When the middle school boys interacted with a verbal and nonverbal pubilect, which was mostly seen on the basketball court. They seemed to try and promote their own name and ability. Rarely did I see complements go out to people, even on the same team. When I did see something I thought was impressive I would go and try and give the guy a high five or something, but those individuals looked at me like I was crazy or abnormal. When conversing and interacting with staff members, the kids presented minimal, if any, degree of restraint in their cultural understanding of when to use language, especially those in the HS group. Staff, conversely, engaged in the modeling techniques and technique of teachable moments to try and convey their culturally desired language. This was more done with boys who didn’t play basketball and the girls. Since there was more interaction between the staff and that group, the staff had a better chance to teach kids the importance of characteristics like kindness in conversation, have a judgment free work space for activities, and maintaining those social rules of language that were disregarded. But since many of the kids at this age believe that they can do things themselves and “know more than adults” they tended to disregard the moment or take a punishment over remedying the situation. The staff also required that their names be said as Ms.___ and Mr.___ in order to reinforce a power structure that can be verbally seen by children. By requiring such a standard, they instill into these teens the idea that you don’t have to like me, but you will respect me. Likewise, while the adults didn’t seem to reciprocate the rule, they did still aim to treat these kids with respect and teach
When the middle school boys interacted with a verbal and nonverbal pubilect, which was mostly seen on the basketball court. They seemed to try and promote their own name and ability. Rarely did I see complements go out to people, even on the same team. When I did see something I thought was impressive I would go and try and give the guy a high five or something, but those individuals looked at me like I was crazy or abnormal. When conversing and interacting with staff members, the kids presented minimal, if any, degree of restraint in their cultural understanding of when to use language, especially those in the HS group. Staff, conversely, engaged in the modeling techniques and technique of teachable moments to try and convey their culturally desired language. This was more done with boys who didn’t play basketball and the girls. Since there was more interaction between the staff and that group, the staff had a better chance to teach kids the importance of characteristics like kindness in conversation, have a judgment free work space for activities, and maintaining those social rules of language that were disregarded. But since many of the kids at this age believe that they can do things themselves and “know more than adults” they tended to disregard the moment or take a punishment over remedying the situation. The staff also required that their names be said as Ms.___ and Mr.___ in order to reinforce a power structure that can be verbally seen by children. By requiring such a standard, they instill into these teens the idea that you don’t have to like me, but you will respect me. Likewise, while the adults didn’t seem to reciprocate the rule, they did still aim to treat these kids with respect and teach