January-February2021

NHEG New Heights Magazine Educational | January - Group February 2021
HELPING CHILDREN COPE WITH SCHOOL TRANSITIONS
By Leah Davies, M.ed.
Children report that moving, leaving friends, and changing grades,
schools or classes can cause great anxiety. Transitions for some
students result in academic difficulties, social/emotional problems,
decline in self-concept, poor motivation, decreased attendance, and
increased dropout rates. Since schools are charged with helping
children become well-adjusted citizens, school personnel have an
important role in assisting students’ adaptation to change.
When children enter a school, they are confronted by standards of
behavior, teacher expectations, and social pressure to fit in with their
peers. Children who are different in any way often have difficulty ad-
• In the spring preceding a major school move, have the younger
students write questions regarding the new setting. Then
ask older students to participate in a panel discussion of the
concerns. Or, have older students visit each lower classroom to
share what the next year will be like and to answer questions.
Various formats may be used, but the chosen plan needs to
provide younger children with an opportunity to share their
fears and to hear encouraging responses to them. Thus, they
can build favorable expectations during the summer months.
• Provide a new school orientation program or open house for
children and parents. Include staff introductions, curriculum
and scheduling information, school procedures, student expectations,
disciplinary actions, and other pertinent policies. A
Power Point or video presentation may be included along with
However, Dr. Gardner contends that a broader, more in-depth study of
disciplines is necessary for mastery to be achieved. He also states that
not enough consideration is paid to children who demonstrate artistic,
musical, kinesthetic, and other intelligences and that many talented
children do not receive reinforcement for their particular intellectual
gifts. Since some children do not easily grasp the curriculum presented
in a standard way, he theorizes that they may be labeled as underachievers,
Learning Disabled (LD), Attention Deficient Disordered
(ADD), or as having another disorder.
One of the features of the Multiple Intelligence theory is that there are
more than verbal/linguistic and logical/mathematical ways to learn. If
a teacher is not reaching a student, the theory emphasizes the importance
of using several other teaching methods. Various schools in the
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________ Foster a sense of humor.
________ Seek out and maintain at least one close personal
friend.
Make a list of things that you enjoy doing that are good for you.
Arrange to do one a day.
Write down how you see yourself a year, five years, or ten years
from now.
Share your ideas and goals with someone you trust.
Write down at least five of your worries.
Rank order your list by their importance in your life.
By each worry write ACCEPT, CHANGE, or REJECT.
For each worry decide what your first step will be toward accepting,
changing or rejecting it.
Carry out the steps you listed.
justing to new environments. Hyperactive and special needs children
may find conforming difficult and may require individual consideration.
Children who do not speak the predominant language used at
a tour of the school and a question and answer session.
• Often student orientation programs occur during an assembly
at the beginning of the school year. Or they may be held for
United States have adopted the MI approach that is flexible, child-centered
and fosters independent thinkers. Teachers at these schools
determine how each child learns best and then adapt their instruction
SUCCESSFUL TEACHERS
By Leah Davies, M.Ed.
school have an additional challenge to overcome.
Transitional periods are also opportunities for growth if children have
learned coping skills and are given an opportunity to understand and
adapt to their new environment. Ideally, a transition team is composed
of school counselors, teachers, administrators, parents and
students. They collaborate, plan and support student transitions by
acknowledging student concerns and by creating a sense of belonging
in the new environment.
Some strategies for helping children cope with change are as follows:
• Provide parents and students with a clearly written handbook in
their language concerning school regulations, policies, procedures,
parent involvement, classes, study skills, and other
details.
• Since many parents can access the Internet, furnish a school
website with basic information. It could include a virtual tour of
the school, procedures for enrolling, registration forms for new
students, and other facts to help children transition more easily.
• Greet visitors with a welcome sign and have student art work
displayed throughout the building. Offer school tours for new students
and their parents by individuals who are enthusiastic and
knowledgeable about the school, classes and activities.
a day or more prior to school starting. Representatives from
clubs and organizations are asked to describe their group in
some unique way. In addition, an orientation program may
MULTIPLE INTELLIGENCES
By Leah Davies, M.Ed.
In 1983, Howard Gardner, a noted Harvard psychologist and educator,
wrote Frames of Mind. In it he claimed that human intelligence was
more than a score gleaned from administrating an intelligence (IQ)
test. He said that IQ tests cover verbal, logical, and some spatial intelligence,
but lack acknowledgment of other forms of intelligence. After
much research, he theorized that there are multiple intelligences that
dictate how children and adults process and understand information.
Dr. Gardner’s Theory of Multiple Intelligences (MI) validates what
teachers have observed. Children think and learn in different ways. His
work provides educators with a framework for reflecting on alternative
methods of teaching and assessing student learning. He proposes
that schools adopt the MI approach as an effective way to help every
student master material. Using his approach, teachers identify and
support each child’s capabilities.
and curriculum accordingly. These teachers often have creative freedom
to explore various teaching approaches, such as:
• Helping children identify and develop all of their intelligences;
• Teaching lessons using music, art, drama, movement, cooperative
Before educators can help students cope with their problems and be
ready to learn, they must first take time to care for themselves. The
following are ways educators can take control of their lives and manage
their own stress so that they will be available to assist their students.
________ Accept yourself as an imperfect human being.
________ Believe that you have value and that you can make a contribution
to humanity.
________ Accept responsibility for yourself and your behavior.
________ Exercise.
________ Eat well-balanced meals.
________ Get enough rest.
COPING WITH STRESS
By Leah Davies, M.Ed.
________ Avoid using tobacco, alcohol or other drugs.
________ Cultivate a hopeful attitude by saying encouraging things to
Teachers set the tone in a classroom and can affect children’s lives
in profound ways. What teachers do and say encourages or discourages
their students. When teachers model acceptance and caring
for all children, the students are likely to follow their example. The
resulting classroom climate is conducive to children’s growth and
development. Children thrive when teachers:
• Sincerely like them and believe in their worth
• Are dedicated to helping children learn
• Are enthusiastic about teaching and inspire their students
• Are prepared, consistent and firm
• Provide a nurturing, safe environment
• Accept themselves as imperfect and freely admit to making mistakes
• Model fairness, honesty and dependability
• Listen carefully and give recognition freely
• Are sensitive and respectful of children’s individual differences
• Provide an opportunity for children to help formulate classroom rules
• Help children feel important by allowing them to make choices
• Have clear, high, reasonable expectations for children’s work
• Acknowledge children’s efforts and successes no matter how small
• Stress that it is okay to make mistakes because they are a natural part
of learning
• Avoid threats, sarcasm, favoritism and pity
• Focus on solutions to problems rather than on punishment
• Teach children how to solve their problems peacefully by listening to
each other and by compromising
• Provide opportunities for children to encourage and applaud one
another
• Involve parents or guardians as partners in their children’s education
• Invite them to dream, share goals, and to think of themselves as being
successful
Most teachers and administrators in the United States are required to
place emphasis on linguistic and logical/mathematical abilities.
yourself.
________ Develop effective communication skills.
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