many can understand and appreciate irony and adult wit (not sarcasm)
Moving from concrete thought to abstract thought
Developing the ability to plan and control impulses
beginning to think more abstractly
prefer adult guidance to adult management
approval of their peers begins grows in importance
will stay with engaging projects for some time
craving and exploring their independence
pushing for greater control and independence
respond to and need concrete routines and expectations
thinking more concretely than abstractly
The reorganization is hindering focus, performance monitoring and an ability to spot errors
testing out their social skills
regard the teacher as the fount of knowledge and their unquestioned leader
Beginning to actively monitor and regulate thinking (metacognition)
Starting to problem-solve, generalize and use deductive reasoning
Reorganizing (unknowingly) their neurons, synapses, etc...
seek out the approval of their peers more than that of teachers/adults
