[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.

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