Parents look forward to new success

The first part of the school life is behind us – a child studied in elementary school. He had grown up. It feels adult and indulgent to those “little ones” from whom he was separated only three months ago. He is now a fifth grader!
Parents look forward to new success, the highs of achievement (or, at least, to stay on the same plank). But, alas, this is not happening. Moreover, You suddenly notice with horror that Your child has become more nervous, restless, sometimes can’t solve even those problems that just six months ago was done “immediately” if it were notebooks, pens, textbooks, and in the diary there were the first comments. This is the first time You are standing and blushing in front of You counting down the teacher…
Familiar picture? Don’t worry! With Your child everything is normal. And all the fault – adaptation period, the child simply has not had time to adjust to “adult mode”. Let’s see, what is the complexity of this period and how to avoid the “pitfalls” of which “stumble” and children, parents and teachers. Consider some of these “stones”.
Stone 1: the changing learning environment. In elementary school, the child was focused on one teacher. It had to gain credibility. Shortly after I started this teacher know Your child, how to encourage, to support, to help to understand the complex topic. The child quietly developed, acquired knowledge in ONE room, with ONE main teacher, he was surrounded by the same guys, and the requirements for job execution and maintenance of the notebooks were the SAME. It was all familiar. But the teacher practically a second mother, which will prompt and will direct.
During the transition in grade 5, the child is faced with the problem of plurality: MANY of the teachers, each subject is studied in his office, and such offices – MANY. Often at this stage children move to another school, in another class (e.g., gymnasium). To all the above then added a new team, a LOT of new guys. Familiar world is crumbling. Of course, to master all that difficult. I need to learn all new teachers, the location of all the rooms. But it takes time. And run the school have to, because no one else will recall the following lesson, and to what office it will be. And everything else, you should remember that the child needs to gain credibility for the new, and not one teacher, but many, many teachers to develop their relationship. Necessarily needs a lawyer, scared – and as a result increases anxiety provided for the post by International Adoption research blogger and columnist.
How can I help? Ask the class teacher to help to Orient the boys to some sort of tour of the school, to tell where that is. And in the classroom to post the schedule of calls and lessons, just to hang room numbers (and what floor they are). And best of all, if the first week the class teacher will meet the children at recess and bring them to the office.
Stone 2: the requirements change. Even more difficult period of adaptation inconsistent requirements of different subject teachers. One requests to have a notebook of 48 sheets, other thin notebooks, but there should be 3 pieces. The tutor requires to allocate a green pen, teacher of mathematics – pencil. English require to have a separate notebook-a dictionary of biology – everything down at the end of normal working notebook. By the literature value expressed his own thoughts, And all of these requirements need not only to LEARN but also to OBSERVE, and not get confused where what to do.
How can I help? First, to see the upside of these “rassoglasovaniya”. These “little things”, which is at first so difficult school life of the child, and bring favor. The child learns to take account of these requirements, relate them to overcome difficulties – and thus, studying adult life, where “megatraveller” – the normal things. Secondly, it teaches the child to build relationships with different people, becoming more flexible. To help children with the memorization requirements and regulations by scheduling indicating the features of executions of jobs. For example: Russian to bring a green pen, English – to bring them to class workbook, notebook-dictionary, notebook with topics, geography – can I get outline maps, colored pencils, story – home notebook to write an outline of your response.
Stone 3: lack of control. Through elementary school Your child helped one teacher. He has served as a teacher and homeroom teacher, and supervisor. Quickly learn all the peculiarities of the child, the teacher helps him to control the educational process. One child will remind you to do your homework, to another, to bring pencils, a third would forgive outstanding exercise (because he knows that the child suffers from headaches) and stay with him after school. In General, monitored the completion of all assignments by all students. When going into fifth grade this individualized approach is violated. It is like the depersonalization of the student. There’s only fifth graders in General. Each subject play a big burden and a lot of students with different Parallels. Remember all the features of all the disciples he is simply unable. Therefore the child the impression that it wouldn’t need teachers that can “pohilevich” and something to do in the mass it may go unnoticed. On the other hand, there is some “neglect” on the part of the class teacher. He is not monitoring the child’s behavior changes at all. Not fully organises leisure activities after the lessons. Hence suddenly appeared in some children regression starts to act up like a little, play with the kids (out for my first teacher) or run for class leader. While others on the contrary, rapturous intoxication of freedom of movement.
How can I help? Of course, this approach to the child can hurt You, dear parents: how so, you ought to look for an individual approach to all in the class. Of course, some truth to that, and most teachers strive. But quickly, this approach is not. And secondly, this relationship introduces the child to the adult world, where there are requirements perform a specific job, but the administration often does not take into account the individuality of the worker.
Be patient. Often ask the child about school life. Check the homework to meet the demands of teachers. Help the class teacher to organize children’s leisure, taking the strain (and the parent Committee). If you see problems, do not tighten, go to the teacher, find out why appeared difficulties. Tell us about the features of their child.
Stone 4: gaps in knowledge. During the years of primary school, almost every student accumulate undigested themes, unprocessed skills. They accumulate like a snowball. But if in elementary school these “rough edges” are smoothed individual approach of the teacher and repeated explanations as soon as it was noticed the child newsvote material (class one of the guys a little, you can manage to control all). In fifth grade, such tracking does not occur. And not having learned the subject (and not going himself immediately for clarification to the teacher or parent), the child may be unable to understand the following material. The material becomes more complicated from lesson to lesson. And if the previous topics were not learned, then the student pull on the loop, tightening the knot of ignorance. So there are two… Sometimes undigested themes drawn since elementary school. Because it is difficult to understand what material is causing the difficulty. So, for example, not learning to identify the root of the word, the child has difficulty in word-formation and the selection of cognate words. So, there will be mistakes in spelling because they will not be able to pick up the check, the words. Also may have difficulty learning because of a lack of speech development of attention and memory.
How can I help? Before the homework check, whether learned cool stuff. It is important to ensure that the child understood the smallest details of the execution of tasks and able to perform the same. Ask your child to explain how he performs a particular exercise, why this calculation applies when you perform certain tasks. If the child understands everything, but the problem is performance, we engage in the development of thinking, memory, attention, and since the observation and attentiveness, and the ability to see the smallest detail – all this will help to analysis and learning. The development of these mental processes will be best in games, because the game shows stronger motivation (than in training). Then fixed skills will be transferred to the educational situation.

In conclusion, I would like to note the following. Prolonged school failure is almost always accompanied by personal characteristics (inadequate self-esteem, increased anxiety, aggressiveness, impaired communication, etc.). Therefore, in educational practice it is important to help the child to understand his own criteria of success or failure, to develop in him a desire to test their limits and find ways to improve them (independently or with adult support).

3 thoughts on “Parents look forward to new success

  1. It should be noted that the influence of the group on the subject may be real or “virtual”. In the modern world it is not necessary to enter a small group of subculture to maintain the status of a conditional member of her community. Enough markers of appearance and behavior. However, from time to time the need arises (call) to play the scenario. The teenager is still unable to draw boundaries between themselves and the role. With occasional role-playing identification with adults, the teenager is able to reproduce some “acts of conduct” specific elements that can be observed and assessed and which are for him symbolic, determining the status of an adult. Method is typical behavior, as a pattern, the teenager develops far not at once. Up to a certain stage he is in the zone of anomie (normative uncertainty), both social and socio-psychological.

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  2. Extremely valuable for domestic pedagogical thought was the practice of working with Teens by A. S. Makarenko. Give offhand a quotation from his works “My pedagogical views”: “Recent years, the commune named after Dzerzhinsky lived on self-financing. It’s not a big deal. Can you imagine a children’s group that lives on self-financing? This is very important. He pays money not only for school, at the salary of teachers, on the maintenance of classrooms and other, but all the costs of the maintenance guys. In addition, the commune gave a few million rubles of net profit to the state. Lucky huge, because self-sufficiency is a wonderful teacher. As if he finished three pedagogical University. He brings up very good”. (Makarenko, p. 282.) Here we see the pedagogical collective of the commune managed to make for teenagers legitimate transitional space to the “adult world”. This partly explains his pedagogical success in the socialization of deviant adolescents.

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  3. A study was conducted which establishes a relationship between the focal theory of adolescent development (j. K. Coleman) and a consecutive theory of the development of the perception of a fairy tale (B. Bettelheim). This helped to continue the list of emotionally-significant tales at a later age stages and to see urgent problems of a particular period of adolescence.
    In conducting this study used the projective method of the survey. Adolescents were asked to recall and retell a tale that they have read or heard in childhood that attracts them the most in the present.
    The study was conducted in April 1999. Its main result was the confirmation that for adolescents of different ages who are at the stages of solving different problems (Colman) will be characterized by an emphasis on different plots of fairy tales (Bettelheim). It turned out that, first, teenagers actualized interest in fairy tales “serving” earlier stages of development – from early childhood, and, secondly, for different stages of adolescence are characteristic preferences of different types of tales.

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