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Theory into Practice: Adolescent Brain Development and Implications for Classroom Management

July/august 2012 Most middle or high school physical educators can recall a similar classroom management scenario such as the following: During a class you observe a student engaging in inappropriate behavior. When confronting the student, he/she denies having done anything wrong followed by an argumentative response and attempts to divert the blame. Managing such scenarios can be one of the most challenging parts of teaching secondary physical education. However, many of these behavioral manifestations are related to ongoing physiological and neurological changes taking place within the adolescent brain, meaning at this stage of neurological development, their brains are “broken.”