Teaching science to teenagers isn’t just about delivering knowledge—it’s about navigating the neurological landscape of the adolescent brain. Their brains are still developing, particularly in areas responsible for impulse control, decision-making, and focus. As science educators, our role goes beyond teaching concepts; we need to create an environment where learning can thrive despite the distractions and challenges of teenage development.
Teenagers often hover outside the classroom, caught between wanting to be engaged and feeling unsure about stepping into a structured learning space. When I see students lingering outside, I invite them in rather than commanding them. A simple "I’d love to have you in the room" makes them feel wanted and valued. This small shift in language creates a sense of belonging.
Restlessness is a natural part of adolescence. If a student is out of their seat and wandering, I don’t immediately resort to discipline. Instead, I acknowledge their movement and redirect them:
"I’d like you to sit down so you can focus on learning."
"If you walk around, it makes it harder for the class to concentrate."
"Let’s get settled so we can get started."
By linking their actions to logical consequences, students begin to see the cause-and-effect relationship in their behavior. If they continue to resist, I make it clear that their choices impact their ability to learn.
Teenagers need clear expectations and immediate feedback. When giving instructions, I:
1. Give a direct instruction (e.g., “I need everyone to face forward now.”)
2. Wait 5 seconds—this is enough time for students who will follow the instruction.
3. Address those who haven’t complied without waiting too long (otherwise, others lose focus).
The students who listen immediately are acknowledged: "Thank you, I appreciate that." The ones who resist will likely continue to do so without further intervention, so I shift to discussing logical consequences rather than arguing.
Encouraging Participation Through Routine and Recognition
When setting up a task, I scan the room for students who have started and acknowledge them first. For example, after taking the register, I go around stamping students' books if they have written the title, date, and starter task. This small act reinforces the habit of getting started and encourages those who haven’t begun to do so.
Praising the desired behavior helps set the classroom norm. Rather than focusing on those who aren’t engaged, I highlight those who are:
"I love how quickly you got started!"
"Great work getting your equipment ready."
One of the most disheartening things to hear from a student is:
"I haven’t understood science since Year 7, so there’s no point in trying."
This mindset is a huge barrier to engagement. To counter it, I focus on:
1. Relating science to their future – Whether they pursue STEM or not, science teaches problem-solving and analytical thinking.
2. Small wins – Building confidence through achievable tasks.
3. Reframing mistakes – Science is about inquiry. I remind students that failing is part of learning.
The Takeaway
Teenagers aren’t ‘difficult’ for the sake of it—they are navigating an intense period of brain development. As educators, we need to balance structure with empathy, logic with motivation, and discipline with encouragement. By setting clear expectations, reinforcing positive behaviors, and linking actions to logical consequences, we create a space where students feel motivated, valued, and engaged in learning science.
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