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Transition from middle to high school
Transition from middle to high school
Transition from middle to high school
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Children confront many transitions throughout their lifetime that can be stressful. They face their first transition from home to school, elementary to middle school, middle to high school, and high school to college or work (Schumacher, 1998). However, the transition from elementary to middle school seems to be harder for adolescents due to the personal changes of puberty. Research suggests that roles, expectations, and responsibilities are the primary concerns of students (Akos, 2002). In order to make this transition easier, programs such as “blocking, shadowing, or buddies” need to be implemented the year preceding middle school and continue through the first year of transition. The transition from elementary to middle school is a major event in the lives of students and parents. Most students will experience some emotional turmoil and social adjustment due to unfamiliar students, school staff, multiple sets of behavioral and classroom rules and expectations (Akos, 2002). The results of the middle school years affect young people through adolescence and adulthood (Greene, & Ollendick, 1993). Several studies have reported that this transition is the reason for declines in academic achievement, self-esteem, and interest in school (Kingery, Erdley, 2007). Therefore, these students need to receive assistance prior to, during, and after the move (Schumacher, 1998). Orientation for transition programs should begin for elementary students who will be attending middle school the following year (Ferguson, & Bulach, 1994). Elementary schools need to implement problem-solving skills training for fifth grade students that reduce the level of difficulty with common occurring stressors (Greene, & Ollendick, 1993). Research suggests tha... ... middle of paper ... ...tudents. Retrieved from http://www.eric.ed.gov/PDFS/ED380878.pdf Fields, D. (2002). Transition 101: from elementary to middle school. Education Digest, 67(7), Retrieved from http://web.ebscohost.com.libsrv.wku.edu Greene, R. W., & Ollendick, T. H. (93). Evaluation of a multidimensional program for sixth-graders in transition from elementary to middle school. Journal of Community Psychology, 21. Retrieved from http://web.ebscohost.com.libsrv.wku.edu Kingery, J.N., & Erdley, C.A. (2007). Peer experiences as predictors of adjustment across the middle school transition. Education and Treatment of Children, 30(2), Retrieved from http://web.ebscohost.com.libsrv.wku.edu LaForge, A.E. (1999). What really happens in school. New York: Hyperion Schumacher, D. (1998). The transition to middle school. ERIC Digests, Retrieved from http://web.ebscohost.com.libsrv.wku.edu
The transition from an elementary school to a middle school is a big deal especia...
Throughout the length of schooling, students go through various changes. In their first year of school, children are required to make the transition from being at home for the entire day to being in school for a number of hours a day. These transition periods happen many times through the schooling years, but the most drastic changes occur during the transition from high school to college, where students weather numerous lifestyle changes. While each individual student goes on their own journey, certain themes remain common between different students. Studies are done to look at these themes identifying the numerous differences and similarities.
Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities. Psychology In The Schools, 48(5), 488-501.
The narrator describes the drastic change from elementary to junior high for example the narrator talks about his new situation with his teachers “…what happened was there were teachers now, not just one teacher, teach-erz...” his confusion by the drastic change of having only one teacher to teach his class and help him out then to having multiple teachers. You also get that sense of abandonment and being overwhelmed. He feels abandoned because now that he has multiple teachers, he doesn’t get the kind of attention and care that he was used to in middle school. With all these different teachers with different personalities and classroom rules he
Looking back through my middle school and high school years, I see that I have matured a great amount. I see my current self as someone that treats others with respect, and who does not blurt out anything that comes to mind. I sadly cannot say that was always the case. Throughout high school, everyone changes at least a minimal amount, and sometimes you don’t even notice the changes. Maturity is something that happens naturally for most, and can happen in the matter of a summer break.
The text depicts a historical perspective on Middle Childhood, as during the twentieth century, children were viewed primarily as an economic source of income, in terms of providing for the family. According to the text this happens often in European counties and in parts of the United States. Elizabeth D. Hutchinson, Dimensions of Human Behavior The Changing Life Course 3rd, 2008. In this short review we will look at how this historical perspective in itself is not a question to how, but when these individual give.
Theresa M. Letrello & Dorothy D. Miles (2003) The Transition from Middle School to High School:
School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor.
After almost one-hundred and eight days, the 2015-2016 school year is approaching an end. So far, I have concluded that middle school is basically like building a house. Before middle school has started, in fifth grade, the house only has the boards and the main skeleton of the whole structure. All of the basics are learned in elementary school: learning how to read, learning basic grammar, multiplication, division, addition, subtraction, fractions, the founding of America, how plants create their food, etc., but by the time students reach sixth grade, new knowledge builds onto what is already known. Letters are added into the familiar math equations; stories are written with all of the reading and grammar knowledge; unfamiliar people, wars,
The main purpose of this article, "Bringing Mental Health needs into focus through School Counseling Program Transformation” was to explained how a transformation of a program in a school setting can help tremendously the overall well-being of students. This transformation was done with the collaboration and effort of school counselors, administration, and teachers. This article focus on the need for school counselors to be involved more into the mental health problems of the students, rather than being so overwhelmed with managing testing, clerical tasks, and tracking credits (Gruman, Marston, & Koon, 2013). The first main point this article wanted to explain to the reader was the link between students’ psychological concerns and the students’ ability to succeed academically in school. In addition, to point out the difficulties that school counselors experienced to help students with high risk mental problems. For example, due to the limited time that a school counselor has to actually use to the fullest his or her counseling skills in a school setting, the school counselor may face difficulties identifying students’ mental health problems (Gruman, et al., 2013).
Middle childhood is defined a number of ways, but perhaps best defined as the ages 6 to 12 years of age or prepubescent to pubescence Middle childhood is a challenging time and a major challenge is social constructs, as this is the earliest time when children begin to move away from parental influences and establish more meaningful peer and other adult relationships. It signifies a new set of social contacts with adults and other children as well as a wider variety of settings than those that characterize early childhood. Children begin to see themselves as a part of a bigger whole. Peer influences can become more powerful than the adults in the children’s life and impact their sense of self. Grouping is established and teasing of others groups and children begins to take hold in establishing social ranking. This can be a critical time for children and a great time for a social work practitioner to implement interventions to assist vulnerable children. However, a child who has one or two adults or trustworthy peers to whom she may turn may learn that peers cannot necessarily be trusted to give her good feedback. (website) Providing a setting were children could expand their ideas, make like minded friends and have the mentoring of trustworthy adults can transition children into the next developmental phase. They begin to look at different perspectives and can see another point of view. The world opens up before them, while this is an exciting time; it is also perhaps the most turbulent.
Middle childhood is the time where children start to fully develop their skills. They develop their comprehension skills, communication skills, and many more. In order to get a better look into the life of children during this stage, I decided to observe my niece’s friend, Ryan, who is almost at the end of her middle childhood stage. Ryan is an eleven year old girl who attends Bassett Elementary. I choose to observe Ryan because, she is a very unique girl who does not always fit into what the average girl her age is like.
When students miss out on social opportunities in a typical classroom they are missing out on opportunities for academic enrichment (collaborating on projects, working in pairs, participating in class discussions) as well as personal and social enrichment (making new friends, playing games). The long-term goals are to continue building relationships over time and having greater social competence. “The earlier we can intervene with these children and teach the necessary social skills, the more likely it is that they will become adjusted and socially competent young adults and adults” (Stephens 2). Adolescence is a critical time in society; it is a developmental period where children have an experimental foundation for developing a variety of social skills. Therefore, if we implement these skills at an early age, these children will be able to apply them to their everyday lives and communicate with others more
Influence plays a major role in their overall development. Promoting social and emotional skills and intervening in cases of difficulty very early in life will be effective for promoting positive experiences among children. Peers play important roles in children’s lives at much earlier points in development. Experiences in the beginning of life have implications for children’s acceptance by their classmates in nursery school and the later school years. When I was in the fourth grade a really wanted to be accepted by people around me. I would switch my friends a lot looking for people’s approval. For example, if I was friends with a girl on Tuesday but I heard someone say she was weird I would abandon the friendship in order to gain peer approval. Early friendships and positive relations with peer groups appear to protect children against later psychological
Super and John Holland. Journal of Counseling and Development : JCD, 75(1), 5-16. doi: 10560445.