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How to help your child prepare for the transition to high school material (Grade 4) on the topic


Grade: 5

My teaching experience is 25 years. And all 25 years I was a class teacher. Today I am a class teacher in 6th grade. This is not the first class and, hopefully, not the last. Over the years, I was convinced that the most difficult thing is to start all over again. New class, new parents, new problems. I'm talking about five-graders.

When transitioning from primary to secondary, teachers, parents, fifth graders will have to go through a difficult period - they need to get used to, adapt to each other, in other words, adapt.

Throughout his life, a person experiences a period of adaptation several times, and each time experiences enormous experiences. The result of adaptation is a product of complex human interactions with the environment. What this product will be for a fifth grader will largely depend on parents, teachers and the class teacher.

It is believed that the adaptation period in the 5th grade is one of the most difficult periods of schooling. In my speech, I will focus on how I build my work on overcoming the difficulties of adaptation by fifth graders as a class teacher.

Before building any work to overcome the difficulties of adaptation, I, as a class teacher, need to clearly know and take into account the age-related characteristics of fifth-graders. I will name some.

The age of students in the 5th grade can be called transitional from primary school to younger teenage.

If for a younger student (4th grade) leading activities is academic, then in younger adolescents (5th grade), communication becomes the leading activity for students. The teenager, in comparison with the younger schoolboy, is more sensitive to the opinion of the collective. If the younger student is satisfied with the praise of the teacher, then the teenager is more affected by social assessment.

Self-esteembegins to manifest itself in primary school age, but there it is characterized by exceptional instability, while in a teenager it is relatively stable.

I drew attention to the fact that although about 70% of fifth graders say that they have many shortcomings, they like “only one thing”, “the only trait” in themselves, that is, The characteristics of younger adolescents have a negative emotional background.

Adolescence neoplasms area sense of maturity, the desire for independence.

Children of primary school age are characterized by increased sensitivity, imitation and suggestibility, they are poorly developed independence.

The teenager has his own position. He considers himself already old enough and requires that everyone (teachers, parents) treat him as an equal, adult.

At the fifth grader their tastes and views appear.

Compared with a younger student, significant changes are occurring in emotional sphere teenager. The emotions of a younger student are relatively calm and easy to control by the teacher, the emotions of a teenager are very strong and difficult to manage, teenagers are quick-tempered, sharp, self-control is not well developed. A teenager, as a rule, does not forget offenses to adults.

Stages of organizing the activities of the class teacher.

Stage 1 - preparatory

As a class teacher, I need to know who my future fifth graders are. Therefore, work begins even from the moment when future fifth graders are studying in the 4th grade. I learn about them from the stories of primary school teachers, from my observations of children in educational and extracurricular activities. To get to know them better, I conduct several tests of children on drawings, questions, questionnaires, analyze the documentation available for each child (personal file, academic performance, characterization). Before the start of the school year, I already have a certain picture.

Stage 2 - the main. The main goal of the work: creating conditions for successful adaptation.

Stage 3 - final, goals and objectives are correlated with the results of the work.

Starting to study, every fifth grader is determined to study, is ready to turn mountains, he is not afraid of difficulties, he is ready to overcome them. But, alas, something happens that does not fully justify children's expectations. Some fifth graders are proud that they have matured and quickly become involved in the educational process, while others are worried and adaptation is delayed.

Watching more than one year for fifth graders, tracking their success, I see:

  1. Academic performance drops for many, many begin to be burdened with study, complain of difficulty and fatigue, disinterest.
  2. Interest in learning is declining. The motives that encouraged them to study in elementary grades (interest in staying at school, the first results of work) are already satisfied, and new ones that meet age characteristics have not yet developed. Many fifth graders do not write the assignment in a diary so that parents cannot control them.

The motives that encouraged them to study in elementary grades (interest in staying at school, the first results of work) are already satisfied, and new ones that meet age characteristics have not yet developed. Entries in notebooks and diaries become careless: diligence and accuracy are lost somewhere. The child, who was not torn from the book, now does not want to pick it up,

  • Relations between children are getting tighter. Just yesterday, a friendly class becomes just a group of children, conflicts, fights, quarrels arise,
  • Children themselves become more anxious, more restless. Sometimes a student cannot solve even those tasks that he did “half an hour ago” six months ago,
  • Fifth graders often become unpredictable in their reactions, they become forgetful,
  • Children begin to distance themselves from adults. The fifth grader is poorly aware of their difficulties, they believe that the whole thing is only in them, and they do not share their experiences with adults, the impression is complete well-being. It is very important to catch changes in the behavior of the child, understand their cause and provide assistance in time.
  • Why is this happening? All the blame - the adaptation period, just the child has not yet had time to adapt to the “adult way”.

    Here are the factors that make the fifth-graders adaptation process like this:

    • Change of teacher. In primary school, the teacher is the second mother for children. The relationship between teacher and students is most often built on the principle of home, family relationships. The teacher does not just teach subjects, he teaches to serve himself, takes care that the child is well dressed, well fed. Children, in turn, feel protected with their first teacher. And suddenly they are offered to “change mom”.

    • The emergence of many different teachers, each with its own character, with its own requirements and habits. Often, teachers expect from children that they will adapt to them, without making schoolchildren easier to adapt to them themselves. The child has to gain authority again, and not from one teacher, but from many, with many teachers, to develop their relationship. Involuntarily, you become overwhelmed, frightened - and as a result, anxiety increases.

    • Increased pace of work: children who cannot write fast are lagging behind.
    • The emergence of new items. The volume of work is increasing. If before, students daily prepared for 2-3 subjects, now they have to prepare for 4-5. At first, the appearance of new subjects and new teachers aroused interest among fifth graders. Therefore, to the question: “Well, how are you at school?” They often answer: “Good, interesting, great!” Calmed adults stop worrying too soon. Children can really feel the difficulties of new objects only after two months, and sometimes later.
    • New requirements. Graduates of elementary school imagine that the new requirements will be to “study well”, “go in school uniform”. In fact, it turns out that fifth-graders are required to be able to organize their work in the lesson, analyze, draw conclusions and generalize, write essays, work with additional literature, and also have many more general educational skills. There is a contradictory nature of the requirements of different teachers: in a notebook in mathematics, the fields should be on both sides, in a notebook in the Russian language on one side, and in a foreign language, three notebooks are needed, and each of them is conducted differently, the history teacher requires that In answering the lesson, the student adhered to the information set forth in the textbook, and the literature teacher praises him for his own opinion, etc. The number of such “trifles” and the inconsistency of requirements often significantly complicate the life of the student.
    • Lack of a permanent office. It may seem to adults that there are no difficulties here. What is the difference in which office the lesson takes place. This opinion arises from ignorance of the psychology of children. In fact, the absence of one’s place, one’s territory, the need to pack things up and go to another office at each change, the very problem of dragging a large number of things from place to place makes schoolchildren feel uncomfortable.
    • Change of position. In elementary school, fourth-graders are senior, and children feel this at every break, during joint holidays and events. Once in high school, fifth graders become younger and immediately feel their insecurity.
    • Lack of control. Throughout primary school, the child was helped by one teacher. He served as a teacher, as a class teacher, and as a supervisor. Having quickly learned all the features of the child, the teacher helps him control the learning process. One child will be reminded that he needs to do homework, another - so that he brings pencils, the third one will forgive the failed exercise (because he knows that the child is tormented by headaches) and will stay with him after school. In general, I monitored the completion of all tasks by all students. When moving to fifth grade, such an individual approach is violated. There is a sort of anonymization of the student. There are only fifth graders in general. Each subject has a large load and many students. He is simply not able to remember all the features of all students. Therefore, the child has the impression that none of the teachers needs him, that you can "freebie" and not do something - the whole mass can go unnoticed.
    • Knowledge gaps. Over the years of study in elementary school, almost every student accumulates unapproved topics, unworked skills. They accumulate like a snowball. But if in elementary school these “roughnesses” are smoothed out by the individual approach of the teacher and repeated explanations immediately, as soon as the child’s misunderstanding of the material has been noticed (class one, few guys, you can manage to control everyone). Then in the fifth grade such tracking does not occur. And without having mastered the topic (and not having approached the teacher or parents himself immediately after the explanation), the child runs the risk of not understanding the following material. The material is complicated from lesson to lesson. And if the previous topics were not learned, then the student will pull this train further, tightening the knot of ignorance. So there are deuces ...

    You can also say about an uncomfortable schedule, an increase in the load and many other smaller things.

    If these factors are not taken into account, and they are not mitigated in a certain way, then the process of adaptation of children in the 5th grade can become more complex and lengthy.

    As a class teacher, I need to help every fifth grader live a critical period.

    To do this, you must:

    1. To establish close cooperation with teachers - subject teachers, teachers of additional education.
    2. Make contact with family.
    3. Promote the realization of each child’s potential.
    4. Create a friendly atmosphere of interaction in a classy team.
    5. Involve students in active extracurricular activities.
    6. Carry out diagnostic work.

    In fact, these are the directions of my work as a class teacher.

    What am I doing in each of these areas.

    Work with parents.

    As a class teacher, I begin work with the fifth grade by getting acquainted with the living conditions of the child, relationships in the family, and the health of the child.

    Ways and means of attracting parents to work together:

    • study of parents' requests on topics of interest to them,
    • develop topics and present them to parents, i.e. on what issues are interacting with parents of students (How to teach a child independence? Why do fifth-graders lose their interest in learning? How to increase the child’s self-esteem? Why did the child fail?)
    • conducting parent meetings “Your child is a fifth grader”,
    • organization of meetings of parents about meetings with teachers - subject teachers and specialists of the psychological service,
    • organization of individual meetings with parents to consult on various issues.

    Work with subject teachers.

    organization of consultations, discussions on various issues (student attendance, school behavior, homework preparation level)

    attendance of lessons in order to monitor the performance and performance of students

    harmonization of general requirements

    a) mandatory disciplinary requirements (rules):

    do not interrupt the teacher, nor the student,

    a raised hand is a signal about a question, an answer,

    b) the organization of the educational process:

    the availability of necessary teaching aids,

    compliance with the rules for the design of notebooks

    c) the relationship between the children, between the teacher and the child.

    Creating a welcoming atmosphere of relationships in a classroom team.

    creating an emotional atmosphere in a classroom close to elementary school (confidence, sincerity, gentleness, optimism, the opportunity to consult, complain, speak frankly),

    inadmissibility of criticism of the child in the presence of other people (teachers, peers),

    encouragement, praise of the child not only for academic success,

    the establishment of certain norms of relationships with adults, classmates.

    The forms of communication are used:

    • Individual and group consultations (counseling issues: relationships with new teachers and their requirements, daily routine - the ability to correctly calculate the time to prepare homework and rest, how to prepare homework, mistakes in organizing your time),
    • Excursions, hiking,
    • Cool watch
    • Conversations, disputes.

    Involving students in active extracurricular activities.

    preparation of school-wide events,

    organization of in-class events,

    execution of assignments in the classroom.

    The list cannot be solid, since only a specific task is solved: adaptation of the student, and not all tasks of the educational process.

    Promoting the realization of the child’s opportunities.

    competent seating of children in the classroom, taking into account their individual characteristics, psychological compatibility, health, wishes of parents,

    tracking the progress of each child (in comparison with studying in primary school, in the previous quarter), analyzing the causes of difficulties, predicting possible future problems and finding ways to solve them,

    organization of class self-government.

    At the beginning of the school year, elections of class self-government were held, they were based on the choice of children. Each first expressed his opinion about the sector in which he wants to work, then in which of the sectors his classmate could work. Responsibilities were strictly distributed. In the class, all the guys are covered by assignments taking into account their interests, and this contributes to the development of activity, initiative, efficiency. Nobody refuses public assignments. Not always and not everything turns out for the children, but class self-government, having passed the stage of formation during the first three quarters of grade 5, began to function better. I believe that every student should learn to lead and obey.

    1.Determination of the level of mastering the curriculum in the 4th grade and for 1 quarter of the 5th grade.

    2. Definition of school motivation (according to N.G. Luskanova). The main factors affecting the level of school motivation: the level of mental abilities, the nature of relations in the classroom, the characteristics of relations with individual teachers, the personality of the class teacher, the position of parents.

    3. Questioning “Feelings that I feel at school”, the method of S.V. Levchenko “My feelings at school” is used, which allows you to highlight the prevailing feelings in school, to determine the individual nature of experiences and the general “emotional portrait” of the class.

    4. “An open letter.” The methodology consists in the fact that the child is invited to complete the proposal that he has begun at his discretion - the way he wants. After reading them, you can see the problems.

    5. “An autobiography in color.” Students are encouraged to use words and fragments of drawings with colored pencils. Drawing can tell a lot. The teacher is given an additional opportunity to become better acquainted with the fifth grader.

    6. Questioning students “Your expectations in the classroom” - identifying the range of interests of students and their educational needs.

    7. Questioning parents - information about the interests, inclinations of the child, circle of friends.

    8. Determination of the level of anxiety.

    Measures to Reduce Anxiety in Children

    1. В течение первой недели учебного года проводится экскурсия по школе чтобы показать детям расположение новых для них кабинетов и других помещений.

    2. Классный руководитель составляет список правил для дежурных и знакомит с ним всех учащихся.

    5.Talking with children about what the diary is for - to record homework and give grades, tell children about the requirements for keeping a diary.

    6. Provide each child with information about the phones and birthdays of classmates.

    7. In the early days of the school year, classroom hours are held, removing the main problems of communication between children within the classroom.

    8. Teaching students how to master their excitement.

    9. The restructuring of self-esteem, motivation.

    Any result should be seen and measured.

    Measuring the work of the class teacher to overcome the difficulties of the adaptation period by fifth graders are:

    • Performance Dynamics
    • The absence or presence of conflicts in the classroom
    • Employment of children, activity in extracurricular activities
    • The participation of parents in the life of the team
    • Student anxiety reduction
    • The comfort of the student's stay at school


    How to help your child prepare for the transition to middle

    Your child will soon have to go to high school. At the same time, teachers will not just be replaced and new subjects will appear, in high school a fundamentally new form of labor organization, new requirements. This is due to the fact that the tasks of learning in primary and secondary schools are different. A primary school is designed to form primary reading, writing, and numeracy skills, and the fundamentals of science are taught in high school. If in elementary school the student had enough diligence and accuracy to get a high mark, then in the fifth grade it will be necessary to show independence, initiative. In addition, in the fifth grade, instruction is designed for children who have well-developed abstract thinking, reflection, and an internal plan of action.

    The age period of 10-12 years is characterized by a transition from primary school age to adolescence. Like any transition period, it has its own characteristics and is associated with certain difficulties for both students and their parents, and for teachers.

    During this period, significant changes in the psyche of the child occur. He begins to develop theoretical thinking, as new knowledge, new ideas about the world around him change the previously existing worldly concepts. As a result, the child begins to develop his own views, opinions, including an understanding of the importance of education.

    From the beginning of training in high school, the very concept of “teaching” expands, since now it can go beyond the classroom, the school, can partially be carried out independently, purposefully. Qualitatively changing the requirements for the motivation of educational activities. A new type of educational motive appears - the self-education motive, presented so far in the simplest forms (interest in additional sources of knowledge). In addition, successful middle-level education requires deeper and more meaningful motivating forces: focusing on ways of gaining knowledge, interest in patterns and principles, understanding the meaning of learning “for oneself”. If interest in learning becomes a sense-forming motive in a child, his educational activity ensures his successful mental development.

    By the 4th grade, communication with peers begins to determine many aspects of the child’s personal development. At this age, claims of children to a certain position in the system of business and personal relationships in the class are manifested, a fairly stable student status is formed. It is the nature of the developing relationship with friends, and not only his academic success and relations with teachers, that largely determine the child’s emotional well-being.

    The nature of the self-esteem of schoolchildren of this age also changes significantly. Situations familiar in elementary grades when the self-esteem was determined by the teacher on the basis of the results of studies are subject to adjustment and re-evaluation by other children, taking into account those qualities of the child that are manifested in communication.

    This is one of the crisis periods of school age. This is the period of greatest school difficulties.

    Leading activities are gradually changing. The main thing is communication, to which teenagers devote most of their free time. Learning is gradually fading into the background. Teach your child to rationally learn lessons, allocate time, teach to read, highlighting the main thing.

    Another important feature of children of this age is a change in the structure of attention. In a child, all properties of attention sharply worsen, except for switching. A child at this age cannot focus on one object for a long time, he must often change activities.

    A number of problems identified by children in the learning process at this stage were identified:

    • Difficulties in interacting with teachers, the style of communication with students of primary and secondary school teachers,
    • The transition from excessive guardianship to greater (full) independence,
    • The emergence of new school rules,
    • Anxiety in relationships with classmates,
    • Cabinet system
    • Anxiety when answering the board and when performing control work,
    • The lack of uniform requirements for assessing students' work and the results of personal growth,
    • Inability to write and think at the pace set by the teacher,
    • An increase in the training load, fatigue when performing a large volume of homework.

    In the adaptation period, children can become more anxious, timid, or, conversely, “cheeky,” overly noisy, fussy. Their performance may decrease, they may become forgetful, disorganized, sleep and appetite are sometimes disturbed. Such functional deviations in one form or another are characteristic of approximately 70–80% of schoolchildren.

    In most children, such deviations are single in nature and disappear, as a rule, 2-4 weeks after the start of school. However, there are children whose adaptation process drags on for 2-3 months or more.

    With the adaptation period, diseases of children are often associated. Similar diseases are psychosomatic in nature.

    During the adaptation period, it is important to provide the child with a calm, gentle environment, a clear regime, that is, to make sure that the fifth grader constantly feels the support and help from the parents.

    • Parents have to work hard to help the child prepare for this crucial moment.
    1. It is important that in the first lessons the child has everything necessary. First, this attitude mobilizes him. Secondly, the new teacher does not know your child, and if the student is not ready in the first lessons, he may make a bad opinion about him.
    2. Explain to the child that he will now have different teachers who do not know him as well as his first teacher, so he will need to learn to build relationships with them.
    3. Encourage your child to take care of his things on his own, as in the fifth grade he will have to walk with his briefcase and other things to different rooms.
    4. If your child has any character traits (slow, impulsive, sensitive) or health, inform the class teacher about this, he will try to take this into account.
    5. Take time to meet all your child’s teachers. The sooner you do this, the easier it will be to resolve problems that arise in the learning process.
    6. If your child is offended by something, do not rush to go to school to understand. He, of course, tells you the truth, but this is only his vision of the problem. Listen to other participants in the incident, make up your mind. Remember: you will not be able to live for a child all your life, teach him to get out of conflict situations on his own.
    7. Your child will have different teachers with different requirements. It is important that he learns to work effectively in each lesson: this will enrich his life experience.
    8. At first, getting to know something new, a teenager does not accept it, is naughty, says that it was better before. Do not support these conversations, help him adapt to new conditions.
    9. Your child enters a very difficult stage of life - adolescence. Be patient to grow this period with him!

    It's not easy

    It happens that the child himself wants to change the school, and then everything is simpler, then the difficulties of adoption are easier to survive. But, as a rule, a change of school occurs at the initiative of parents. Sometimes these are objective reasons - the family moves, sometimes subjective - it seems to parents that the new school is much better than the old. If at the same time they ask the child’s opinion, then his voice does not become decisive. Parents decide anyway.

    But for a child, transition to a new school is a difficult matter. Parents may not like the school from which they pick him up, but the child is used to it. And if for parents the most important is the level of education, the qualifications of teachers, then for the child - the relationship with peers, with classmates, with children from neighboring classes. Very often, a child’s shock and stress is not due to the fact that other teachers are not in the new school, not to the new teaching requirements, but to the fact that here, at first, no one for his classmates, they do not appreciate him, they don’t understand, they don’t accept him in their company, he has no friends here. In other words, it falls out of the social context. And for a child to grow into a new context, take root, so to speak, it takes time.

    Parents from the very beginning should understand: the transition to a new school is not an instantaneous action, but a long process. In the best case, adaptation takes from one and a half to three months. And in a severe case - from six months to a year. A child in an old school may have a best friend or best friend with whom they spent a lot of time, and there is no way to preserve these connections: for example, the family moved to another city. Communication in social networks is not an option, children need live communication. When it breaks, the child experiences additional stress (in addition to the usual difficulties of adaptation). The child has the right to grieve, this is absolutely normal. Parents should take this grief very seriously, the phrases “well, you’ll find new friends for yourself” can only add fuel to the fire.

    Beloved friend or beloved good teacher, class teacher or subject, or even just the usual road to school - these can all be anchor points that will have to be gradually let go. If the parents were the initiators of the transition, then joy from the side of the child should not be expected. If there was no obvious protest, no passive-aggressive behavior - this is already good. And in general, keep in mind that the advantages of moving to a new school - the advantages that are obvious to adults - the child is likely to appreciate very soon, if at all, but the minuses are much more noticeable than you. It's not you, but he is forced to be there six days a week for several hours. Keep in mind that the child will not tell you about all these disadvantages.

    How to mitigate the transition

    Nevertheless, if you still need to change the school, if you have nowhere to go, then you must first prepare for this. Here are some basic ways to do this.

    1 Before moving to another school, it's good to talk with one of the parents who, due to circumstances, moves a lot. Often these are military families. Some military personnel have a lot of moves, and each time a child is in the “new” position. Perhaps their experience, their advice will be useful to you.

    Keep in mind that children in primary and secondary classes are not that angry and cruel, but demanding and demanding new ones. In children at this age, group identity is formed, and how the collective consciousness will react to this identity - letting a new one in or rejecting it is a very big question. If you have a choice in which class to give your child, then let it be weaker, but with a better psychological climate. Teams with very high competition, with a pronounced tough leader or with a history of bullying are dangerous for a beginner.

    A huge difference, the child falls into the established team or goes to school, where the class has just been formed. What has been said above is more likely to refer to a situation where the class has already been formed long ago, all students know each other and have been studying together for more than one year. But there are lyceums and gymnasiums that are gaining a whole new fifth or ninth grade. And here the child seems to be going to first grade again: he enters the collective, where everything is in a state of fermentation, where the collective is just beginning to take shape, roles are distributed. This is a completely different story, easier.

    2 If you know that your child has communicative difficulties, then he needs to work with a psychologist, go to trainings or go to a summer camp so that he gets the habit of living in new social roles for himself (but only in a camp in which you are sure , in which teachers are able to maintain the right moral climate. The first camp that comes up may be not good, but harm).

    3 It is important to warn the child that at first it will not be easy, you will have to get used to it. If he is anxious, suspicious, this must be done either in advance, or, conversely, not too much, depending on the child. Each parent of such a child knows how he reacts, say, to the planned trip to the dentist. Someone needs to be prepared in advance so that he is prepared for the situation, calmed down and accepted, and someone - almost the day before, so as not to wind himself up. The child needs to explain what adaptation is, how addiction occurs. It is useful to talk about your experience, about the experience of friends: how they went through this, what difficulties arose, how these difficulties were overcome.

    But in addition, the child needs to be motivated as much as possible, to explain why this school is better - from the educational point of view, from the point of view of prestige. Try to find something good about the new school, and not of an advertising nature, but true.

    4 Be sure to go with the child to see a new school. Look at the teachers and, if possible, get to know the students so that he has at least some idea of ​​the school. To do this, you must contact the administration of the new school in advance and arrange for such a visit.

    5 If the relationship with the students in the old school is good, you need to have a farewell party, and try to keep as much as possible those connections that the child wants to keep: write down phones, parents' contacts, arrange meetings, especially in those three to four months, while the child gets used to it. That is, do not trust the recording of contacts for the child (even adolescence), but duplicate it. Indeed, from emotions and from embarrassment, a child may not write something. The first months it is necessary to maximally support meetings with old classmates, offer to go for a walk with them, go to the cinema or theater.

    6 It’s good when a child has an out-of-school circle of friends when changing schools: his childhood friends, country friends, the children of your friends, friends from the studio, a circle or a scout squad. It happens that even one such extracurricular friend is enough for the child to feel confident in the new school. And he will feel confident, because he knows: he has strong rear areas, he is not alone, he has someone to seek understanding and support. This is a kind of security guarantee.

    7 It is necessary to learn as much as possible the orders in the new school, some regimen moments, the difference in the program, and so on. Sometimes parents chase the prestige of the school, not realizing how huge the load is and what the child cannot do. If you are going to go to a school where there are really more requirements, it is better to go there for preparatory courses for at least three months, solve all tasks, engage with tutors from this school, so that the child can imagine the amount of workload in practice, study from those textbooks, which is practiced at this school.

    Usually, more and more powerful schools have either preparatory courses or electives, or you can individually arrange lessons with the teacher. It is also useful as a final check: is it worth it to go here? After all, it may turn out that the gap in training is capital, that it cannot be bridged, that the child will not be able to study at this level, or he will, but with great difficulty.

    In order for the child to study well in the new school, it is important that there is no gigantic difference in the level of education. It is bad if the new school is much more complicated than the previous, but bad if it is much simpler. That is, it is important that the child does not feel like an outsider, but even if he suddenly in a weak school suddenly feels himself a successful leader, this is also bad. If the gap in level between the old and the new school is cardinal, then the main difficulties of adaptation will be just not in the social sphere, but in the educational one. If you understand that the child is clearly not pulling the curriculum of the new school - hire a tutor to pull him up as much as possible for a limited time. It is important that a professional should pull up, you yourself, most likely, can’t cope in case of a huge gap.

    8 Everything must be done so that the child fits as much as possible in the rating according to the social cliche - to improve clothes, a phone model, shoes, a backpack. Unfortunately, all this is important, and take on clothes. Especially in a children's environment.

    9 One can realize a long-standing desire of a child - to buy a bicycle of another model, a hoverboard, something for a computer. What is not connected with the school and what will bring him joy. Эта радость станет для него поддержкой в трудные первые месяцы, когда ему придется потратить силы на привыкание.

    Началась учеба

    Но вот свершилось — ребенок уже начал учиться в новой школе. Что должны делать родители?

    Первые недели в новой школе нужно максимально быть на связи с ребенком. Речь не о том, конечно, чтобы уволиться с работы или взять отпуск, но, по возможности, постарайтесь сделать так, чтобы ваш график позволял активно общаться с ним, присматриваться, каково ему в новой школе. The most unpleasant things come out in the first month and a half, but at the same time the first days can be deceptively good. Only then can problems begin - one of the students or teachers did not like him, difficulties in some subjects were revealed. It would be a mistake to think that once a child has acted, then one can already relax.

    You need to choose the time, walk, talk, watch some old films about the school, so that there is an opportunity to somehow keep abreast of the experiences of the child. If we are talking about elementary school, there may be some kind of drawing therapy, play, to help him express his feelings.

    Parents, when transferring a child to a stronger school, often build in their heads the perfect picture - how everything will be perfect there. But it turns out that everything is not perfect, but simply fine. Another school, and something in it is better, something worse. For example, everything seems to be normal, but the food is tasteless, or the locker room is uncomfortable, or the physical teacher is crazy. There are minuses and pluses everywhere, and you can always help highlight minuses and pluses by asking what you like more, what you like less, what was more successful in the old school, and what was here.

    I repeat, now we are talking about difficult options. Sometimes a child is truly happy that he has changed school, he wanted it himself, was interested in studying or in the program, in new guys. Then adaptation will be easy. Of course, we must be glad that there are no difficulties, conflicts, tears, unwillingness to go, tails to study. But in general, you can relax no earlier than six months or even a year later. Then it will be completely clear that the child entered the system, he made friends.

    Moving to a new school often entails a change in daily routine. And here sometimes it is necessary to revise the overall load. If the previous school was near the house, and now you need to spend more than an hour on the road, then you need to understand what you can leave from extracurricular activities, and what is better to cancel. You need to understand how to organize additional meals for the child, what foods to bring with you, where to transport, where to allow a taxi, decide, maybe you will miss classes once every two weeks - by agreement with teachers.

    If the child has to travel the route on his own, you need to travel with him several times in advance so that he is used to it. It’s good to emphasize the advantages of such a road: you drive yourself, you have more pocket money. In such schools, everyone often travels from afar, he is not alone, so everything is perceived completely normal.

    Sometimes parents ask: should I go to get acquainted with all new teachers, tell them about the features of the child. The answer to this question depends on which level you have entered. If we are talking about high school, there usually upon admission is required a compulsory interview either with a psychologist or with subject teachers. You must play by the rules of the institution where you entered. As a rule, teachers at school proceed from the fact that the child himself builds relationships. Except in those cases when he has some characteristics of character, health or behavior, which must be warned about. If there are no such nuances, then it is better not to bother the teachers too much so as not to earn a reputation for anxious parents. Because nevertheless, in strong schools, teachers suggest that children can learn themselves and that it is not their parents who came to study. But if there was no competition, no interview, you need to come and understand: are you ready to hear.

    Parents should attend all meetings to keep abreast of the situation. You can get acquainted with the class by actively participating in collective trips, in organizing various intra-school events - matinees, competitions, trips. This will help you to better understand the atmosphere in the classroom, and gives the child a sense of security. But at the same time, it is important not to distinguish your son or daughter from other children, to behave the same with everyone.

    General conclusion: the transition to a new school should be taken seriously: problems are quite possible, but knowing about them in advance, you can smooth them out as much as possible. Also, do not think that the transition will miraculously solve all previous problems. If you avoid excessive optimism and excessive panic, everything will be fine in the end.

    Prepared by Oksana Golovko

    On the screen saver: fragment of a photo by Alexander Anisimov, photo project “So to speak”