[00:03.16]2003

[00:06.39]Teachers need to be aware of the emotional, intellectual,

[00:09.82]and physical changes that young adults experience.

[00:13.25]And they also need to give serious (1)thought to

[00:15.47]how they can best (2)accommodate such changes.

[00:18.60]Growing bodies need movement and (3)exercise,

[00:21.22]but not just in ways that emphasize competition.

[00:24.23](4)Because they are adjusting to their new bodies

[00:26.96]and a whole host of new intellectual

[00:29.68]and emotional challenges,

[00:31.29]teenagers are especially self-conscious

[00:34.12]and need the (5)confidence that comes from

[00:36.13]achieving success and knowing that their accomplishments

[00:39.46]are (6)admired by others.

[00:41.27]However, the typical teenage lifestyle

[00:43.90]is already filled with so much competition

[00:46.51]that it would be (7)wise to plan activities

[00:49.15]in which there are more winners than losers,

[00:51.96](8)for example, publishing newsletters

[00:54.28]with many student-written book reviews,

[00:56.51](9)displaying student artwork,

[00:57.97]and sponsoring book discussion clubs.

[01:00.55]A variety of small clubs

[01:02.25]can provide (10)multiple opportunities for leadership,

[01:05.27]as well as for practice in successful (11)group dynamics.

[01:08.90]Making friends is extremely important to teenagers,

[01:12.02]and many shy students need the (12)security

[01:14.65]of some kind of organization

[01:16.57]with a supportive adult (13)barely visible in the background.

\[01:19.70]In these activities,

[01:21.26]it is important to remember

[01:23.28]that the young teens have (14)short attention spans.

[01:25.69]A variety of activities should be organized

[01:28.63](15)so that participants can remain active

[01:30.84]as long as they want

[01:32.46]and then go on to (16)something else

[01:34.27]without feeling guilty

[01:35.59]and without letting the other participants (17)down.

[01:38.21]This does not mean that adults must accept irresponsibility.

[01:41.83](18)On the contrary, they can help students acquire

[01:44.86]a sense of commitment by (19)planning

[01:46.77]for roles that are within their (20)capabilities

[01:49.30]and their attention spans

[01:50.81]and by having clearly stated rules.