Topic: Treating Secondary Students as Adults



How to Treat Our Students


College students in Education 260


1.  Students will know the four ‘R’s’ of The Big Wait for treating students as adults. (Knowledge)

2.  Students will come to realize their favorite R, sharing reasoning and applying their knowledge to come up with examples to use in real life situations. (Synthesis and Application)


Instructional Procedures:

1.  The class will come together and I will ask them to name the 4 R’s that were discussed in the article, The Big Wait.

2.  The class will individually fill out an admit slip.

        a. Ask for their favorite R and why

        b. Example of how they could use that R for their own students in their classroom.

3.  Come together for a group discussion, asking for volunteers first to share what they have written on the card. Discuss the important of treating students as adults. Allow for people to jump in and share what they would like to. Make sure each person shares what they have written.

4.  Instruct class to turn to page 5 and discuss feedback, not just quiz grades and such, but the example they gave of the English teacher and professional writer.

        a. Ask students how they feel about this idea. Would this work? Why or why not? What could people in a different subject area do like this, like science and world language?

5.  Instruct group to turn to page 7 and discuss the closing remarks.

        a. How do they feel about what ideas were given, like combining high school and first two years of college, and exit exams that would allow teens to graduate from HS earlier? What are their feelings and why?

6.  Ask students what they feel that the could do in the future to make sure all of their students are being treated as adults in and outside the classroom.


Strategies for Diverse Learners:

1.  All of the students will have the article in front of them. This will help any diverse learners in the classroom to go back to the material being discussed to help them create their own thoughts and feelings on it. They will be able to re-read any part of the article if need, which is highly beneficial.

2.  The questions and responses discussed in this lesson will all be personally relatable to past experiences and/or future experiences in the future of our classrooms. This will help any diverse learners stay on top of the discussion and follow along.


Evaluation Procedures:

1.  Students will have the opportunity to participate throughout the entire class and share what they know.

2.  Questioning will be used throughout the lesson. Their answers and amount of participation will show me if they know how to discuss the material and if they are ready to give their own opinions on it.

3.  Admit slips will be filled out in the very beginning of class. They will be used throughout the lesson to gather the students’ feelings and ideas. They will then be handed in at the end of the class so I can read them again.

4.  Whole group discussions will allow me to listen in on the students’ input. From this I will know if the students are constructing their own understanding of the article. They will be sharing their own feelings and example, and I will be able to see if they understand the article and can apply it later on.

5.  A small amount of individual work will be necessary for the admit slips. This will allow the students to construct their own thoughts and feelings on the subject instead of being influenced by group or classmates.


1.  Hard copy of The Big Wait

2. Index cards being used as Admit Slips.