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Ian Clark EDPSYCH 11/26/12 Developmental Standards Project Developmental Standard 2: Teachers of grades P -12 have a broad and

comprehensive understanding of learning processes and demonstrate the ability to facilitate student achievement. This paper seeks to show my understanding as a future music educator the affects divorce can have on a student, and their academic and social achievements through their adolescent school years. This paper also shows how I plan to utilize this information to help my future students have the best musical education that I could possibly provide for them. Along with these things, this paper also includes developmental standards and how they relate to the affects of divorce on students. In the United States, divorce occurs with about 50 percent of married couples (Nousse). This causes the number of affected children to climb very high. Several adolescents will go through their parents divorce while still in school. This leaves the possibilities for these adolescents to suffer psychologically, socially, and academically. Since I as a music educator will not know and should not necessarily be aware of the specific situations my students are going through, I need to make sure that I am providing an equally beneficial, educational, and enjoyable lesson for my students each day. It may not be appropriate to specifically bring up divorce in a music classroom, but even so, many of my students will likely be going through their parents divorce

while they are a part of my class. Understanding what goes on in the community this way, I will make sure to tell my students that in my class, it should be a great time for them to let go o their troubles in life and lose themselves in the enjoyment of music (AG 1.1). I know that this was the case for myself. I went through my parents divorce while I was in both middle and high school. Band class was my favorite class because of how easy it was to just relax and enjoy the music I was making with my peers. It didnt matter what differences I had with some of my peers, or what troubles any of us were going through at our already confusing adolescent ages. When we made music together, it was easy to forget any troubles going on. I would hope that my music class in the future would provide this type of comfort for my students, while also providing the best academic experience I can possibly offer to them (AG 1.3). Adolescents whose parents are divorced or divorcing tend to show higher levels of anxiety, depression, and antisocial behavior (Strohschein). These are all behavioral issues that no child should have to suffer through, especially while they are expected to continue doing well in their academics. Having any of these could cause the adolescent to be afraid of relationships of their own in the future, or going hand in hand with possibly having antisocial behavior, it may be more difficult for the student to make friends or communicate with their peers. As a future educator, I need to make sure that my students are receiving a healthy amount of social interaction with their peers. Students who have divorcing parents are more likely to develop this antisocial behavior, so adding social activities will help any and all of my students communicate and work with their peers (AG 2.3). This can be

especially true for elementary level teaching, when students are even more eager to play with their peers. Depression is among one of the worst things that an adolescent could go through. Yet it tends to be more common than it should ever be. Divorce can be a huge reason for depression among adolescents. Statistics show that students whose parents are divorced are twice as likely to commit suicide (Strohschein). If that isnt scary enough, statistics also show that there have been far more cases of psychological problems from children who have experienced the divorce of their parents than children who have experienced the death of a parent (Vousoura). Clearly, divorce can have traumatic affects on adolescents, and the classroom should not be a place for the student to have to suffer through it, and let their grades suffer in return. While teaching music in my classroom in the future, I must plan on making my classroom feel like a safe environment for my students, because I have no way of knowing who exactly may be going through some really rough times with the family back home (AG 1.4). My classroom will be supportive of all of my students, and I will be clear with my students that if they need anything from me at all, they should not be afraid to come talk to me. I plan to be a supportive educator to all of my students with their academics and their self esteem (AG 5.1). This would be beneficial to all students, especially those going through divorce issues at home. Giving my students tasks to help them record their own musical progress could possibly help them boost their self esteem as well. Giving the students some responsibility would give them the chance to attain that sense of accomplishment if they were to keep track of their own progress as a musician, or how much they are learning

about music itself. This could be beneficial in a music classroom environment so that the students are both receiving group accomplishment and self - accomplishment at the same time, making a well rounded sense of teamwork with peers and building their own personal musicianship (AG 5.2). Building things like personal goals and teamwork can help adolescents cope with the dram that may be going on at home and remind them that there is more to life than just the negative sides (AG 5.5). This would hopefully help reduce any chance at all whatsoever that any of my students would be going through any suicidal thoughts due to divorce issues with their parents. Goals of mine leading up to teaching are to graduate from Ball State University, then its possible that I will need to go achieve my Masters degree in Music Education. At the moment Im not sure which grade level or ensemble I will teach, but as long as Im teaching music and making an impact, I will be happy. While I am in my teaching position I hope to have a very welcoming classroom to all students so that it is as easy as possible for my students to have a beneficial class even while they may be going through depression, their parents divorce, low self esteem, or antisocial behavior. Regardless of which age level or which ensemble I teach in the future, I plan to make sure that my students receive the best education of music that I can offer them. I also sincerely hope that my class can be a chance for them to relax and let them release any bottled up emotions they may have through playing their music. Divorce can be a very difficult thing to handle for adolescents, and it affects all students differently. Some have a harder time than others. It is guaranteed that amongst my students there will be several different levels of emotions running rampant in the classroom, so making m

classroom supportive of every student will guarantee that I will have done everything in my power to ensure that my class is a beneficial and uplifting experience for my students.