Parent meeting on problems of adaptation of 5th graders. Parent meeting "adaptation of fifth graders"

21.02.2024

Parent meeting – 5th grade

“Features of adaptation of fifth-graders to new learning conditions.”

Target: identifying features of adaptation of fifth-graders to new conditions

training;

Tasks:

- identify the causes of student maladjustment and outline solutions

emerging problems;

Draw the attention of parents to the adaptation of students.

Participants: parents of 5th grade students, class teacher, head teacher of education, head teacher of education, subject teachers working in the classroom, school psychologist.

Diagnostics:Students are asked to rate the degree of their agreement with the proposed statements on the following scale:

4 - completely agree; 3 - agree; 2 - hard to say;

1 - disagree; 0 - completely disagree.

1) I go to school in the morning with joy.

2) I am usually in a good mood at school.

3) Our class has a good class teacher.

4) You can turn to our school teachers for advice and help in difficult life situations.

5) I have a favorite teacher.

6) In class I can always freely express my opinion.

7) I believe that our school has created all the conditions for the development of my abilities.

8) I have my favorite school subjects.

9) I believe that school truly prepares me for independent life.

10) During the summer holidays I miss school.

Indicator of student satisfaction with school life

is the quotient of dividing the total score of the answers of all students by the total number of answers. If “U” is greater than 3, then we can state

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a high degree of satisfaction, but if “Y” is more than 2 but less than 3, then this

accordingly, it indicates an average and low degree of student satisfaction with school life.

Subject teachers can be asked to evaluate the class using sample questions:

1) What features does this class as a whole have (compared to other fifth classes)?

2) In what mood do you go to class in our class?

3) Which student in your class has the best background in your subject?

4) Which students need additional classes in your subject?

5) What wishes would you like to express to the parents of fifth-graders?

6) What advice can you give to the class teacher?

4) Speeches are prepared by a school psychologist, doctor or valeologist.

5) An exhibition of drawings by fifth-graders “I’m at school” is being organized. The drawings are signed on the reverse side.

Design, equipment and inventory.

1. The tables in the classroom are arranged in a circle.

2. An exhibition of drawings by students in the class “I’m at school” is displayed on the board.

Progress of the meeting.

Opening speech by the class teacher.

Hello, dear parents, we are glad to welcome you and consider the topic “Features of adaptation of fifth-graders to new learning conditions,” which is so important for all of us.

What is adaptation?

Adaptation – this is a person’s adaptation to the requirements and assessment criteria existing in society through the assignment of norms and values of a given society. That is, in other words, children need to learn to understand and accept the demands placed on them. It should be noted that the beginning of education in the fifth grade is an exciting and important moment in the life of a student.

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Children want to be active, smart, independent, necessary and successful; they want their new teacher and parents to see and appreciate the best in them. This is precisely what students’ anxieties and fears are often associated with.

Any transitional periods in a person’s life are always 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. Our task is to understand what is happening now with our children, what excites and worries them, what problems they face, and determine what real help we can provide to the children

At today's meeting, we have the opportunity to find out the points of view of all participants in the educational process, and we will see our children through the eyes of the deputy director for educational development, a psychologist, and subject teachers. Let's start our meeting.

II. From the point of view of the head teacher of water management...

Speech by Klimova E.V.

III. From a psychologist's point of view...

Adolescence (10-15 years) is a period of rapid growth and development

body. The beginning of its restructuring is associated with the activation of the pituitary gland (lower cerebral appendage), especially its anterior lobe, the hormones of which stimulate tissue growth and the functioning of other endocrine glands. Intensive body growth occurs.

There is an age-related discrepancy in the development of the cardiovascular system: the heart increases significantly in volume, and the diameter of the blood vessels lags behind in development. This leads to temporary functional circulatory disorders, manifested in dizziness, headaches, and relatively rapid fatigue. Puberty is underway. Due to the uneven physical development of the whole organism, and in particular the nervous system, adolescents experience increased excitability, irritability, and hot temper. Both teachers and parents should keep these features of the physical development of a teenager in mind.

Adolescence is sometimes called difficult. This statement is true

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and not true. It is true that the increasing complexity of the activities, behavior and consciousness of adolescents creates additional difficulties in their upbringing. The process of transforming a child into an adult is difficult. At the same time, there are many wonderful components at this age. Adolescence is an age of ebullient energy, activity, big plans, and an active desire for creative activity. The teenager strives more and more for independence

in everything, he is no longer satisfied with simply memorizing educational material and its mechanical reproduction.

Some psychologists identify a special personality trait in adolescent children, which is called a sense of adulthood. This feeling may arise as a result of the teenager's knowledge of shifts in his physical development. In relationships with adults, a teenager no longer feels like a child; he can and wants to participate in real work, have serious responsibilities and assignments. N.K. Krupskaya, characterizing this age, said that a teenager is no longer a child, but not yet an adult. A teenager is a child becoming an adult.

In the 5th grade, to all the problems of adolescence, the problem of adapting to new learning conditions is added. Adaptation is usually understood - in a broad sense - as adaptation to environmental conditions. Adaptation has two spectrums - biological and psychological. We are talking specifically about the psychological adaptation of students, since they currently need to adapt to the new conditions of school reality, ranging from external (office system) to internal (establishing contacts with different teachers, mastering new subjects).

The following components of the concept of “readiness for learning in secondary school” can be distinguished:

Formation of the main components of educational activities, successful assimilation of program material.

A qualitatively different, more “adult” type of relationship with teachers and

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classmates.

IV. From the point of view of subject teachers...

Speech by subject teachers.

V. From the point of view of primary school teachers...

VII. Classroom teacher…

* The main difficulties faced by fifth graders are as follows:

In elementary school, children are accustomed to fulfilling the demands of one teacher, being in the sphere of his constant attention and control to some extent, but today the social situation of education is such that it is necessary to understand, accept and assimilate the requirements of different teachers, and different not only in timbre of voice, but and style of pedagogical interaction. Also, in the fifth grade, they are not in the constant attention of the class teacher and it is difficult for them to use their freedom wisely. As a result, there may be a temporary decline in performance for some students, but high cognitive interest and the desire to study well in the second quarter will help restore their usual performance, and maybe even improve it.

Here I would like to note that parents need to form in their teenagers an adequate attitude towards mistakes, the ability to use them for a better understanding of the material, i.e. A mistake is not an unacceptable punishable phenomenon, but an indicator of what else you can strive for and what needs to be corrected.

It is the focus on error that is one of the reasons for high anxiety in students; fear of error does not allow the child to fully reveal his abilities and present them to others.

How can you parents help your teenager? Firstly, of course, this is providing support in his endeavors, aspirations and hopes; transition to a new level of relationship with a teenager from pointing, guiding to mutually respecting. It is also necessary to be in constant and close contact with the class teacher and subject teachers in order to promptly provide assistance to the child in any difficulties that arise.

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VIII. Summing up the meeting.

Classroom teacher thanks all meeting participants for their cooperation and proposes an approximate solution for the meeting:

1. The school psychologist should continue to monitor the process of adaptation of students and conduct additional research and individual work with students and parents.

2. Provide parents with the opportunity to attend lessons that interest them.

3. Parents and the class teacher should help organize teenagers’ free time through classes in clubs, sections, and participation in the social life of the class.

4. Hold a joint evening “We and our parents” at the end of the year.

Classroom teacher:

I would like to end our big meeting with an excerpt from the book

Zdenek Matejcek "Parents and Children". In one of the chapters of the book, he makes an interesting comparison: “Adolescence is as if a caterpillar becomes a pupa, and then a beautiful and perfect moth flies out of this pupated caterpillar. The transitional age is the chrysalis in which the mystery of transformation takes place. All previous stages of development of a given organism served as preparation for this final stage - maturity.”

- 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.

Parents showing 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.

The need to change the child’s educational activities at home, creating conditions for children’s physical activity between doing homework.

Inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of other people (grandparents, peers).

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Elimination of such punishments as deprivation of pleasure, physical and mental punishment.

Encouragement of the child, and not only for academic success. Moral stimulation of the child's achievements.

Providing the child with independence in educational work and organizing reasonable control over his educational activities.

Development of self-control, self-esteem and self-sufficiency of the child.

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Target: assessment of the adaptation period in the classroom, solving and preventing problems.

Tasks: introduce the psychological characteristics of the adaptation period; analyze the state of the class team and its individual participants in terms of adaptation to new learning conditions; identify the causes of student maladjustment and outline ways to solve emerging problems.

Form: consultation

Participants: class teacher, parents of students, school psychologist, subject teachers.

Preparatory work

I. Study of students' satisfaction with school life, students' learning motivation and attitude towards academic subjects.

Questionnaire for students “Study of learning motivation and attitude towards academic subjects”

Instructions. Dear guys! Please select the answer to each question that corresponds to your opinion. There may be several possible answers.

1. In the morning I wake up with the thought:

a) “Hurray! Today there will be history (mathematics, literature...)”;

b) “today you don’t have to attend history (mathematics, literature...)”;

c) “I’m sick and won’t go to school, which means I won’t get a bad grade in mathematics (history, literature...).”

2. I come to school in order to...

a) learn something new and interesting;

b) engage in such interesting subjects as...

c) meet such good teachers as...

d) chat with friends;

d) have fun;

f) do not upset your parents.

3. I do my homework like this:

a) completely independently;

b) I turn to adults for help;

c) under the control of parents;

d) from case to case;

d) I never do.

4. In order to study well, you need...

a) have an interest in the subject;

b) have aptitude for the subject;

c) work well in class;

d) have a good relationship with the teacher;

d) be able to copy.

5. When I get a bad grade, then...

a) I try to correct it immediately;

b) I try to correct it in the next lesson;

c) I try to fix it as soon as possible;

d) I'm not trying to do anything.

Processing the results. The number of each answer option is counted. A qualitative analysis of student responses is made.

Methodology for studying student satisfaction with school life

4 - completely agree;

3 - agree;

2 - hard to say;

1 - disagree;

0 - completely disagree.

1. I go to school in the morning with joy.

2. I am usually in a good mood at school.

3. Our class has a good class teacher.

4. You can turn to our school teachers for advice and help in difficult life situations.

5. I have a favorite teacher.

6. In class I can always freely express my opinion.

7. I believe that our school has created all the conditions for the development of my abilities.

8. I have my favorite school subjects.

9. I believe that school truly prepares me for independent life.

10. During the summer holidays I miss school.

Processing the results. The indicator of student satisfaction with school life “U” is the fraction of the total score of the answers of all students to the total number of answers. If “U” is more than 3, then we can state a high degree of satisfaction, but if “U” is more than 2, but less than 3, then this, accordingly, indicates an average and low degree of student satisfaction with school life.

II. Conversation with subject teachers on the following issues:

1. What features does this class as a whole have (compared to other fifth classes)?

2. In what mood do you go to class in our class?

3. Which student in your class has the best background in your subject?

4. Which students need additional classes in your subject?

5. What basic requirements do you have for students in your subject?

6. What wishes would you like to express to the parents of fifth-graders?

If a personal conversation with parents is necessary, the subject teacher is invited directly to the parent meeting.

Progress of the meeting

I. Opening speech by the class teacher

Classroom teacher. So, the first part of school life is already behind us - the child has finished primary school. He has matured. He feels like an adult and is condescending towards those “kids” whose ranks he himself left only three months ago. He is now a fifth grader! The teenager must understand and adapt to the demands of high school.

Let's figure out what the difficulty of this period is and how to avoid the “pitfalls” that children, parents, and teachers “stumble” over.

II. Activating game “I am a fifth grader”

Classroom teacher. Let's do a little warm-up. Imagine that you are a fifth grader again. Remember what difficulties and fears you yourself experienced?

(The teacher passes the ball to the parents, they return it with the answer to the question.)

Absolutely right, our children experience the same thing. 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);

There are many new offices that are not known how they are located;

New kids in the class (or myself in a new class);

New class teacher;

In middle school we are again the smallest, and in elementary school we were already big;

Problems with high school students (for example, in the cafeteria or in the bathroom).

A school psychologist will talk about the features of the adaptation period and age-related development.

III. Speech by a psychologist

Psychologist. Students move from primary to secondary school. During this period, significant changes occur in the child’s psyche. Everyday concepts are being restructured. Theoretical thinking develops, i.e. thinking in concepts and this contributes to the emergence of reflection. Also, by the end of this period, students should develop volition and the ability to self-regulate.

During the transition period, the greatest changes in internal position are associated with relationships with other people, primarily with peers. At this age, children’s claims to a certain position in the system of both business and personal relationships of the class appear, and a fairly stable status of the student in this system is formed. Therefore, the child’s emotional well-being is increasingly influenced by how his relationships with friends develop, and not just by academic success and relationships with teachers.

If for elementary school students problems are most often associated with academic success, then the transition to the middle school level is associated with problems of personal development and interpersonal relationships of children. And this, as a rule, is accompanied by the appearance of various kinds of difficulties - increased anxiety, the emergence of uncertainty, fears, and frequent worries in situations related to solving everyday problems. For example, the fear of not meeting the expectations of others increases, which at this age is usually stronger than the fear of self-expression. For a child of early adolescence, the opinions of other people about him and his actions are extremely important, especially the opinions of classmates and teachers. The constant fear of not meeting the expectations of others leads to the fact that even a capable child does not demonstrate his capabilities to the proper extent. By the way, very capable children live at a fast pace, are fond of chess, English, and computer science, and perhaps that is why their physiological resistance to stress is low. Parents, caring about their children’s education and their success in future life and worrying “as if something might happen on the street, because times are so difficult,” prefer to fill their child’s free time with education, although it is these children who need a gentle regime and special stress management skills , and, perhaps, in the special attention of doctors.

Between a third and half of all fifth-graders experience difficulties and fears in relationships with teachers. In turn, parents, forcing children to work “for grades,” increasingly provoke school fears associated in children with self-doubt, anxiety about negative grades or their expectations. This poses a particular problem during the period of adaptation of “fifth-graders” to school life, when the child’s desire to fulfill all the requirements set by the school well and to show his best side encourages him to be highly active.

The success of a fifth-grader’s adaptation depends not only on intellectual readiness, but also on how well he knows how to establish relationships and communicate with classmates and teachers, follow school rules, and navigate new situations.

So, let's look at the problems of school adaptation.

(As the problem is formulated, the psychologist or class teacher makes a note on the school board or a piece of Whatman paper.)

Stone 1: changing learning conditions*

While studying in elementary school, the child was oriented towards one teacher. It was he who had to gain authority. Already some time after the start of school, this teacher knew what your child was capable of, how to encourage him, support him, and help him understand a complex topic. The child developed calmly: he acquired knowledge in ONE classroom, with ONE main teacher, he was surrounded by the SAME children, and the requirements for completing assignments and keeping notebooks were the SAME. Everything was familiar. And the teacher is practically a second mother who will advise and guide.

When moving to the 5th grade, the child is faced with the problem of plurality. Firstly, there are a LOT of subject teachers. Secondly, each subject is studied in its own classroom, and there are A LOT of such classrooms. Often at this stage, children move to another school, to another class (for example, a gymnasium). Then, to all of the above, a new team is added - A LOT of new guys.

The familiar world is collapsing, and, of course, it’s not easy to master all this. We need to learn all the new teachers, the location of all the classrooms. And this takes time. And you will have to run around the school, because there is no one else to remind you what the next lesson is and in which room it will be. In addition, it is necessary to remember that the child needs to re-gain authority, and not with one teacher, but with many, with many teachers, to develop his own relationships. Involuntarily, you get worried, you get scared - and as a result, anxiety increases.

Stone 2: Changing Requirements

The adaptation period is further complicated by the discrepancy between the requirements of different subject teachers. One asks for a notebook of 48 sheets, the other asks for thin notebooks, but there should be 3 of them. The Russian language teacher requires you to highlight everything with a green pen, the mathematics teacher - with a pencil. For English, they require you to have a separate notebook-dictionary; for biology, all terms must be written down at the end of a regular workbook. Literature classes value expressing your own thoughts, but in history classes everything must be “documented.” And all these requirements must not only be LEARNED, but also OBSERVED, and not get confused about where to do what.

How can we help?

First, see the advantages of these “inconsistencies”. These “little things”, which initially make school life so difficult for a child, also bring benefits. He learns to take into account all requirements, correlate them, overcome difficulties, and therefore learns adult life, where “multi-demanding” is the order of things.

Secondly, it teaches a teenager to build relationships with different people, becoming more flexible.

Help your child remember all the requirements and rules imposed by teachers. One of the ways is to draw up a schedule together with the teenager, indicating the specifics of completing tasks.

Stone 3: Lack of Control

Your child had one teacher to help him throughout elementary school. He served as a teacher, a class teacher, and a controller. Having quickly identified all the characteristics of the children in his class, the teacher helped them control the learning process. He will remind one of them that he needs to do his homework, the other - to bring pencils, the third will forgive the uncompleted exercise (because he knows that the child is suffering from headaches) and will stay with him after school. In general, the completion of all tasks by all students was monitored. When moving to fifth grade, this individual approach disappears. It is as if the student is depersonalized. There are only fifth graders in general. Each subject has a heavy workload and many students from different parallels. He is simply not able to remember all the characteristics of all students. Therefore, the child gets the impression that none of the teachers need him, that he can “freeload” and not do something - in the general population, this may go unnoticed. On the other hand, there is some “neglect” on the part of the class teacher. He does not monitor the child’s behavior during all breaks. Does not fully organize leisure time after school. Hence the regression that suddenly appeared in some children: the child begins to act up like a little child, play with the kids (goes to his first teacher) or run after the class teacher. For others, on the contrary, the enthusiastic intoxication of freedom of movement leads to violations of school rules.

How can we help?

Such an attitude towards a child, for obvious reasons, may offend you, dear parents. “How can this be,” you say, “after all, we need to look for an individual approach to all students in the class!” Of course, there is some truth in this, and teachers make every effort. But this approach is not found quickly. And secondly, again, find a plus here: this attitude introduces the teenager to the world of adults, where there are requirements to perform certain work, but at the same time, management often does not take into account the individuality of the employee. This will be a great opportunity to talk to your child about responsibility for completing tasks, even when you are not being supervised. In addition, a teenager wants freedom - here is a trial balloon for him.

Be patient. Ask your child more often about school life. At first, monitor the completion of homework, taking into account the requirements of teachers.

Help the class teacher organize the children's leisure time, taking some of the worries on yourself (and the parent committee).

If you see problems, don’t delay: go to the teacher and find out the reason for the difficulties that have arisen. Tell us about your child's special needs.

Stone 4: Knowledge Gaps

Over the years of studying in elementary school, almost every student develops unlearned topics, unpracticed skills. They accumulate like a snowball. In elementary school, these “roughnesses” are smoothed out by the teacher’s individual approach and repeated explanations as soon as it is noticed that the child is not mastering the material (there is one class, there are not many children, you can manage to control everyone). In fifth grade, this tracking does not occur. And, without mastering the topic (and not immediately approaching the teacher or parents for clarification), the child risks not understanding the next one. The material becomes more complex from lesson to lesson. And if the previous topics were not understood, then the student will pull this train further, tightening the knot of ignorance. This is how bad grades appear... Sometimes unmastered topics last from elementary school, because it is immediately difficult to understand what exactly is difficult from the material covered. For example, without learning to determine the root of a word, a child finds it difficult to form words and select words with the same root. This means there will be spelling errors because he will not be able to find the test words. There may also be difficulties in mastering educational material due to lack of speech development, attention and memory.

How can we help?

Before doing homework, make sure you have mastered the class material. It is important to ensure that the child understands the smallest details of completing tasks and can complete similar ones. Ask your child to explain how he performs this or that exercise, and why he uses these particular calculations when performing certain tasks.

If the child understands everything, but the problem of academic performance still remains, then work on developing thinking, memory, and attention. After all, observation, attentiveness, and the ability to see the smallest details - all this will help analyze and assimilate the material. The development of these mental processes is best achieved through games, because stronger motivation appears in games than in educational activities. Then the consolidated skills will be transferred to the learning situation itself.

Concluding the story about adaptation to high school, 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 activities, it is important to help the child understand his own criteria for success or failure, to develop his desire to test his capabilities and find ways to improve them (on his own or with the help of adults).

IV. Speech by a psychologist. Analysis of the results of a psychological and pedagogical study on the topic “Adaptation of a fifth-grader to new conditions”

V. Analysis of the results of student surveys

Classroom teacher. We got acquainted with the opinions of scientists and remembered our feelings at this age. How do our children feel? To determine the degree of student satisfaction with school life, educational motivation and attitude towards academic subjects, a study was conducted, the results of which I will now present.

VI. Speeches by subject teachers

Classroom teacher. In order to more objectively assess the adaptation process, it is necessary to know the opinion of the subject teachers with whom the conversation was previously conducted.

(The opinion of absent teachers is brought to the attention of parents by the class teacher.)

VII. Summing up the meeting

Classroom teacher. I thank all meeting participants for their cooperation. Based on the above, I suggest

Draft resolution of the meeting

1. The school psychologist continues to monitor the process of adaptation of students. Based on the results of psychological and pedagogical research, conduct individual and group work with students and parents.

2. The parent committee of the class monitors the completion of homework by students and keeping diaries.

3. Arrange for parents to attend lessons on Open Day.

4. Parents and the class teacher should ensure that students are kept busy during their free time from lessons: attending classes in clubs, sections, participating in the social life of the class and school.

Dear parents!

We are glad to meet you. Thank you for coming to this meeting. This means that we are all united by an interest in this topic, and it really deserves attention. Whether the school life of our children will be joyful or, on the contrary, will be overshadowed by failures and poor health, largely depends on us, adults.

One of the pain points of the educational process at school is the adaptation of fifth-graders, since the transition of students from primary education to secondary education makes changes to the usual school life:

cabinet system;

a large number of subject teachers;

new types of homework appear;

the number of subjects studied increases,

the volume and pace of work in the classroom differs from elementary school;

difficulty adapting to teachers.

All these reasons lead to overwork in children, increased stress, and decreased academic performance.

Social adaptation is the student’s adaptation to the conditions of the social environment; it is one of the main factors in the successful socialization of the individual, which includes the child’s acceptance of the social role of “student”.

Social adaptation includes:

Adequate perception of the surrounding reality and oneself.

Successful communication and adequate relationships with others.

Ability to work, study and organize leisure and recreation.

Ability for self-service and self-organization.

Variability of behavior in accordance with role expectations.

Regardless of the conditions in which the school year begins, the process of adaptation for students always occurs. The only question is how long it will take the child and the teacher, and what the psychological and pedagogical consequences of such adaptation will be. Therefore, the meaning of the adaptation period at school is to ensure its natural course and successful results.

An important task for a child is to maintain self-esteem, in which not only a teacher and psychologist, but also parents are obliged to help him.

It is useful for parents to know that learning difficulties can be of a very different nature. They are related to the need:

Recall previously learned material, reproduce and present it.

Remember new data that is difficult to assimilate.

Plan upcoming activities, choose the most rational ways and means of its implementation, and anticipate its results.

With the need for self-control and self-assessment of the activities performed.

Parents do the right thing when, while helping with homework, they turn to their child with the following questions:

What are you thinking about doing?

What do you need to remember in order to do this?

What other means and ways can this task be completed?

How to check or prove the correctness of the results obtained?

Study work, despite its complexity and intensity, should in no case cause overwork. Therefore, it is necessary to place studies, daily routine, and free time under unobtrusive, but clear and firm control.

Don't forget to praise your child and show him that his success also makes you happy. This gives the child confidence in his own strengths and capabilities.

In order for the adaptation process to be successful, we recommend that parents:

Relentless monitoring of children's progress and behavior.

Maintain close contact with subject teachers and the class teacher.

Be allies of the school.

Plan joint communication with children on weekends in order to achieve good contact between parents and children and develop the children’s horizons.

Help the class teacher with extracurricular activities.

Application.

Dear parents!

_____________________________________________________________

Dear parents!

Your child has been in fifth grade for two months now. Some difficult moments in his educational activities are not always noticeable to teachers and the class teacher. I would like your answers to the questions in this questionnaire to help your child adapt to learning in the fifth grade more quickly and successfully.

1. What academic subjects are easy for your child?

2. In what academic subjects does he find it difficult to prepare homework?

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Dear parents!

1. What academic subjects are easy for your child?

_________________________________________________________________

2. In what academic subjects does he find it difficult to prepare homework?

_____________________________________________________________________

3. What do you think this is connected with?

_________________________________________________________________

4. What kind of help does your child need from a subject teacher or class teacher?

_________________________________________________________________

5. What would you like to advise a subject teacher in organizing communication with your child in the classroom?

_________________________________________________________________

Parent meeting "Adaptation of 5th grade students.
Speech by an educational psychologist.
Any transitional periods in a person’s life are always associated with problems. Transition
students from primary school - this is a difficult and responsible period; depending on how it goes
the adaptation process affects the child’s entire future school life. Our task is
understand what is happening now with our children, what worries and worries them, with
what problems they face, and determine what real help we can
to help the guys.
Age characteristics of students during this period
Adolescence (10-15 years) is a period of rapid growth and development of the body.
Due to uneven physical development of the whole organism, and in particular the nervous
systems, adolescents experience increased excitability,
irritability,
hot temper. These features of the physical development of a teenager should be kept in mind and
teachers and parents.
Adolescence is sometimes called difficult. This statement is both true and false.
It is true that the increasing complexity of the activities, behavior and consciousness of adolescents creates
additional difficulties in their upbringing. The process of transforming a child into
adult. At the same time, there are many wonderful components at this age. Teenage
age is the age of ebullient energy, activity, big plans, active
desire for creative activity.
In 5th grade, to all the problems of adolescence, the problem of adaptation is added
to new learning conditions. Adaptation is generally understood - in a broad sense -
adaptation to environmental conditions. We are talking specifically about psychological
adaptation of students, since they currently need to adapt to new
conditions of school reality, ranging from external to internal.
Adaptation of fifth graders to subject teaching
The transition of students from primary to primary school is rightly considered a crisis
period. Long-term observations of teachers and school psychologists indicate that
that this transition is inevitably associated with a decline in academic performance, at least temporarily.
Students accustomed to certain routines in elementary school need time to
adapt to a new pace and lifestyle.
The period of adaptation to new rules and requirements can take a child from one
months to a whole year.
What can make it difficult for children to adapt to basic school? First of all, this
inconsistency of the requirements of different teachers. The student finds himself in a situation for the first time
multiplicity of requirements and, if he learns to take these requirements into account, correlate them,
overcome the difficulties associated with this, he will master the skills necessary for adult
life.

It is very important to maintain a fifth grader’s positive attitude towards learning, to help
find him a personal interest in the subject being studied, orient him along the way
self-improvement and self-realization.
One of the factors leading to the formation and consolidation of student anxiety is
inflated expectations on the part of parents for the success of their child. In turn, the child
it is necessary to feel the unconditional acceptance of parents who believe in him, will support and

will help you overcome emerging difficulties. Parents' interest in school is important to the student,
the class in which he studies, to his school life, victories and failures.

Difficulties for fifth-graders can also be caused by the need for every lesson
adapt to the unique tempo, speech characteristics, and teaching style of each
teachers.
One of them is directly related to peer group orientation. The fact is that at 10-11
years, the nature of a child’s self-esteem changes significantly. If previously it folded under
the influence of the teacher’s assessments and these assessments concerned mainly studies, now on the character
self-esteem is increasingly influenced by other children. Moreover, their grades are related to non-academic
characteristics, qualities manifested in communication. We can talk about the emergence
during this period of self-esteem crisis. The number of negative self-esteem in children increases sharply.
Another important change in the child’s personality concerns the motivational sphere. Milestone 4-5
classes is characterized by a significant decrease in educational motivation. academic performance.
The main causes of difficulties in teaching fifth graders.
The desire to study well, to do everything so that adults are happy, “does not
were upset and not worried”, “rejoiced”, “so that when mom looks at the diary, she doesn’t
punished and didn’t cry” – quite strongly among fifth-graders. Celebrated towards the end
primary school, decreased interest in learning, “disappointment” in school gives way to anticipation
change. Children expect that they will become interested in school. However, faced with problems
difficulties, misunderstanding can quickly lead to a deterioration in academic performance and extinguish it,
such an important desire.
Therefore, it is important to know the main reasons for the difficulties that a fifth grader has in
teaching and help him overcome them. These are, first of all, the shortcomings of training:
gaps in knowledge from previous periods of study, incorrectly learned and
unformed educational skills. For example, difficulty understanding fractions may
be associated with an incorrectly formed idea of number, spelling errors
with the inability to correctly determine the roots of words, and, therefore, to select a test word.
The problem here is that these gaps are not always easy to identify. This can be difficult to do
even a professional teacher, since this gap is often hidden behind others,
fully or partially acquired knowledge and skills. Therefore, helping a student in
studying, it is important to pay attention to ensure that he thoroughly understands even the smallest details
completing a “difficult” task. In order to find out this, you can ask a student
complete one or two similar tasks, explaining in detail what and how he does.
Difficulties may also be associated with the lack of development of the necessary
mental actions and operations – analysis, synthesis, with poor speech development,
deficiencies in the development of attention and memory. Fifth grade is a very favorable time for
overcome these shortcomings. Fifth graders are very interested in ways to develop
thinking, attention, memory, since observation, attentiveness, ability to notice
details are qualities that they value highly in themselves and others.
Can be used as methods of training and correction of attention and memory
numerous games to develop observation skills (detective, tracker),
concentration, visual memory, counting in pictures or when surrounded by several
objects combined on different grounds (for example, the number of trolleybuses and

blue objects), etc. All of these games are especially effective when they include
element of competition that meets the needs of children of this age.
It is important to keep in mind that, firstly, skills in the game manifest themselves with a sufficiently strong
motive and therefore turn out to be more pronounced than in educational activities, and in
secondly, the transfer of skills thus formed to the learning situation is
a separate task. Therefore, it is necessary gradually, as students are involved in classes,
bring the situation closer to a learning one by setting it as a special task.
Another reason for the decline in academic performance may be weak voluntariness
behavior and activity - reluctance, “impossibility,” according to schoolchildren, to force
keep yourself busy all the time. Although fifth-graders can do enough
complex activities, overcoming significant difficulties for the sake of directly
attractive goal, they experience significant difficulties in overcoming both external and
especially internal obstacles in cases where the goal does not attract them.
Fifth graders are characterized by a predominantly emotional attitude towards any
activities they perform, including the academic subject. Research
show that almost all fifth-graders consider themselves capable of one or another
academic subject, and the criterion for such assessment is not real success in this
subject, but a subjective attitude towards it (Dubrovina I.V., 1991). This attitude towards
own capabilities creates favorable conditions for the development of abilities,
skills, interests of the student, since for this it turns out that it is essentially important that the activity
caused positive emotional experiences in a ten-year-old schoolchild (and if
remember that children during this period are characterized mainly by a cheerful mood,
then the task seems even simpler).
But this feature can also be the cause of difficulties in learning. Overall positive
attitude towards oneself and an idea of one’s capabilities, not based on an assessment of one’s
real success, often leads to the fact that children willingly take on many things,
being confident that they can do it, but at the first difficulty they give up, not
while experiencing special remorse. The standard explanation for this is “I didn’t like it,
I don’t want to, I can’t” reflects, strange as it may seem for adults, the real reason: getting lost
positive attitude and, as a result, self-esteem in this area decreases. Wherein
due to the predominance of emotional regulation, such situations do not affect the overall
positive attitude of the student towards himself. Negative assessments of others, your own
failures are perceived by children as situational, temporary, and most importantly, without direct
attitude towards their abilities and capabilities.
But it is known that positive emotions that are too strong or too long can
have the same negative impact as strong and long-term negative ones,
contribute to the emergence of a kind of “emotional fatigue”, manifested in
irritation, whims, “scandals”, crying, etc. Thus, overindulgence
emotional side, the desire to color any activity as positively as possible
schoolchildren can lead to the opposite effect.
When communicating with fifth graders and helping them with their studies, it is important to use
humor. Humor is very important for the development of a child of this age, including
cognitive. At this time, children love to joke and tell jokes, which are often
They seem unfunny, stupid and rude to adults. It is important that adults understand

the importance of humor for the development of children, were tolerant of children's jokes and knew how to use
humor for its own purposes. As you know, many quite complex things are remembered quite
easily (sometimes for life) if they are presented in a humorous form (“Bisector is
such a rat that runs around the corners and divides the corner in half”, “Median is such a monkey,
which jumps to one side and divides it equally”, “How the city Zhakzvonar once broke
lantern” (arrangement of rainbow colors). You can teach children to create their own
phrases using humor for better memorization.
All of these reasons often appear not in isolation, but together, combining into
combinations are quite complex and usually require significant effort, both from the outside
parents and the teenager himself. Difficulties in its implementation are due to the fact that
in adolescence, prolonged academic failure is almost always accompanied by
certain personality disorders (low or, on the contrary, protectively high
self-esteem, direct or defensive aggressiveness, feelings of helplessness, etc.).
Therefore, both in school and in all other activities, it is important to help the student develop
objective criteria of one’s own success and failure, to develop his desire
test your capabilities and find (with the help of adults) ways to improve them.
Recommendations for parents.
The need to change the child’s educational activities at home, create conditions for
motor activity of children between doing homework.
Observation of parents for the correct posture during home activities, correctness
light mode.
Prevention of myopia, curvature of the spine, training of small muscles of the hands
hands,
Mandatory introduction of vitamin preparations, fruits and vegetables into the child’s diet.
Organization of proper nutrition.
The first condition for a fifth-grader’s school success is unconditional acceptance of the child, despite
to those failures that he has already encountered or may encounter.
It is obligatory for parents to show interest in the school, the class in which the child is studying,
every school day he lived. Informal communication with your child after
last school day.
Obligatory acquaintance with his classmates and the opportunity for children to communicate after school.
Inadmissibility of physical coercion, intimidation, criticism of a child,
especially in the presence of other people (grandparents, peers),
Exclusion of such penalties as deprivation of pleasure, physical and mental
punishments.
Taking into account the child’s temperament during the period of adaptation to school education.
Providing the child with independence in educational work and organizing reasonable
control over his educational activities.
Encouragement of the child, and not only for academic success. Moral incentives for achievements
child.

Parent meeting №1

Topic of the meeting: Difficulties in adapting fifth graders to school.

“Tackle every problem with enthusiasm, as if your life depended on it.”

Jl. Cui

Meeting objectives:

1. Introduce the parent team to the features of children’s adaptation to learning in the fifth grade.

2. Offer practical advice on how to adapt a child to school.

Form of the meeting: round table.

Main questions:

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.

4. Analysis of the effectiveness of students’ educational activities forIquarter.

5. Miscellaneous.

Progress of the meeting

Opening speech by the class teacher : So, the first part of school life is already behind us - the child has finished primary school. He has matured. He feels like an adult and is condescending towards those “kids” whose ranks he himself left only three months ago. He is now a fifth grader. In the fifth grade, the child has a new education system: a class teacher and subject teachers teaching new disciplines.

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. During such a period, children often change - they become anxious for no obvious reason, become timid or, conversely, cheeky, and fuss too much. As a result, the children's performance decreases, they become forgetful, disorganized, and sometimes their sleep and appetite worsen.

The success of a younger teenager’s adaptation depends not only on his intellectual readiness, but also on how well he knows how to establish relationships and communicate with classmates and teachers, follow school rules, and navigate new situations.
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);

new class teacher;

in middle school we are again the smallest, and in elementary school we were already big;

problems with high school students

So, let's look at the problems of school adaptation.

1. Changing training conditions and changing requirements

When moving to the 5th grade, the child is faced with the problem of plurality. Firstly, there are a LOT of subject teachers. Secondly, each subject puts forward its own requirements and there are A LOT of such demands. And all these requirements must not only be LEARNED, but also OBSERVED, and not get confused about where to do what. In addition, it is necessary to remember that the child needs to re-gain authority, and not with one teacher, but with many, with many teachers, to develop his own relationships. Involuntarily, you get worried, you get scared - and as a result, anxiety increases.

How can we help?

Secondly, it teaches a teenager to build relationships with different people, becoming more flexible.

Help your child remember all the requirements and rules imposed by teachers. One of the ways is to draw up a schedule together with the teenager, indicating the specifics of completing tasks.

Be patient. Ask your child more often about school life. At first, monitor the completion of homework, taking into account the requirements of teachers.

If you see problems, don’t delay: go to the teacher and find out the reason for the difficulties that have arisen. Tell us about your child's special needs.

At first, schoolchildren often need parental help in preparing homework (even if in elementary school the children did their homework on their own) and in overcoming learning difficulties that often arise in the first stages of secondary school.

Help your child do his homework, but don't do it yourself.

Set a special time with your child to complete homework assignments received at school, and monitor compliance with these settings. This will help you develop good study habits. Show your interest in these activities and make sure your child has what it takes to do them well. However, if your child comes to you with homework-related questions, help him find the answers on his own rather than prompting them.

To avoid“Psychological problems of adaptation fifth grade barriers to schooling and the conditions for successfully overcoming them" I want to give the following recommendations:

The first condition for a fifth grader’s school success isunconditional when accepting the child, despite the failures he has already encountered or may collide.

It is obligatory for parents to show interest in the school, the class in which the child is studying, and in every school day he or she lives. Notformal communication with your child after the pastschool day.

Obligatory acquaintance with his classmates and the opportunity for children to communicate after school.

Inadmissibility of physical measures of influence, intimidation, criticismaddressed to the child, especially in the presence of other people (grandmothers, children)darlings, peers).

Exclusion of such penalties as deprivation of pleasures, physicalphysical and mental punishment.

Taking into account the child’s temperament during the period of adaptation to school educationnu. Slow and uncommunicative children have a much harder time getting used to the class and quickly lose interest in it if they feelfrom adults and peers violence, sarcasm and cruelty.

Providing the child with independence in academic work and organizationthe establishment of reasonable control over his educational activities.

Encouragement of the child, and not only for academic success. Moralpromoting the child's achievements.

Development of self-control, self-esteem and self-sufficiency of the child.

We cannot change teachers (they are all different, each has their own approach to children and their own teaching methods), we cannot change the requirements of the school, but we can reconsider our attitude towards the child. Remember how involved you were in the learning process when your child was in first grade? You helped him pack his briefcase, talked for a long time with the teacher, took an active interest in every school day... Remember those times. A fifth grader needs similar participation.

Try to meet and talk to all the teachers. Ask about their basic requirements. This will make it easier for you to direct the actions of your son or daughter.

Unobtrusively help your student fold his physical education form, ask if his pencil case is packed, as well as everything he needs for lessons “for tomorrow.” If you work and your child returns home after school, do not forget to call him to ask if he has eaten, what he is doing, and whether he has started doing his homework. A pre-compiled and beautifully designed daily routine will make life easier for the fifth grader and for you.

Do not reproach your child for causeless crying, whims, or outbursts of aggression. All these are defensive reactions of the psyche.

Comparative analysis of the effectiveness of students’ educational activities at the end of the year in grade 4 and beyond I quarter of 5th grade.

I would like to draw your attention to the fact thatthat the deterioration in academic performance is largely due to the characteristics of the adaptation period.

Miscellaneous.

I would like to end our meeting with the words of a parable.

Parable of the Sage

This happened a long time ago. In one city there lived a sage. All the people of the city turned to him with questions, and he gave his wise answer to everything. One day a man decided to outsmart the sage. He caught a butterfly, easily squeezed it into his fist and went to the sage. He thinks: “I’ll ask: what kind of butterfly is in my hand - alive or dead? If the sage says that she’s alive, then I’ll clench my fist harder, crush her and show her that she’s dead. And if the sage says that she is dead, then I will release her and let her fly.” And so he did: the man caught a butterfly and went to the sage. He came and said: “Sage, you know everything here, then tell me, is the butterfly in my hand alive or dead?” The sage thought and said: “Everything is in your hands.”

The same can be said to you: “Everything is in your hands.”

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