Parent meeting “Difficulties in adaptation of fifth graders”
Parent meeting in 5th grade Difficulties of the adaptation period
Target:
To familiarize parents with the law on education, to consider the main difficulties faced by fifth-graders
Tasks:
- To acquaint the parent team with the peculiarities of children’s adaptation to learning in the fifth grade, to identify the position of all participants in the educational process at the stage of student adaptation;
- identify the causes of student maladjustment and outline ways to solve emerging problems;
- draw the attention of parents to the seriousness of the problem of adaptation,
- discuss the importance of homework,
- offer practical advice on how to adapt a child to school.
Form of the meeting: round table.
Key questions for discussion:
1. Physiological difficulties of fifth-graders adapting to school.
2. Psychological difficulties of fifth-graders adapting to school.
3. The system of relationships with the child in the family during the period of adaptation to school education.
Participants:
parents of 5th grade students, class teacher, school psychologist,
subject teachers.
Progress of the meeting
1. Opening speech by the class teacher.
As you know, any transition periods in a person’s life are associated with problems. The transition of students from primary school is a difficult and challenging period; The child’s entire future school life depends on how the adaptation process goes. The transition of a student from primary to secondary school coincides with a kind of end of childhood - a stable period of development in a child’s life. In the fifth grade, a new education system awaits the child: a class teacher and subject teachers. Some fifth-graders are proud that they have matured and are quickly drawn into the educational process, while others are experiencing changes in school life, and their adaptation is delayed.
Before moving on to the topic of the meeting, let's understand what kind of education your children receive in school. And what is the name of the school?
Exercise “Exam for parents”.
Let's try to compare how the life of a fourth-grader and a fifth-grader differs.
They can be issued on unique “tickets” - colored self-adhesive pieces of paper that can be attached to the board.
Some of the questions are paired: the parents' answers must follow each other and then be compared. Other answers are single answers - the answer is given by one parent. Therefore, it is necessary to number each question on the tickets in advance:
How many academic subjects did your child study in 4th grade?
How many academic subjects does your child study in 5th grade? - 14
Rus, lit, ukr, ukr lit, in, mat, ist, geogr, biol, mus, iso, technol, physical education, infor
What was your child's weekly teaching load in 4th grade?
What is your child's weekly teaching load in 5th grade?
How many teachers taught your child in 4th grade?
How many teachers teach your child in 5th grade? – 10 teachers
How much time did your child spend on average preparing homework in 4th grade?
How much time does your child spend on average preparing homework in 5th grade?
Who is “new” in the class?
Which school day of the week is the most difficult, stressful (with a lot of lessons)?
Who studies in individual training?
The class teacher and the first teacher act as experts. As parents answer, they either confirm their correctness or give the correct answer to the question posed.
So, we were able to compare how much harder it is for children now. Experience shows that the vast majority of fifth-graders experience various difficulties during the period of adaptation to education at the secondary level. Therefore, from you, dear parents, children need support, attention, requirements for children should be flexible, there should not be too many of them.
During the adaptation period, children may become anxious for no apparent reason, timid or, on the contrary, “cheeky,” excessively noisy, and fussy. Their performance may decrease, they may become forgetful and disorganized. Sometimes sleep and appetite are disturbed. Such functional deviations in one form or another are typical for 70–80% of schoolchildren. In most children, such deviations are isolated in nature and disappear, as a rule, 2–4 weeks after the start of school. However, there are children for whom the adaptation process drags on for 2–3 months or even more. Our task is to understand what worries and worries them, what problems they face, and determine what real help we can provide to children.
Reasons for poor adaptation in 5th grade:
1. Different requirements from subject teachers, the need to take them all into account and fulfill them.
2. Large flow of information, unfamiliar terms, words. It is necessary to teach a fifth grader to use reference books and dictionaries, and also teach them to ask adults about the meaning of unknown words.
3. Feeling of loneliness due to the absence of the first teacher, and the class teacher is unable to give everyone the necessary attention. All experiences of this age are natural and help the student
growing up, so parents and teachers just need to be more attentive and kinder to the children in the new period of their school life.
Physiological changes:
~ changing the child’s daily routine compared to elementary school, increasing physical and mental stress;
~ rapid physiological maturation of many children, hormonal changes in the body;
~ changes in the child’s nutrition associated with his greater independence.
Recommendations for parents
• The need to change the child’s educational activities at home, creating conditions for children’s physical activity between doing homework.
• Observation of parents for the correct posture during home activities, compliance with the light regime.
• Prevention of myopia, curvature of the spine, training of small muscles of the hands.
• Mandatory introduction of vitamins, fruits and vegetables into the child’s diet. Organizing proper nutrition for the child. Parents care about hardening the child, maximum development
physical activity, creating a sports corner in the house, purchasing sports equipment: jump ropes, dumbbells, etc. Active participation of family members in the development of physical activity
child.
• Fostering child independence and responsibility as the main conditions for maintaining health.
2. Speech by a psychologist.
Discussion of the issue “Psychological problems of adaptation of fifth-graders to school education and the conditions for their successful overcoming”
1. Increasing the level of family anxiety associated with the child’s education in the fifth grade.
2. Increasing the level of anxiety of the child himself. The dependence of the degree of adaptation of the child to new conditions on the demands placed on the child by the family and his immediate environment.
3. The dependence of the degree of adaptation of the child on his internal state, character, and his performance in elementary school.
4. The degree of educational and social motivation of a fifth-grader, his desire to enter into educational and extracurricular contacts.
5. The state of his physical health, associated with age-related changes in the body and the psychological climate in the class team.
6. The influence of a child’s self-esteem on adaptation to school (the lower the self-esteem, the more difficulties the child has in school).
The school psychologist introduces those present to the age characteristics of fifth-graders and what problems they may have during the period of adaptation to new learning conditions. The psychologist also informs parents about the results of the survey. At the end of his speech, the teacher offers recommendations to parents of fifth-graders.
The age of fifth grade children can be called transitional from primary school to early adolescence
.
Psychologically, this age is associated with the gradual acquisition of a sense of adulthood
- the main personal development of a younger teenager.
The development of adulthood is understood as the formation of a child’s readiness to live in the society of adults as a full-fledged and equal participant.
Adulthood can manifest itself in learning, work, relationships with friends or adults, in appearance and behavior. Socio-moral adulthood is expressed in relationships with adults and friends in the presence of a teenager’s own views, assessments, in their protection and upholding, in the certainty of moral and ethical ideas, judgments and the conformity of their actions
.
Many children are independent in acquiring knowledge not only within the school curriculum, but also beyond it. Children’s independence can be manifested in studies, relationships with friends, performing household chores, using free time, and in any activities
.
Independence in carrying out instructions from parents can be formal
, when individual instructions are carried out under constant guardianship and control,
and genuine
, when there is some division of labor in the family, without the details of guardianship and control, which expresses trust in the child.
The path to self-awareness is complex; the desire to find oneself as an individual gives rise to the need for alienation from everyone who previously habitually influenced the child, and first of all, from the family, from the parents. Hence the number of conflicts with adults
.
Priorities are gradually changing within the walls of the school. Grades play an important role in this: a high score provides an opportunity to confirm your abilities.
The congruence of assessment and self-esteem is important for the emotional well-being of a teenager . Otherwise, internal discomfort and even conflict are inevitable.
Fifth grader gradually
begins to control his own educational work,
self-control appears.
The child needs so-called operational control over the process of learning activities.
That is, it is necessary to monitor the correct execution of all operations
, and not just look at the final result of the work.
The child must learn to control the learning process himself
, only then will he
develop such an important mental function as attention.
Hyperactive children
Hyperactive children include impulsive, inattentive, often distracted, fussy students who cannot sit still. Such children may have high intelligence, but often have problems in learning and communicating with others. Hyperactive children themselves
suffer from their character, so they need constant psychological support and, of course, first of all from their parents. It must be remembered that such a child will only do what interests him, and only until he gets bored. Therefore, it is necessary to switch the child from one type of activity to another during time.
Rules for working with a hyperactive child:
' work with the child at the beginning of the day;
' stay cool;
' don't overload;
' take breaks from work (relaxation games, physical education sessions);
' don't find fault, reduce the requirements for accuracy;
' sit next to your child more often;
' agree in advance on the necessary things;
' Instruct the child clearly and clearly;
' Encourage and praise the child more often and punish very carefully;
'give the child the right to choose.
How easily and quickly a younger teenager will adapt to the conditions of high school depends not only and not so much on his intellectual readiness for learning.
It is important that skills and abilities are developed
that determine the success of adaptation:
- the ability to recognize the teacher’s requirements and meet them;
- ability to establish interpersonal relationships with teachers;
- the ability to accept and comply with the rules of class and school life;
- communication skills and decent behavior with classmates;
- skills of confident behavior;
- skills of joint (collective) activities;
- skills to independently resolve conflicts peacefully;
- self-training skills;
- skills to adequately assess one’s own capabilities and abilities.
So, with all these skills and abilities, it is possible to solve the main problems of development of fifth-graders:
1) mastery of basic school knowledge and skills; 2) developing the ability to study in secondary school; 3) development of educational motivation, formation of interests; 4) development of skills of cooperation with peers, the ability to compete with others, to correctly and comprehensively compare one’s results with the success of others; 5) developing the ability to achieve success and correctly relate to successes and failures, developing self-confidence; 6) formation of an image of oneself as a skilled person with great development opportunities.
Fifth graders should:
• be able to communicate with classmates, have your own opinion and form it taking into account the opinions of others, be able to maintain relationships;
• be able to properly distribute and plan your time, show independence in your affairs and, if necessary, seek help from adults;
• try to learn, strive to acquire knowledge, be able to study independently;
• be able to make friends, have a permanent friend, communicate with boys and girls, independently resolve conflicts;
• have constant responsibilities at home, perform them without reminders, help parents;
• be able to communicate with the seller, doctor, etc.;
• be able to foresee the consequences of your actions, make safe, correct choices.
Recommendations from a psychologist for parents
The first condition for a fifth-grader’s school success is unconditional acceptance of the child, despite the failures that he has already encountered or may encounter.
' It is mandatory for parents to show interest in the school, the class in which the child is studying, and every school day he or she lives.
Informal communication with your child after the last school day.
' Mandatory acquaintance with his classmates and the opportunity for children to communicate after school.
' Inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of other people (grandparents, peers).
' Exclusion of such penalties as deprivation of pleasure, physical and mental punishment.
' Taking into account the child's temperament during the period of adaptation to school education. Slow and uncommunicative children have a much harder time getting used to the classroom and quickly lose interest in it if they feel violence, sarcasm and cruelty from adults and peers.
' Providing the child with independence in educational work and organizing reasonable control over his educational activities.
' Encouraging the child, and not only for academic success. Moral stimulation of the child's achievements.
' Development of self-control, self-esteem and self-sufficiency of the child.
Famous teacher and psychologist Simon Soloveichik,
whose name is significant for a whole generation of students, parents and teachers, in one of his books
he published rules
that can help parents prepare their child
for independent life among their classmates at school during the adaptation period.
Parents need to explain these rules to their child and, with their help, prepare the child for adult life.
'Don't take away someone else's, but don't give away yours either.
' They asked - give it, they try to take it away - try to defend yourself.
'Don't fight without a reason.
' They call you to play - go, if they don't call you - ask permission to play together, it's not shameful.
' Play honestly, don't let your comrades down.
' Don't tease anyone, don't whine, don't beg for anything. Don't ask anyone for anything twice.
' Be attentive wherever you need to be attentive.
'Don't cry because of your grades, be proud.
' Don't argue with the teacher because of grades and don't be offended by the teacher for grades. Try to do everything on time and think about good results, you will definitely have them.
'Don't snitch and don't slander anyone.
'Try to be careful.
'Say more often: let's be friends, let's play, let's go home together.
'Remember! You are not the best, you are not the worst! You are unique to yourself, parents, teachers, friends!
It is very good if parents place a set of these rules in a visible place in their child’s room or work area. It is advisable at the end of the week to draw the child’s attention to which rules he is able to follow and which ones he cannot, and why.
In relationships with adults, children are already able and willing to participate in common work and have serious responsibilities and assignments. i.e. to be independent. It is also the responsibility of parents to teach the child to study independently, to teach him to acquire knowledge. Please remember that you need to monitor your progress, complete your homework, be sure to attend school, and look at your diary.
3.On the importance of homework in a student’s educational activities.
“Working at school can only please a limited mind and, as it were, hammer into it all the rules obtained by someone else’s understanding, but the ability to use them correctly can only be developed by independent work at home.” I. Kant
Tasks:
1. Show parents the importance of the student’s educational homework.
2. Discuss the problems of preparing homework by class students, determine possible ways to solve this problem.
Form of the meeting: meeting with subject teachers.
Issues for discussion:
l. Homework and its importance in the mental work of a schoolchild.
2. Assigning homework in the student’s independent work.
'3. Features of completing homework in individual subjects.
Preparatory work for the meeting
1. A diagnostic study of the opinions of students, teachers and parents on the topic of the meeting.
2. Preparing with students a poster-collage “I am learning lessons.”
3. Preparation of instructions for students on completing homework in various subjects.
4. Exhibition of student notebooks with various types of homework.
5. Newspaper articles on the issue of the meeting.
Student survey
Dear fifth grader!
Think and answer the questions in the questionnaire:
1. How much time a day do you spend on homework?
2. What homework assignments do you have to spend more time preparing than all others?
3. Do you always understand the task you perform at home, or do you clarify it with someone?
4. Do you do your homework on your own or with the help of adults?
5. Do adults check your homework?
6. Are you always satisfied with your homework grade?
7. In what mood do you do your homework?
8. Do you always have time to write down your homework in class?
9. If you didn’t complete your homework because you didn’t understand it, what will the teacher do if you explain it to him?
10. Are there times when you simply copy an assignment from your friends before class?
Questioning of parents is carried out selectively, at their request.
As a rule, parents who have problems related to the topic of the parent meeting actively participate in its preparation. For a comparative analysis of the survey results, you can take families where this problem is solved positively and negatively
.
Questioning parents
1. Has your child's attitude toward homework changed in fifth grade compared to elementary school?
2. How much time a day does your child spend preparing homework?
3. Which subjects require a lot of time?
4. Does your child always understand what he has to do when doing homework?
5. Do you have to help your child with homework?
6. In what subjects do you help your child with homework?
7. Is your child always given an objective grade for homework completed?
8. Does your child always know what is assigned in a particular subject?
9. How does your child explain that the task is not written down in the diary?
10. In the child’s opinion, does the teacher always give reasons for grading homework?
Questioning of subject teachers
All teachers answer the survey questions and assign homework to students in their subjects.
1. Do you always assign homework in your subject?
2. Do you take into account the age of students and the capabilities of the class when dosing homework?
3. Do you offer your students alternative tasks, multi-level, creative (optional), tasks of the student’s choice?
4. Do you always give homework in class?
5. Can you name the students in your class who always do their homework well in your subject?
6. Can you name the students in the class who perform the task poorly or not at all?
7. What do you do if a student for some reason has not completed his homework?
8. Do you always give reasons for grading homework?
9. What methods do you use to encourage students to complete homework?
10. What recommendations would you like to offer parents on the topic of parent-teacher conferences?
For the parent-teacher meeting, children conduct research (optional).
They record every day the amount of time spent preparing homework for each subject. Then the guys display the average figure for each subject and arrange it in the form of a poster.
The students’ creative task for the meeting is to design a collage “I am learning lessons.” The children must show their mood and emotional state when preparing their homework, and also present in a collage the behavior patterns of their parents at this moment.
Subject teachers prepare notes on their subject. These reminders should be distributed to parents so that the child can use them at home.
Helpful information
Problems often arise in the studies of fifth-graders, despite the fact that the children want to study well and please their loved ones and others. The reasons for poor academic performance are often related to primary school. Firstly, this is poor educational preparation in the first grades; secondly, inability to analyze, poor speech, weak memory and attention; thirdly, reluctance to force oneself to study, undeveloped will.
All these problems can be solved; all you need is the attention and patience of adults.
1. It is necessary to help the child in his studies so that he understands all the details of a difficult task and can do the same himself, explaining his actions in detail.
2. Play educational games with your child more often to train his memory, attention and thinking. Solve crosswords, puzzles, charades.
3. Accustom your child to a daily routine, thereby developing his will and concentration.
4. Help him strive to improve his abilities not only in school, but also in other matters. As for studying, let the child learn first of all to do his homework conscientiously. A special memo will help the student with this.
Memo to the student “How to prepare homework.”
1. Work actively in class: listen carefully and answer questions.
2. If something is unclear, do not hesitate to ask a question.
3. Carefully and in detail write down assignments for each subject.
4. Learn to use reference books and dictionaries in order to be able to find out the meaning of unfamiliar words and expressions.
5. Learn to find the information you need using a computer.
6. Difficult lesson material must be repeated on the same day in order to immediately consolidate it and remember it.
7 When doing homework, you need to not only think about what needs to be done, but also decide by what means and techniques this can be achieved.
8. Don’t be shy to ask adults and classmates for help.
9. Before doing homework, you need to make sure that all tasks are written down in your diary.
10. You need to decide in what order it is best to complete the tasks and how much time each of them will take.
11. On the desk there should be only what is necessary to complete one task. After its completion, the already used materials are removed from the table, and those educational supplies that are necessary to complete the assignment in the next subject are placed.
12. It is necessary to take breaks while preparing homework.
13. When studying a given material, you first need to understand it, and only then remember it.
14. Before doing written work, you must learn all the rules that may be useful to you.
15. When reading a textbook, you need to ask yourself questions about the text.
16. When learning new concepts and phenomena, it is necessary to connect them in meaning with previously known ones.
17. A large task must be broken down into parts and worked on each of them separately.
18. You need to prepare for essays and reports in advance, evenly distributing the load, and not leaving such important work for the last day.
19. It is necessary to be able to use maps and diagrams and use them when preparing oral lessons.
20. You need to make a plan for your oral answer and test yourself.
Keyword method
This method can help a child when studying a large text.
Keywords are the most important words in a paragraph. When you remember key words, you immediately remember what is said in the right part of the text.
When reading a paragraph, one or two key (most important) words are selected. After this, the selected words are written down in the required sequence and a question is asked for each word that connects it with the corresponding part of the text. Then two keywords must be connected using questions, resulting in a chain. It needs to be written down and learned. When retelling a given text, they rely on this chain.
"5P" method
This method was developed by American psychologists. In their opinion, the “5P” method allows you to focus on the most important things in the text you are studying and helps you remember it better. This method is recommended for use when preparing oral tasks.
~ 1P - look through the text (quickly);
~ 2P - come up with questions for him;
~ ZP - mark the most important places with a pencil;
~ 4P - retell the text ~using keywords;
~ 5P - review the text again.
Note to teacher
A student’s homework will be effective when:
• The student will know the algorithm of actions when doing homework;
• Homework will take into account the age characteristics and interests of students, the individual qualities of the student’s personality;
• Along with the homework, the deadlines for its completion will be clearly defined;
• Completion of homework will be appreciated and on time.
Note to parents
Do not turn your child's homework into an instrument of torture;
• Form positive motivation for doing homework, its long-term perspective;
• Encourage your child for homework done well, praise him, enjoy his results associated with a positive mark;
• Help your child with homework only if he needs it;
• Do not try to complete the task for your child; it is better for him not to do his homework at all than for you to do it;
• Form a culture of mental work in your child, ask what additional literature can be used to do homework well;
• Take advantage of extra and stimulating activities at school to reduce your workload at home;
• Consult with subject teachers if you see that your child is having difficulty preparing homework.
Summary of the meeting
Parents take turns talking about what positive things they learned during the meeting on this topic, and determine for themselves the timing of their own participation in a thematic consultation on this issue.
During reflection, the participation of individual children in stimulating and additional classes in individual subjects can be determined
4. Let’s talk about organizational issues:
Schedule:
Vacations: Journaling
: fill out the title page, indicate the school address, name of the school, full name of the director, class teacher, bell schedule, subjects in the schedule are written in small letters.
Have a notepad with you
, where to write down homework in case of submitting diaries for verification.
Neat appearance
Sports uniform
–
outside
,
the hall
– a light T-shirt (plain color), shorts, white socks, sneakers with white soles.
Do not call children during lessons.
The school has the following clubs:
Students carry out such permanent assignments
Students carry out temporary assignments
Since you are the social customers of the school, you must actively participate in the educational process at school and in our class. Therefore, I suggest you fill out the following questionnaire.
Dear parents, in what class activities could you help (indicate your full name): – conducting conversations with students on special topics; – organizing an excursion to the enterprise; – assistance in the production of manuals;
– assistance in organizing hikes and trips; – assistance in organizing leisure activities; – other_______________________________________________
And since one of the forms of parental participation is the activities of school and class parent committees, we need to select a parent committee (chairman + 2 parents).
In conclusion, I would like to say about attendance at school meetings by parents in a nutshell: Attendance is mandatory.
5. The floor is given to parents.
Parents express their opinions about the learning process and report the difficulties they have encountered. During the conversation, some of the parents' questions can be answered by the teachers present.
6. Summing up the meeting.
The class teacher thanks all meeting participants for their cooperation and proposes an approximate solution for the meeting
:
- The school psychologist should continue to monitor the process of adaptation of students and conduct additional research and individual work with students and parents.
- Provide parents with the opportunity to attend lessons that interest them.
- Parents and the class teacher should help organize teenagers’ time together through classes in clubs, sections, and participation in the social life of the class.
- The class teacher should select assignments for students that will help them develop their abilities.
We can end our meeting with the following poem:
Rather than listen to a sermon, I would rather take a look. And it is better to guide me than to show me the way. The eyes are smarter than the ears, They will understand everything without difficulty. Words are sometimes confusing, but examples are never.
Plan-summary of the parent meeting “Features of adaptation of fifth-graders”
“Features of the transition of primary school students to 5th grade.”
Goal: to familiarize parents with possible difficulties that arise during the transition to grade 5, to reveal the features of learning at the level of basic education (grades 5-9).
Progress of the meeting
Fifth grade for a child is a rather difficult stage in his personal and emotional maturation. The age of fifth grade children can be called transitional from primary school to early adolescence. Psychologically, this age is associated with the gradual acquisition of a sense of adulthood. The path to self-awareness is difficult. We can say that the transition from primary to secondary school coincides with the end of childhood.
Some parents, dissatisfied with their child's studies and behavior in primary school, have high hopes for the transition to secondary school, believing that it is in the fifth grade that everything will really begin. And these parental expectations are passed on to their children, voluntarily or unwittingly. The child also begins to wait for a “new life”.
As practice shows, most children experience this event as an important step in their lives. They are proud that they are no longer “little.” The appearance of several teachers with different requirements, different characters, different styles of relationships is for them a visible indicator of their maturation.
Indeed, learning in secondary school is more intensive and requires students to be more independent. However, you shouldn't expect too much from the transition to high school. Teaching in the fifth grade builds on the base of skills and knowledge acquired in primary school.
The transition to fifth grade is rightly considered a crisis period. A child’s success and quick adaptation depend not only on his mental abilities, but also on how quickly and well he can establish relationships with subject teachers and classmates.
What is the difficulty of this period and how to avoid the “pitfalls” that children, parents and teachers stumble over. In most cases, fifth-graders themselves indicate that school has become more difficult because:
- there are a lot of different teachers (you need to remember them, get used to the requirements of each);
— unusual schedule (new regime);
-many new offices;
- a lot of new information, new terms, names of objects;
- new class teacher;
- in middle school we are again the smallest, and in elementary school we were already big;
- problems with high school students (in the cafeteria or locker room).
Let's look at some of these “stones”.
1. Changes in learning conditions. While studying in elementary school, the child was oriented towards one teacher. It was he who had to gain authority. This teacher knew what a child was capable of, how to encourage, support, and help him. The child developed calmly, acquired knowledge in one classroom, with one main teacher. Everything was familiar. When moving to 5th grade, the child is faced with the problem of plurality: many teachers, many subjects, many classrooms. During the first days and weeks at school, the child gets used to the new system and gradually adapts.
Parent meeting in 5th grade “Adaptation of fifth graders”
Adaptation for fifth graders. Parent meeting in fifth grade.
Topic: “Social adaptation of fifth-grade students to new learning conditions at school” Purpose: psychological education of parents, assessment of the adaptation period of fifth-graders. Objectives: • to familiarize parents with the psychological characteristics of the adaptation period; • analyze the difficulties that fifth-graders may encounter. Proceedings of the meeting Good evening, dear mothers and fathers! I am pleased to welcome you to our parents’ meeting, the topic of which is “Social adaptation of fifth-grade students to new learning conditions at school.” So, your child is already behind elementary school. He grew up, he became a fifth grade student. The beginning of a student's education in the fifth grade coincides with early adolescence. But fifth-graders also expect a change in the education system: instead of one teacher, teachers in different subjects teach in different rooms and a class teacher. The successful social adaptation of a fifth-grade student largely depends not only on his intellectual readiness, but also mainly on how well a fifth-grader can establish his relationships and knows how to communicate with his peers and teachers. How well he has learned the school rules and follows them, and whether he can navigate the new learning conditions. If for primary school students the most common problems are related to educational activities, then the transition from primary school to secondary school is associated to a greater extent with problems of interpersonal relationships and personal development of students. For a student of early adolescence, the opinion of classmates and teachers about him and his actions is very important. He is constantly haunted by the fear of not meeting the expectations of those around him, which leads to the fact that a very capable student does not fully demonstrate all his capabilities. So, let's now look at some problems of social adaptation of fifth-graders. The first problem is the new learning conditions. When a child is in primary school, he is focused on one teacher. Only he tried to gain authority from him. Already in the middle of the first grade, this teacher knew what abilities your child had, could help him understand a complex topic, with the help of which he could support and encourage him. Your child could easily acquire knowledge in one classroom, he had one main teacher, he had the same classmates around him, and the requirements for keeping notebooks and completing various tasks were the same. Everything was clear and familiar to him. And the first teacher is like a second mother, who will guide and advise in time. When moving to the secondary level, the student first of all is faced with the fact that he has many teachers in different subjects, and each subject is studied in a separate class, of which there are many. The child’s familiar world is collapsing, and, of course, getting used to all this is not so easy. We need to remember all the new teachers, remember where this or that office is located. And all this takes a lot of time. And he has to run around the school, because he has no one to remind him what the next lesson will be and in which room it will be held. In addition to all of the above, we should not forget that the student needs to re-gain authority from all the teachers teaching him, with all the teachers and build relationships. Whether you like it or not, you will start to worry, you may even get scared - and this is where high anxiety comes from. The second problem is the change in requirements. The period of social adaptation of fifth-graders is further complicated by the fact that different subject teachers have different requirements. Some require a general notebook, others require a simple one, but there should be several of them. The teacher has his own requirements, which differ from the requirements of a mathematics teacher. An English teacher requires you to have a dictionary notebook, a biology teacher requires you to write down all the terms in a notebook. In literature lessons, expressing one's own thoughts is more valued, while in history lessons they require documented truths. And all these new requirements must not only be remembered, but also tried to be followed without getting confused about where to do what. The third problem is the lack of constant control by the class teacher. In the primary grades, the student had one primary school teacher who performed the functions of both the teacher and the class teacher, who controlled everything and could promptly tell him if something was wrong. One student will be reminded that he forgot to do his homework, another will be reminded not to forget to bring pencils, a third will be asked how his health is, knowing that he has frequent headaches and may stay after school to help him complete some task . In other words, in elementary school, the teacher monitored the completion of all homework by all students without exception. When students move to secondary school, this individual approach to the student disappears. Each subject teacher has a heavy workload and has many students from different parallels. Therefore, he is not able to remember all the characteristics of all his students without exception. Therefore, fifth-graders may get the impression that they are not affectionate to any of the subject teachers, and that they can simply “freeload” and not complete something, and this will go unnoticed by the general mass of students. On the part of the class teacher, some “neglect” appears. He cannot constantly monitor the behavior of students during breaks. Cannot fully organize their leisure time after school. And now I invite you to compare in practice how the life of an elementary school student differs from the life of a middle school student, and we will do this with the help of the psychological game “Exam for Parents” Test for Parents “Do you think everything is fine with your child in school?" Try to determine if your child is having problems at school. If you agree with the statement, then put “+” If the statement does not apply to you, then put “-” 1. My child likes going to school. 2. I think that my child would willingly transfer to another school. 3. If given a choice, he would not want to study at home. 4. Unfortunately, my child never talks to me and his relatives about school with joy. 5. He has many friends in his class. 6. He doesn't like the teachers at school. 7. He actively participates in extracurricular activities held at school. 8. My child is not upset when lessons are canceled (due to teacher illness or other reason). 9. My child rarely does his homework without a reminder. 10. Other interests and hobbies do not interfere with his studies at school. Count the number of matches: 1 “+”, 2 “-”, 3 “+”, 4 “-”, 5 “+”, 6 “-”, 7 “+”, 8 “-”, 9 “-”, 10 “+”. 8-10 points - Your child has a good attitude towards school and most likely will not have problems in the near future. He is interested in learning, everything is going well. You don't have to worry about any surprises from school yet. 6-7 points - Things are going well at school. To consolidate this position, let your child understand more often that you are attentive to his successes and rejoice with him. 4-5 points - Be careful! Something is wrong in school life. Try to find out now, before the situation gets worse, what or who is the source of your child’s school worries. 1-3 points - The child urgently needs your help. He has a negative attitude towards school, associated with conflicts and decreased academic performance. We urgently need to find out the reasons, go to the school, talk with teachers and other specialists, and jointly outline concrete steps to correct the situation.
How can we help our children, let me give you a number of recommendations • Encourage your children to talk about their school activities. Go beyond the usual questions like, “How is school?” or “How was your day at school?” Try to set a time each week to talk to your child about his school work. Try to remember the names of peers, details and events that the child tells you about, try to use them in the future to start similar conversations about school. Be sure to try to ask your child about things in class, his teachers and classmates, and school subjects. • Try to regularly talk with your child's teachers about his behavior, academic performance, and, of course, his relationships with classmates. Be sure to talk to your child's class teacher if you feel that you are not aware of his problems related to school or his school life. Even if there is no particular reason for your concern, consult your child’s class teacher at least once a month. • Try to help your child do his homework , but under no circumstances do it yourself. Set a special time with your child when you will do homework, and be sure to monitor their completion. This will help your child develop good learning habits. If your child asks you for help with homework, help him, but don't do it for him. • Special efforts should be made to maintain a calm and stable atmosphere in your home. Relaxation “The Secret of Happiness” (performed to calm music) And now I want to offer you a simple recipe for happiness. If it seems to you that your patience is running out, that you no longer have the strength, and you don’t know when it will all end, use a simple recipe for happiness: - Take a cup of patience, pour a full heart of love into it, add two handfuls of generosity, sprinkle kindness, sprinkle in a little humor and add as much FAITH as possible. Mix all this well, spread it on a piece of your allotted life and offer it to your child. Dear parents, today you got some ideas about the difficulties your children face when moving to secondary school, and tried to feel the problems of your fifth-graders. You saw that the transition to middle school is a new stage in your child’s life, and how you provide your support to your children will determine the success of your children during the adaptation period, and in the entire subsequent school life of your child. We, all adults, teachers and parents, must try to help our children understand and accept the new system of requirements, establish relationships with teachers, and find their place in the classroom. Believe me, it is very possible. And your children will certainly strive for the best, and will certainly try to bring you only joy.
Literature 1. Dyukina O. Parent meeting 5th grade. – VAKO, 2012 2. Koblik E. G. First time in fifth grade: Program for children’s adaptation to secondary school. – M.: Genesis, 2003.
