generations in Identity Formation Erikson Speaks to Teachers of Adolescents Terry Gallivan Liberty University EDUC 500 B26 January 18, 2012

ERIKSON The Role of the Generations in Identity Formation: Erikson Speaks to Teachers of Adolescents Teachers, as a whole, have a contractual moral obligation to be role models to the thousands of children which cross our path during the career we have or will devote our lives.

The passage is the essence of being a teacher; Do all things without complaining and disputing, that you may become blameless and harmless, children of God without fault in the midst of a crooked and perverse generation, among whom you shine as lights in the world, holding fast the word of life, so that I may rejoice in the day of Christ that I have not run in vain or labored in vain. (Philippians 2:14-16 NKJV). I believe a teacher should be held to a higher standard of integrity in the classroom and community. So he shepherded them according to the integrity of his heart, and guided them by the skillfulness of his hands. (Psalm 78:71-72, KJV). The influence we, teachers, bestow upon our students is sometimes irreversible. This article explores the implications of positive and negative interactions between teachers and students. Erikson's (1968) theory that, almost forty years earlier, detailed the process of identity formation during adolescence and the prominent role played by adults. (Hamman and Hendricks (2005), pg.1, pp2). Teachers must model acceptable behavior every day and pray the same will be modeled by the students in time. Teenagers have to explore and form their selfidentity based on the influences which are a part of their world. Some influences are friends, family, television / internet, environment (sports, gangs, etc.), and teachers. The students are challenging the boundaries and teachers must stand firm on the well-defined line which represents the principals we have personally established for ourselves and them. A teacher who challenges At-Risk students in a positive manner will within time earn their respect and the desired behavior will ensue. A 7th grade student was to be enrolled in my Science class. He was

ERIKSON described as a fourteen year old trouble-maker who will sleep and does no class work. He was failing all his classes. Falling into the trap of a presumption, I decided to take a stand from the start. He arrives late and proceeds to lay his head down. I walk up to him and calmly said If

youre not going to work there is the door. He got up and left. I had realized it was my fault and no need to punish intelligence. Subsequently, twenty-four hours passes and he arrives to class late and takes his seat. I said I owe you an apology; I did not realize how smart you are. I will need to design a curriculum challenging enough for you. He made As in my class as he continued to fail the others. At-Risk students have formed a pseudo belief school is a waste of their time and will attempt to drop-out when the opportunity presents itself; Texas dropout rate is 7.3%. (Texas Education Agency (2012)). During this time is when adolescence must determine a role, explore the role and decide if the character and values are their choice for adult life. Many adolescence and adults journey through many roles before a final choice has been made. I call this the Me, Me Who? stage where self-identity is constantly scrutinized. Teenagers may take the persona of rebellion to test the waters. The teenager creates a disconnection between the characteristics of the parents and friends in order to find a distinct self-character. A sixth-grader in a large suburban middle school has always had an interest in soccer and baseball. After the first few weeks of the new school year, Robert arrived at school sporting cowboy boots and a black western hat. His choice of attire might be all the more surprising to his teachers and his peers if they knew that Robert's mother is an accountant and his father is a medical technician; and neither has family roots in farming or ranching. (Hamman and Hendricks (2005), pg.2, pp.1) How we, as teachers, react is paramount to defining the direction an adolescent travels. By virtue of their age and position, the older generation provides adolescents with (a)

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information about what is important for a "successful" life, and (b) a metric by which adolescents may evaluate themselves. (Hamman and Hendricks (2005), pg. 2, pp. 5) It is essential teenagers have positive role models to drawn on for support and guidance. This is where teachers have a responsibility beyond the curriculum to model and teach desirable virtues. By which have been given to us exceedingly great and precious promises, that through these you may be partakers of the divine nature, having escaped the corruption that is in the world through lust. But also for this very reason, giving all diligence, add to your faith virtue, to virtue knowledge, to knowledge self-control, to self-control perseverance, to perseverance godliness, and to godliness brotherly kindness; and to brotherly kindness charity. (2 Peter 1:4-7, KJV) Erikson described two specific ways teachers help students make progress toward a true, viable, authentic, and healthy identity. (Hamman and Hendricks (2005), pg. 2, pp.6). One way is being a Sanctioner. A Sanctioner is discovering and revealing a students capabilities and talents. It is not simply recognizing the effort in completing an assignment. The previously mentioned 7th grader had never heard he was smart by a teacher due to his earned reputation. In being the first teacher to acknowledge his brilliant mind earned me the privilege of having him work in my class. The second is creating a class room for safe identity growth. Negative evaluations from teachers, on the other hand, have the undesirable potential of destroying academic initiative and alienating adolescents from adults who could be sources of accurate information about future capabilities. (Hamman and Hendricks (2005), pg. 3, pp.1). In a class where the diversity ranges from meekness to defiance; the teacher must develop meaningful relationships in order to create the sense of a safe environment. These students are uncomfortable broadcasting in front of others how intelligent they truly are but when it is safe, as seen in the video, they shine.

ERIKSON In closing, middle and high school teachers play a vital role in how an adolescent establishes his / her self-identity. A teacher must strive toward the patience of Job. Positive reactions will bestow positive responses in time but negative reactions will bestow negative

responses immediately. There are rough paths to cross in teaching teenagers but with the love of Christ in your heart the path will become smooth again. Now therefore, go, and I will be with your mouth and teach you what you shall say. (Exodus 4:11-13)

ERIKSON References

Doug Hamman, & C Bret Hendricks. (2005). The Role of the Generations in Identity Formation: Erikson Speaks to Teachers of Adolescents. The Clearing House, 79(2), 72-75. Retrieved January 18, 2012, from Research Library. (Document ID: 977221721). Texas Education Agency (2012). Dropout Prevention Frequently Asked Questions. Retrieved January 18, 2012, from http://www.tea.state.tx.us/index4.aspx?id=8326#FAQ_4 The Bible, King James Version. (n.d.). Van Brummelen, H. (2009). Walking with God in the Classroom (3rd ed.). Colorado Springs, CO: Purposeful Design Publications.

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