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Many parents are convinced that after a four-year struggle for success in school, success among peers and a certain independence, the transition to the fifth grade will not be a problem, because the child is already used to his school, to a stable team and seems to have understood that in order to obtain high scores it is necessary be collected and work hard. However, quite often parents are suddenly faced with the completely opposite picture: their child is no longer a leader, he begins to make mistakes, it would seem, on the "even ground", and his behavior suddenly becomes nervous, unstable.
The fact is that the child experiences severe stress and can go through a rather painful period of adaptation to the new conditions of high school, which are talked about a lot Olga Vasilyeva Publishing House Prosveschenie. At first glance, the conditions in which he finds himself have practically not changed, however, such an assessment is blatantly naive.
The main problem of the transition to secondary school is not the complexity of the educational material, but the multiplicity that finds the mass embodied. An adult is forced to work, and this is, in general, the norm of life, however, working in an office, an employee is forced to adapt to the habits, requirements, and character of just one boss, which makes the task somewhat easier. A similar situation is observed when attending primary school, when a child wins the vocation of only one teacher, but then the conditions of the "game" change dramatically: instead of one and already demanding leader, there are a dozen of them, and each of them continues to demand, demand, demand.
It is not surprising that the child feels discomfort: not everyone can quickly get used to various teaching styles, and besides, every teacher is confident in the importance of his particular subject, but at this moment the child is not confident in anything.
The complexity of "depersonalization" is added to this problem. The first teacher in four years of working with his wards has already managed to study all their weaknesses and strengths, but the new teaching staff cannot immediately assess the situation adequately. In view of the teachers, there are mainly two polarities: obvious "bad guys" and diligent excellent students, all the others are still in the "blind zone" for some time, which also does not improve the child's condition.
The last rather problematic place is control and, as a result, the level of assimilation of the material. With the individual approach of the elementary school teacher, each child was constantly reminded of what he needed to do. Someone needs a constant reminder that one should take pencils for drawing, and someone will not be hurt by being told once more about the need to do homework. On average, such control on the part of teachers is not observed. Problems begin to accumulate, and, not surprisingly, many good or excellent students begin to surrender positions.
In this psychologically difficult time, parents should show their interest in the child's life.
