Transition Years

 Sixth Grade and Freshmen Year

Adolescence is a tough time for students, but teachers can be a lifeline for their students. Often students feel that their teachers do not care about each student’s particular education, which is why many will expend less effort in school. “So many students still go into a slump when they enter middle school. They exhibit large declines in academic motivation, in perception of their own academic abilities, and in achievement after they leave elementary school” (Dolgin, 2011, p. 311). Teachers can combine social aspects alongside science, social studies, English, and math, to allow adolescents to feel engaged and invested in their learning. 

The same can be said for freshmen in high school. These transition grades are difficult for all students because of the change in school, environment, and teachers. There is a whole new world to learn to the rules of survival for.

What can you do?

 Support the Students

•      Middle schools are generally larger and more impersonal than the elementary schools students come from (Dolgin, 2011, p. 311). Often students do not feel centered and comfortable in the school or, consequently their life.

•      As a teacher, help students feel comfortable in the classroom by creating an atmosphere of learning

•      Students need to feel connected, especially in school. Many adolescent students are constantly fighting self-certainty versus self-consciousness. Students are becoming more self-aware and will need help feeling confident in themselves (Dolgin, 2011, p. 158). Forming a connection will help student feel more self-aware.

 Make the Transition Easier

•      Coming from an elementary school, where you are “top dog,” to a new school at the bottom of the food chain is difficult.

•      Get to know the students individually, try not to bog them down with too much homework at the beginning, and, most importantly, don’t let them get lost in the shuffle of adolescent life.

•      Dolgin (2011) suggests that with a task mastery structure, which is less competitive than a performance goal structure, adolescents experience fewer problems in school and come to value the subjects taught (p. 311).  Which means, have students compete against themselves, instead of others.

Reference

Dolgin, K.G. (2011). The adolescent: Development, relationships, and culture (13thed.). Boston, MA: Pearson.