Parent meeting in 5th grade “Difficulties in adaptation of fifth-graders” material (5th grade) on the topic

First of all, this is the connection between the new and the old, the presence of elements of what is already familiar in emerging situations. Thus, continuity is intended to ensure the unity of the educational process.

“Adaptation” (lat.) - adaptation of the body to a new environment. When applied to school, the term means the child’s physiological, social and psychological readiness for change. Children will not only have to adapt to new conditions, but also develop their own position that is most conducive to successful advancement in society.

What changes when you move to 5th grade?

The pace of life . New conditions require a quick response to emerging situations, when you have to meet with high school students, new teachers, and fulfill requirements at an ever-increasing pace (the amount of knowledge and skills required for assimilation increases sharply). The number of subjects and teaching hours is increasing.

Life style . Children move from one classroom to another on their own. This is required by the classroom teaching system. Now there is no “own” desk and no assigned place, as there was in elementary school. Neighbors also change, since subject teachers can transfer students according to their wishes or the requirements of the educational process.

Teachers . The primary school teacher says goodbye to the class, and a new “cool mom” appears in the lives of the fifth-graders. In primary school there is no such control over children as in primary school. Students get not 1-2, but many new teachers.

Goals and objectives . Awareness of one’s place in the world, personal preferences and capabilities in a variety of activities.

Read more: Problems of adaptation of fifth-graders.

Parent meeting in 5th grade “Difficulties in adaptation of fifth-graders” material (5th grade) on the topic

Parent meeting No. 2 in 5th grade

Subject. Difficulties in adaptation of fifth-graders.

Class teacher 5b

Sych Natalya Ivanovna

Objectives: to familiarize the parent team with the features of children’s adaptation to learning in the fifth grade; offer practical advice on how to adapt your child to school.

Questions for discussion: physiological difficulties of fifth-graders adapting to school; psychological difficulties of adaptation; the system of relationships with the child in the family during the period of adaptation to school education; parent workshop on the problem.

Progress of the meeting.

1. Introduction.

Dear fathers and mothers!

Today we will discuss an important topic about the difficulties of our children adapting to school. What physiological and psychological difficulties do fifth-graders have, how to detect these problems and solve them.

1. Discussion of the issue “Physiological problems of fifth-graders and conditions for students’ adaptation to school.”

The school nurse and psychologist introduce parents to the problems that may be associated with changes in the child’s status. Pay attention to the following points:

- 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.

1. The following are recommendations for parents.
2. Discussion of the issue “Psychological problems of adaptation of fifth-graders to school education and the conditions for their successful overcoming.”

— increasing the level of family anxiety associated with a child’s education in the fifth grade;

- increasing the level of anxiety of the child himself. The dependence of the degree of adaptation of a child on his internal state, character, his performance in elementary school;

— the degree of educational and social motivation of fifth-graders, their desire to enter into educational and extracurricular contacts;

— the state of physical health of students associated with age-related changes in the body and the psychological climate in the classroom;

— 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).

1. Summarizing.
2. Comments from the class teacher on the class hour.

Recommendations for parents

1. The first condition for fifth-graders’ school success is unconditional acceptance of the child, despite the failures that he has already encountered or may encounter.
2. 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.
3. Obligatory acquaintance with his classmates and the opportunity for children to communicate after school.
4. Inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of other people (grandparents, peers).
5. Elimination of such punishments as deprivation of pleasure, physical and mental punishment.
6. 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.
7. Providing the child with independence in educational work and organizing reasonable control of his educational activities.
8. Encouragement of the child, and not only for academic success. Moral stimulation of the child’s achievements.
9. Development of self-control, self-esteem and self-sufficiency of the child.

Minutes of parent meeting No. 1

dated October 27, 2012

The topic of the meeting: “Difficulties in adapting fifth-graders to school.”

Present: 6 people

Absent: 1 person

Agenda:

1. Physiological difficulties of fifth-graders adapting to school.
2. Psychological difficulties of adaptation; the system of relationships with the child in the family during the period of adaptation to school education; parent workshop on the problem.
3. Ways of possible assistance to children during this period. Recommendations for parents.
4. Analysis of the educational achievements of class students.
5. Miscellaneous:

a) familiarization with the School Charter;

b) organizing hot meals in the school canteen;

c) compulsory life insurance of the child for the period of the 2012-2013 academic year;

d) plan of activities for the autumn holidays, safety precautions;

c) elections of the parent committee, discussion of the needs of the class.

5. Personal conversations with parents.

Progress of the meeting.

1. Speech by the class teacher on the topic of the parent meeting. Familiarization of the parent team with the features of children's adaptation to learning in the fifth grade: physiological difficulties of fifth-graders adapting to school; psychological difficulties of adaptation. A system of relationships with a child in the family during the period of adaptation to school education was also proposed, and appropriate recommendations were given on this issue.
2. The school nurse and psychologist introduced the parents to the problems that may be associated with changes in the child’s status. We paid attention to the following points:

- 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.

3. The class teacher proposed a system of relationships with the child in the family during the period of adaptation to school education, and gave appropriate recommendations on this issue.

4. Class teacher of 5b class Sych N.I. made an analysis of the class’s educational achievements:

a) participation in school-wide events;

b) participation in subject Olympiads;

c) academic results for the 1st quarter.

5. Miscellaneous.

a) familiarization with the School Charter;

b) organizing hot meals in the school canteen;

c) compulsory life insurance of the child for the period of the 2012-2013 academic year;

d) plan of activities for the autumn holidays, safety precautions;

c) elections of the parent committee, discussion of the needs of the class.

Resolved:

1. Take into account the recommendations of the class teacher on how to overcome the difficulties of a child’s adaptation to school, how to help him understand himself, etc.
2. Strengthen control over homework completion. Pay due attention to the child's health.
3. Insure the lives of children for the 2012-2013 school year.
4. Take an active part in the school campaign “Family Helping Family.”
5. Take into account the class teacher's recommendations on safety precautions (plant poisons, traffic rules, fire safety, vigilance on the streets, checking the child's health daily).

Chairman of the Parents Committee:

Grechkina Olga Sergeevna

Secretary: Grechkina Zhanna Igorevna

Why is it necessary to talk about adaptation with parents?

The child brings all his problems to the family, and with the transition to 5th grade, the difficulties double. Children may become more irritable and capricious; the accumulated authority of an “excellent” or “good” student is tested by other teachers. Success turns out to be not so obvious, but the difficulties of achieving the goal are obvious.

In the 5th grade, disciplinary problems begin and academic performance drops sharply. Educators and psychologists designate this topic as follows: “Problems of the adaptation period.” Some add the thesis about the beginning of the teenage crisis. Although one may not agree here. There are still two years left until adolescence.

The relationship between teachers and students, based on the primary school model, is undergoing significant changes. There is a disintegration of one form of school life and its replacement by another. The main crisis phenomena are:

• decline in educational motivation;
• increasing disciplinary difficulties;
• increased anxiety;
• disorientation in life situations.

A meeting where all parents are active participants may involve a special form, for example, a “Round Table” or “Group Work”. Experience shows that parents are attracted to such unusual options.

How to prepare a parent meeting

When conducting a meeting, the teacher relies on facts and figures. Therefore you will need:

• analysis of current performance, which is best presented in the form of a newspaper on the board or a presentation slide. Electronic diaries are not always viewed by all parents, as experience has shown;
• review of the questionnaire among fifth-graders conducted in class, on the eve of the meeting, “How are you, fifth-grader?” or similar;
• teacher reviews. The best option here seems to be the presence of subject teachers and a school psychologist at the parent meeting.

Parent meeting in 3rd grade “How to raise a child’s love of reading”

All-Russian competition for teachers for the best methodological development “Parent meeting-presentation”

Parent meeting in 3rd grade.

Subject. How to raise a child's love of reading.

Target:

creating conditions for parents to understand the importance of family reading, forming a positive position regarding introducing their own child to reading.

Tasks:

• To acquaint parents with the requirements of the Federal State Educational Standard on technology and reading standards in elementary school.

•To promote a love of reading in younger schoolchildren.

Progress of the parent meeting.

Teacher's opening speech.

Today we have gathered to discuss an important issue. How to help children fall in love with books and reading. (slide 1)

Statistics analysis.

Statistics show that today's children read too little. Indeed, the reading crisis around the world has reached alarming proportions, and our country (once the most reading country in the world), unfortunately, is no exception. Today, not only children themselves, but also adults often ask the question: “Isn’t reading outdated?” Is the need for reading really so urgent today, in the age of high technology, when there are so many alternative ways of obtaining information? (parents' answers).

In fact, today people need reading even more than a hundred years ago, and no other information technology can replace it.

Introducing parents to the requirements of the Federal State Educational Standard on technology and reading standards in elementary school.

The purpose of reading lessons in elementary school is “to master the skill of conscious, correct, fluent and expressive reading, as basic in the education system of primary schoolchildren, to form a reading horizon and gain experience in independent reading activity, to improve all types of reading activity, including reading competence.

Reading competence is not running your eyes along the lines, but a constantly developing body of knowledge, skills and abilities, that is, a quality of a person that improves throughout his life.

The formation of reading competence is implemented in the following areas: (slide 2)

1. Formation of reading skills: the ability to read aloud and silently, mastery of the main types of reading (introductory, in-depth, search, viewing).

2. Well-read. This competence includes the following components: knowledge of the studied works, an understanding of literary concepts, their use and understanding; knowledge of books and works from the children's reading range offered in educational textbooks for each grade

3. Ability to work with a book (identifying and selecting books by genre, author, topic, etc.); knowledge of the elements of the book.

4. Skills and abilities of reading activity itself, ensuring the perception, interpretation (interpretation) and evaluation of a work of art as the art of words, that is, according to the laws of this art (at a level accessible to schoolchildren of each year of study). This competence is based on versatile work with text.

The task of parents in elementary school is to help develop reading skills.

What is meant by reading technique? (slide 3)

Reading is a complex psychophysiological process in which two aspects can be distinguished:

1) semantic – understanding, awareness of the content and meaning of the text being read

2) technical (subordinate to the semantic one, serving it) - speed (tempo), correctness and expressiveness of reading. Reading meaning

assumes the reader's understanding:

•the meanings of most of the words used in the text, both literally and figuratively;

•the content of each of the sentences included in the text, understanding the semantic connection between sentences;

•the content of individual parts of the text (paragraphs, episodes, chapters) and the meaning of these parts (i.e. not only what is said, but also what is said);

•the main meaning of the entire content of the text, i.e. awareness of this content and your attitude to what you read.

Correct reading -

is expressed in the fact that the reader avoids mistakes, or, on the contrary, makes: substitutions, omissions, rearrangements, additions, distortions, repetitions of letters (sounds), syllables and words; correctly or incorrectly emphasizes words in the text being read.

Reading speed (tempo) (slide4)

characterized by the number of words spoken per minute

.

Reading speed indicators in primary grades

State educational standards indicate the following components of reading technique at the time of completion of primary education : (slide 5)

reading method - reading in whole words;

correct reading - reading an unfamiliar text in compliance with the norms of literary pronunciation;

reading speed - setting a fluency rate that is normal for the reader, allowing him to comprehend the text;

setting to gradually increase reading speed.

Such reading requirements are imposed by the Federal State Educational Standard.

Analysis of questionnaires and students' reading techniques.

How are things going with children’s reading during and after lessons?

(The teacher introduces students to reading techniques. Each parent receives a card “Monitoring reading technique” of their child. (Appendix 1)

Parents have the opportunity to compare the results with the table «

Indicators of reading speed in primary grades.")

A survey was conducted in class. The students were given a questionnaire.

Questionnaire for students.

Do you think a person can live without books?

What do you like to do most: read, play, watch TV?

What books do you like to read: poems, fairy tales, about animals?

What do you like to receive as a gift: a book, games, clothes?

Do you have a lot of books at home?

(slides 6,7 introduce the results of the survey

) (Discussion)

Many articles have been written about the importance of reading; many teachers and writers talk about children much less likely to have problems with literacy, both in oral and written speech.

5.Teacher's story
about the importance of family reading.
In her book on how to properly teach your child at home, Cecile Lupan writes the following: “Instilling in a child a taste for reading is the best gift we can give for him.” (slide

How to instill interest and love for reading and books? (discussion)

Firstly, this is joint reading.

It is necessary to read fairy tales to your child from a very early age. But you shouldn’t think that reading aloud is necessary only until the child learns to read on his own. Reading together in a family is a fascinating activity that brings all its members unusually closer together. Reading to a child is not just the responsibility of parents, it is a unique way of communication that has practically no substitute.

The teacher conducts a survey of parents.

Questionnaire for parents . (slide 9)

1. Does your child like to read books?

2.How much time does he spend reading a book?

3.Do you force your child to read or does he do it without coercion?

4. How do you encourage this?

5. Do you discuss what you read with your child?

6. Do you consider yourself an avid reader?

Five tips for parents. (slides 10-14)

Family reading helps to instill in a child a love of reading without coercion. Never punish misbehavior by reading. This is a gross error of education and the best way to disgust a book.

Reading and discussing a book together strengthens family bonds. Read for yourself. If a child has never seen mom and dad with a book in their hands, then where will his love of reading come from?

Reading a book aloud to the whole family by your child improves his reading technique and speed. Read alternately, partly by an adult, partly by a child.

A child can ask an adult about misunderstood places in the book and ask questions about what they read. This increases the authority of the parents in the child. For the first readings, take only suitable books - bright, with large print, with many pictures and a plot that is interesting to follow.

Family reading allows an adult to participate in the child’s life and explore the world of his interests. Arrange an exhibition of drawings based on the books you read. Encourage your child to visit the library, go with him. Make sure that your reading is systematic - every day for 15-20 minutes.

You can start a reading diary in which the most interesting works will be recorded.

Secondly, it is the right choice of book to read. (Slide 15)

How to choose a book to read? The best literature for children is the one that teaches them imagination, creative thinking, and the ability to see different paths and possibilities. In addition, the book is a powerful source of morality and ethics. Fairy tales, myths, and proverbs touch on the most important issues: relationships in society, power, duty, obedience, moral choice in a difficult situation. What is a good children's book? A good book is, of course, an entertaining plot that includes overcoming difficulties, adventures, and - after so much excitement! - a happy ending that brings a sigh of relief from the child. A good book also includes characters who become good friends for children while reading.

Exchange of views of parents on the development of reading interest and reading skills in the family.

Parents share their experiences in developing interest and love for reading.

Results of the parent meeting.

Parent meeting decision:

To promote a love of reading in younger schoolchildren.

Develop your child's reading interest.

Annex 1

Reading technique monitoring

Reading technique development map

Teacher: Lvova S. A. “How to raise a child’s love of reading” PPTX / 3.23 Mb

Advice from a psychologist and class teacher

This section was prepared based on real situations that arose at parent-teacher meetings. Examples of dialogue between meeting participants are given.

Kostya’s mother : “Of course, after a working day, when I come home, I try to find time for my son and always ask: “Did you do your homework?” Show me the diary!

Teacher: “You shouldn’t limit the range of questions to the topics of lessons and assessments. Unobtrusively try to “talk” to your son, ask about friends, details and events of school life. Kostya should love to talk about his affairs, he will begin to consult with you, and you will be aware of all the news and will be able to prevent unwanted incidents in time.”

Psychologist's advice: “Trust in the family arises when the child feels your sincere interest in his affairs. If you utter a routine phrase over and over again about lessons done, the child understands that the question is not really interesting to you, and trust in you drops.”

Artyom’s dad : “I don’t know other teachers, I don’t have time to run around the classrooms...”.

Teacher: “If you feel that a conflict is brewing with one of the subject teachers, first inform the class teacher about it. Perhaps the situation can be resolved at an early stage.”

Psychologist's advice: “Any conflict has stages of development. If you do not notice the hidden stage of its formation, it may be impossible to prevent the next ones. Be attentive to your children."

Nikita’s grandmother : “I sit my grandson down with his homework, and I sit down with him, so things go faster.”

Teacher: “Help with advice, but not with a ready-made solution. Set the execution time. For example, you say: “You have an hour for lessons! The minutes have passed! The child will concentrate faster and complete what is planned” (some children, on the contrary, may get confused when time is limited to complete a task. It may be correct to teach the child to plan his own evening, including preparing homework taking into account the schedule for the next day, the general well-being, complexity of subjects and volume of tasks).

Psychologist's advice: “The formation of the habit of doing homework occurs in the process of daily work. It is necessary to sit down to study at the same time every day, and the habit will be formed.”

Appendix No. 1

Memo to parents

Ways to reduce anxiety in fifth graders:

• Your child is unique, do not try to compare him with other children.
• If you praise, then the child must understand why.
• Remember that you educate not with words, but with example, demonstrate confidence in situations!
• Give us feasible tasks, because excessive demands lead to loss of strength and disappointment.
• Create a situation of success. Have you achieved your next milestone? Praise!
• Don’t pull back without a reason, try to make fewer comments.
• Punish in extreme cases, use the “delayed punishment” technique. Remember that punishment is not “standing on peas”; it should not humiliate.
• Don’t cut the branch you’re sitting on: don’t undermine the authority of teachers with comments like: “Your teacher doesn’t understand anything,” etc. This is how you lay the foundations for conflict.
• Watch games, they show professional inclinations, encourage children in useful endeavors.

Appendix No. 2

Fifth grader questionnaire

What feelings do you most often experience at school?

a) anxiety, b) fear, c) calm, d) joy

What new subjects do you find easiest? List from one to three.

In what subjects do you have the most difficulty?

Which office at school is the most attractive to you?

Appendix No. 3

Example of parent meeting minutes

Theme of the meeting: “Adaptation of grade 5 “B” students to new requirements at school.”

Target:

• give the concept of the adaptation period and determine the features of its passage;
• familiarization with new requirements of the educational process

Tasks:

• analyze class performance, fifth-graders’ questionnaire;
• acquaint parents with the features of the adaptation period in grade 5 “B”
• develop common approaches to solving problems in the family and school

Agenda:

1. Report of the class teacher.
2. Presentations by subject specialists.
3. Advice from a psychologist.
4. Questions from parents.
5. Miscellaneous.

Resolution:

• Teachers conduct consultations for parents at a certain time at least once a month
• Primary school teachers should formulate recommendations for pedagogical support for children experiencing great learning difficulties
• Organize the timely identification of problem and conflict situations by the psychologist and the class teacher by conducting questionnaires and conversations with students.