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2 slide

Purpose: assessment of the adaptation period in the classroom, problem solving and prevention. Tasks: - to acquaint with the psychological characteristics of the period of adaptation; - identify the causes of maladjustment of students and outline ways to solve the problems that have arisen.

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The main types of human activity in the period "childhood - adolescence" preschooler - game junior schoolchild - teaching teenager - relationships with peers, self-affirmation

4 slide

Signs of successful adaptation: child's satisfaction with the learning process; the child easily copes with the program; the degree of independence of the child in the performance of educational tasks, readiness to resort to the help of an adult only AFTER attempts to complete the task himself; satisfaction with interpersonal relationships - with classmates and teachers. Signs of maladaptation: tired, tired appearance of the child; the unwillingness of the child to share his impressions of the day; the desire to distract an adult from school events, switch attention to other topics; unwillingness to do homework; negative characteristics towards the school, teachers, classmates; complaints about certain events related to the school; restless sleep; difficulty waking up in the morning, lethargy; constant complaints of feeling unwell.

5 slide

1. changing learning conditions Elementary school ONE main teacher ONE classroom ONE class team ONE requirements To gain authority from ONE teacher Transition to 5th grade MANY subject teachers MANY classrooms MANY other children MANY different requirements To gain authority again from MANY teachers

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2. changing requirements The adaptation period further complicates the inconsistency of the requirements of different subject teachers. And all these requirements must not only be LEARNED, but also OBSERVED, and not get confused where what needs to be done. How can you help? First, to see the pluses of these ‘inconsistencies’. These “little things”, which at first make school life so difficult for the child, also bring benefits. He learns to take into account all the requirements, correlate them, overcome difficulties, which means he learns adult life, where “many demands” are in 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 set by teachers. One of the ways is to jointly draw up a schedule with a teenager, indicating the features of completing tasks.

7 slide

3. Lack of control Your child had one teacher throughout elementary school. He served as both a teacher, a class teacher, and a controller. With the transition to the fifth grade, this individual approach disappears. There is a kind of depersonalization of the schoolboy. There are only fifth graders in general. Hence the regression that suddenly appeared in some children: the child begins to act up like a little one, goes to his first teacher or runs after the class teacher. And for others, on the contrary, enthusiastic intoxication with freedom of movement leads to violations of school rules. How can you help? This will be a great opportunity to talk with your child about the responsibility for completing tasks, even when you are not supervised. In addition, a teenager wants freedom - that's a trial balloon for him. Find a plus here too: this attitude introduces a teenager to the world of adults. Be patient. Ask your child about school life more often. Control the completion of homework at first, 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, do not delay: go to the teacher, find out the cause of the difficulties that have arisen. Tell us about the characteristics of your child.

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4. gaps in knowledge During the years of study in elementary school, almost every student has unlearned topics, undeveloped skills and abilities. 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 the child’s failure to assimilate the material was noticed. There is no such tracking in the fifth grade. And, not having mastered the topic (and not immediately coming up to the teacher or parents for an explanation), the child runs the risk of not understanding the next one. The material becomes more difficult from lesson to lesson. This is how deuces appear ... There may also be difficulties in mastering educational material due to a lack of speech development, attention and memory.

9 slide

How can you help? Before doing homework, check that you have mastered the class material. It is important to ensure that the child understands the smallest details of the tasks and can perform similar ones. Ask the child to explain how he performs this or that exercise, why he uses these particular calculations when performing certain tasks. If the child understands everything, but the problem of academic performance still remains, then engage in the development of thinking, memory, attention. After all, observation, attentiveness, and the ability to see the smallest details - all this will help the analysis and assimilation of the material. The development of these mental processes is best done in games, because a stronger motivation appears in the game than in educational activities. Then the fixed skills will be transferred to the learning situation itself.

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Creating a favorable family atmosphere (memo for parents) Remember: How the parents wake up the child depends on his psychological mood for the whole day. It is important that the child gets enough sleep and wakes up easily when his parents wake him up. If parents have the opportunity to walk to school with their child, do not miss it. A joint road is a joint communication, unobtrusive advice. Learn to meet the children after school. You should not ask first: “What grades did you get today?” It is better to ask neutral questions: “What was interesting at school?”, “What did you do today?”, “How are you at school?” Rejoice in your child's success. Do not get annoyed at the moment of his temporary failures. Patiently, with interest, listen to the child's stories about the events in his life. The child must feel that he is loved. It is necessary to exclude shouts, rude intonations from communication, create an atmosphere of joy, love and respect in the family.

11 slide

During this period, parents should be especially attentive to their children. Health Do not forget about changing the child's learning activities at home, create conditions for physical activity between homework. Observe the correct posture while doing homework, take care of the correct light regime. Prevent myopia, curvature of the spine, exercise the small muscles of the hands. Be sure to introduce vitamin preparations, fruits and vegetables into the child's diet. Organize proper nutrition. Take care of hardening the child, maximum physical activity. Raise your child to be responsible for their own health.

12 slide

Results of the survey in grade 5 1. Do you like school? Like - 100% (8 hours) 2. When you wake up in the morning, are you always happy to go to school? I go with joy - 37% (3 ch.) It happens differently - 63% (5 ch.) at home? Would go to school - 76% (6 ch.) Don't know -12% (1 ch.) Would stay at home - 12% (1 ch.) 4. Do you like it when some classes are canceled? Don't like it - 88% (7 years) There are different things - 12% (1 school) 5. Would you like to not be given homework? Wouldn't like to - 64% (5 stu.) Would like to - 12% (1 stu.) Don't know - 24% (2 sect.) 6. Would you like to see only changes at school? Wouldn't like - 88% (7 schools) Don't know - 12% (1 school)

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7. Do you often tell your parents about school? Often - 88% (7 semesters) Rarely - 12% (1 semester) 8. Would you like to have a less strict teacher? Would like to -12% (1 school) Wouldn't like - 76% (6 school) Don't know for sure - 12% (1 school) 9. Do you have many friends in your class? A lot - 88% (7 ch.) Little - 12% (1 ch.) 10. Do you like your classmates? Like - 100% (8 students)

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5th grade parent meeting
Topic: "Difficulties in adapting fifth graders at school"

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Red - joy, delight, from the fact that your child is studying in this class, school. Green - peace of mind for the future of my child. Blue - anxiety, concern, confusion. Black - fear, expectation of trouble, anxiety.

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The fifth grade is a transition not only to a new level, but also to a new period of development - adolescence.

slide 4

Age features of a younger teenager:
the need for a decent position in the peer group, in the family; the desire to acquire a true friend; the desire to avoid isolation, both in the classroom and in a small team; increased interest in the question of the “balance of power” in the classroom; the desire to dissociate itself from everything that is emphasized childish; lack of age authority; aversion to unreasonable prohibitions; reassessment of their capabilities; lack of adaptation to failure; pronounced emotionality

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For how our children will enter this age, whether they will be successful in their studies and life in general, the responsibility lies with us, adults - teachers and parents.

slide 6

Signs of successful adaptation:
satisfaction of the child with the learning process; the child easily copes with the program; the degree of independence of the child in the performance of educational tasks, readiness to resort to the help of an adult only AFTER attempts to complete the task himself; satisfaction with interpersonal relationships - with classmates and the teacher.

Slide 7

Signs of maladaptation:
Tired, tired appearance of the child. The unwillingness of the child to share his impressions of the day. The desire to distract an adult from school events, to switch attention to other topics. Reluctance to do homework. Negative characteristics of the school, teachers, classmates. Complaints about certain events related to the school. Restless sleep. Difficulty waking up in the morning, lethargy. Constant complaints of feeling unwell.

Slide 8

Test "Do you think everything is going well with your child at school?"
If you agree with the statement, then put “+” If the statement does not apply to you, then put “-”

Slide 9

My child loves to go to school. I think that my child would willingly transfer to another school, class. If given a choice, he wouldn't want to study at home. Unfortunately, my child never tells me and relatives about the school with joy. He has many friends in the class. He doesn't like the teachers at school. He actively participates in extracurricular activities, evenings, trips. My child does not get upset when classes are canceled (due to the teacher's illness or other reason). My child rarely does homework without being reminded. Other interests and hobbies do not interfere with his studies at school.

slide 10

Count the number of matches: 1 “+”, 2 “+”, 3 “-”, 4 “-”, 5 “-”, 6 “-”, 7 “-”, 8 “+”, 9 “-”, 10 "+".
8-10 points - Your child has a good attitude towards school and most likely will not have any problems in the near future. 6-7 points - Things are going well at school. 4-5 points - Be careful! There is something wrong with school life. 1-3 points - The child urgently needs your help. He has a negative attitude towards school, associated with conflicts, a decrease in academic performance.

slide 11

Questionnaire of Sergey Stepanov "Styles of parental behavior"
From the four answer options, choose the one that suits you best.

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1) What, in your opinion, determines the character of a person to a greater extent - heredity or upbringing? A. Mainly by education. B. A combination of innate inclinations and environmental conditions. B. Mainly innate inclinations. G. Neither one nor the other, but life experience. 2) How do you feel about the idea that children bring up their parents? A. This is a play on words, a sophism that has little to do with reality. B. Absolutely agree with this. V. is ready to agree with this, provided that one should not forget about the traditional role of parents as educators of their children. G. I find it difficult to answer, I did not think about it.

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3) Which of the judgments about education do you find the most successful? A. If you have nothing to say to the child, tell him to go wash (Edgar Shaw). B. The purpose of education is to teach children to do without us (Ernst Leguwe). C. Children do not need teachings, but examples (Joseph Joubert). D. Teach your son obedience, then you can teach everything else (Thomas Fuller). 4) Do you think that parents should educate their children about gender? A. No one taught me this, and life itself will teach them. B. I think that parents should satisfy the children's interest in these issues in an accessible form. C. When the children are old enough, it will be necessary to start a conversation about this. And at school age, the main thing is to take care to protect them from the manifestation of immorality. G. Of course, first of all, this should be done by parents.

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5) Should parents give their child pocket money? A. If he asks, you can give. B. It is best to regularly give a certain amount for specific purposes and control spending. C. It is advisable to give out a certain amount for a certain period (for a week, for a month), so that the child himself learns to plan his expenses. D. When there is an opportunity, you can sometimes give him some amount. 6) What would you do if you find out that your child was offended by a classmate? A. I will be upset, I will try to console the child. B. I will go to clarify the relationship with the offender's parents. C. Children themselves will better understand their relationships, especially since their grievances are short-lived. D. I will advise the child how best to behave in such situations.

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7) How do you react to a child's foul language? A. I will try to make him understand that in our family, and among decent people in general, this is not accepted. B. Foul language must be nipped in the bud! Punishment is necessary here, and from now on the child must be protected from communicating with ill-mannered peers. B. Think about it! We all know these words. It is not necessary to attach importance to this, as long as it does not go beyond reasonable limits. D. The child has the right to express his feelings, even in a way that we do not like. 8) A teenage daughter wants to spend the weekend at a friend's country house, where a group of peers will gather in the absence of parents. Would you let her go? A. No way. Such gatherings do not lead to good. If children want to relax and have fun, let them do it under the supervision of elders. B. Perhaps, if I know her comrades as decent and reliable guys. Q. She is quite a reasonable person to make her own decision. Although, of course, in her absence I will be a little worried. G. I see no reason to ban.

Name: Adaptation of fifth graders (5th grade parent meeting presentation).
Suhoruchenkova Natalia Nikolaevna
Year: 2010
Pages: 20
Format: ppt (zip)
Size: 5.4 Mb
Quality: excellent
sometimes called difficult. This statement is both true and false. It is true that the complication of the activity, behavior and consciousness of adolescents creates additional difficulties in their upbringing. The very process of turning a child into an adult is difficult. However, at this age there are many wonderful components.

Adolescence- this is the age of seething energy, activity, big ideas, active desire for creative activity. Teenager increasingly striving for independence in everything, he is no longer satisfied with the simple memorization of educational material and its mechanical reproduction.

Some psychologists distinguish in children adolescence a special property of a person, 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 duties 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 growing into an adult.

Areas of work of a school psychologist: adaptation of fifth graders, adaptation of tenth graders.

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

Presentation for parent meeting in 5th grade "Adaptation of fifth graders" - content:

• • Adaptation of fifth-graders to new conditions of study "
  • Age features of a younger teenager:
  • What should fifth graders be like?
  • High School Readiness Criteria
  • Questions for parents
  • Problems that arise
  • Signs of successful adaptation
  • Signs of maladaptation
  • Possible reactions
  • Questionnaire "Feelings at school"
  • Methodology for studying student satisfaction with school life

• How can you help?
• Words that support and that destroy his faith in himself
• Ways to overcome anxiety
• "Open Letter to Parents"

Presentation preview:

Download the presentation "Adaptation of fifth graders" for a parent meeting in grade 5:

Age features of a younger teenager:

• the need for a decent position in the peer group, in the family;
• increased fatigue;
• the desire to acquire a true friend;
• the desire to avoid isolation, both in the classroom and in a small team;

• increased interest in the question of the “balance of power” in the classroom;
• the desire to dissociate itself from everything that is emphasized childish;
• lack of age authority;
• aversion to unreasonable prohibitions;
• susceptibility to teachers' mistakes;
• reassessment of their capabilities, the implementation of which is expected in the distant future;
• lack of adaptation to failure;
• lack of adaptation to the situation of the “worst”;
• pronounced emotionality;
• exactingness to the correspondence of the word to the deed;
• increased interest in sports;
• passion for collecting, passion for music and cinema.

What should fifth graders be like?

Fifth graders should:

• be able to communicate with classmates, have their own opinion and form it taking into account the opinions of others, be able to maintain relationships;
• be able to properly allocate and plan their time, show independence in their affairs and, if necessary, promise to ask for help from adults;
• try to learn, strive to acquire knowledge, be able to study independently;
• be able to make friends, have a permanent friend, communicate with boys and girls, independently resolve conflicts that arise;
• have constant duties at home, perform them without being reminded, help parents;
• be able to communicate with the seller, doctor, etc.;
• to be able to foresee the consequences of their actions, to make a safe, right choice.

Criteria for readiness to study in secondary school:

• the formation of the main components of educational activity, the successful assimilation of the program material;
• neoplasms of middle school age - arbitrariness, reflection, thinking in concepts (in age-appropriate forms);
• a qualitatively different, more "adult" type of relationship with teachers and classmates.

Comparative table of the workload of students in the fourth and fifth grades:

Problems encountered:

• a lot of different teachers;
• unusual schedule;
• many new cabinets;
• new kids in the class;
• new class teacher;
• problems with high school students;
• increased pace of work;
• the increased amount of work in the classroom and for children;
• inconsistency, even inconsistency of the requirements of individual teachers;
• weakening or lack of control;
• the need for each lesson to adapt to a unique
• pace, features of teachers' speech;
• lack of independence in working with texts;
• low level of speech development;
• poor development of independent work skills;
• peculiarity of adolescence.

Signs of successful adaptation:

• satisfaction of the child with the learning process;
• the child easily copes with the program;
• the degree of independence of the child in the performance of educational tasks, readiness to resort to the help of an adult only AFTER attempts to complete the task himself;
• satisfaction with interpersonal relationships - with classmates and the teacher.

Signs of maladaptation:

• Tired, tired appearance of the child.
• The unwillingness of the child to share his impressions of the day.
• The desire to distract an adult from school events, to switch attention to other topics.
• Reluctance to do homework.
• Negative characteristics of the school, teachers, classmates.
• Complaints about certain events related to the school.
• Restless sleep.
• Difficulty waking up in the morning, lethargy.
• Constant complaints of feeling unwell.

Possible reactions:

• intellectual- violation of intellectual activity. Lag in development from peers.
• behavioral- inconsistency of the child's behavior with legal and moral standards (aggressiveness, antisocial behavior).
• Communicative- Difficulties in communicating with peers and adults.
• Somatic- deviations in the health of the child.
• emotional- emotional difficulties, anxiety about experiencing problems at school.

How can you help?

• The first condition for the school success of a fifth grader is the unconditional acceptance of the child, despite the failures that he has already encountered or may face.
• If you are worried about something in the behavior of the child, try to meet as soon as possible and discuss this with the class teacher or psychologist.
• If any events occurred in the family that affected the psychological state of the child (divorce, departure of one of the parents on a long business trip, the birth of another child, etc.), inform the class teacher about this.
• Show interest in school affairs, discuss difficult situations, look for a way out of conflicts together. Informal communication with your child after the last school day.
• Help your child learn the names of new teachers.
• You should not immediately weaken the control over the educational activities of the child, if during the elementary school period he got used to your control.
• Accustom him to independence gradually.
• Mandatory acquaintance with his classmates and the opportunity to communicate with children after school.
• The inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of other people (grandparents, peers).
• The exclusion of such punishments as deprivation of pleasure, physical and mental punishment.
• Accounting for the child's temperament during the period of adaptation to schooling. Slow and uncommunicative children are much more difficult to get used to the class, they quickly lose interest in it if they feel violence, sarcasm and cruelty from adults and peers.
• Granting the child independence in educational work and organizing reasonable control over his educational activities.
• Encouragement of the child, and not only for academic success. Moral stimulation of the child's achievements.
• The main helpers of parents in difficult situations are patience, attention and understanding. Try to create a favorable climate in the family for the child.
• Create conditions for the development of independence in the behavior of the child. A fifth grader must certainly have household chores for which he is responsible.
• Despite the seeming adulthood, the fifth grader needs unobtrusive control on the part of his parents, since he cannot always orient himself in the new requirements of school life.
• For a fifth-grader, a teacher is no longer such an indisputable authority as before; critical remarks may be made against teachers. It is important to discuss with the child the reasons for his dissatisfaction, while maintaining the authority of the teacher.
• A fifth-grader is no longer so interested in studying in itself, many people are interested in going to school because there are many friends there. It is important that the child has the opportunity to discuss their school affairs, studies and relationships with friends in the family, with parents.

Words that support and that destroy his faith in himself:

Ways to overcome anxiety:

• Don't compare your child to others.
• Trust the child.
• Praise him more often, but so that he knows why.
• Demonstrate patterns of confident behavior, be an example to the child in everything.
• Don't make excessive demands on your child.
• Be consistent in raising your child. Do not ban without any reason what was allowed before.
• Try to make less comments to the child.
• Use punishment only in extreme cases.
• Do not humiliate the child by punishing him.
• When communicating with a child, do not undermine the authority of other significant adults. For example, you can’t tell a child: “Your teacher understands a lot, better listen to me!”.
• Help him find a job he loves.

1 slide

Psychological and pedagogical council "Adaptation of fifth-graders to new conditions of study" Teacher-psychologist of AOU school No. 9 Kravchuk O.Yu.

2 slide

Age features of the younger teenager: the need for a decent position in the team of peers, in the family; increased fatigue; the desire to acquire a true friend; the desire to avoid isolation, both in the classroom and in a small team; increased interest in the question of the “balance of power” in the classroom; the desire to dissociate itself from everything that is emphasized childish; lack of age authority; aversion to unreasonable prohibitions; susceptibility to teachers' mistakes; reassessment of their capabilities, the implementation of which is expected in the distant future; lack of adaptation to failure; lack of adaptation to the situation of the “worst”; pronounced emotionality; exactingness to the correspondence of the word to the deed; increased interest in sports; passion for collecting, passion for music and cinema.

3 slide

What should fifth graders be like? Fifth-graders should: be able to communicate with classmates, have their own opinion and form it taking into account the opinions of others, be able to maintain relationships; be able to correctly allocate and plan their time, show independence in their affairs and, if necessary, seek the help of adults; try to learn, strive to acquire knowledge, be able to study independently; be able to make friends, have a permanent friend, communicate with boys and girls, independently resolve conflicts that arise; have constant duties at home, perform them without being reminded, help parents; be able to communicate with the seller, doctor, etc.; to be able to foresee the consequences of their actions, to make a safe, right choice.

4 slide

Criteria for readiness to study in secondary school: the formation of the main components of educational activities, the successful assimilation of program material; neoplasms of primary school age - arbitrariness, reflection, thinking in concepts (in age-appropriate forms); a qualitatively different, more "adult" type of relationship with teachers and classmates.

5 slide

Emerging problems: a lot of different teachers; unusual schedule; many new cabinets; new kids in the class; new class teacher; problems with high school students; increased pace of work; the increased amount of work in the classroom and for children; inconsistency, even inconsistency of the requirements of individual teachers; weakening or lack of control; the need for each lesson to adapt to the peculiar pace, peculiarities of teachers' speech; lack of independence in working with texts; low level of speech development; poor development of independent work skills; peculiarity of adolescence.

6 slide

Signs of successful adaptation: child's satisfaction with the learning process; the child easily copes with the program; the degree of independence of the child in the performance of educational tasks, readiness to resort to the help of an adult only AFTER attempts to complete the task himself; satisfaction with interpersonal relationships - with classmates and the teacher.

7 slide

Signs of maladaptation: Tired, tired appearance of the child. The unwillingness of the child to share his impressions of the day. The desire to distract an adult from school events, to switch attention to other topics. Reluctance to do homework. Negative characteristics of the school, teachers, classmates. Complaints about certain events related to the school. Restless sleep. Difficulty waking up in the morning, lethargy. Constant complaints of feeling unwell.

8 slide

Possible reactions: Intellectual - violation of intellectual activity. Lag in development from peers. Behavioral - inconsistency of the child's behavior with legal and moral standards (aggressiveness, antisocial behavior). Communicative - difficulties in communicating with peers and adults. Somatic - deviations in the health of the child. Emotional - emotional difficulties, anxiety about experiencing problems at school.

9 slide

How can you help? The first condition for the school success of a fifth grader is the unconditional acceptance of the child, despite the failures that he has already encountered or may face. If you are worried about something in the behavior of the child, try to meet as soon as possible and discuss this with the class teacher or psychologist. If any events occurred in the family that affected the psychological state of the child (divorce, departure of one of the parents on a long business trip, the birth of another child, etc.), inform the class teacher about this. Show interest in school affairs, discuss difficult situations, look for a way out of conflicts together. Informal communication with your child after the last school day. Help your child learn the names of new teachers. You should not immediately weaken the control over the educational activities of the child, if during the elementary school period he got used to your control. Accustom him to independence gradually.

10 slide

How can you help? Mandatory acquaintance with his classmates and the opportunity to communicate with children after school. The inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of other people (grandparents, peers). The exclusion of such punishments as deprivation of pleasure, physical and mental punishment. Accounting for the child's temperament during the period of adaptation to schooling. Slow and uncommunicative children are much more difficult to get used to the class, they quickly lose interest in it if they feel violence, sarcasm and cruelty from adults and peers. Granting the child independence in educational work and organizing reasonable control over his educational activities. Encouragement of the child, and not only for academic success. Moral stimulation of the child's achievements. The main helpers of parents in difficult situations are patience, attention and understanding. Try to create a favorable climate in the family for the child.

11 slide

How can you help? Create conditions for the development of independence in the behavior of the child. A fifth grader must certainly have household chores for which he is responsible. Despite the seeming adulthood, the fifth grader needs unobtrusive control on the part of his parents, since he cannot always orient himself in the new requirements of school life. For a fifth-grader, a teacher is no longer such an indisputable authority as before; critical remarks may be made against teachers. It is important to discuss with the child the reasons for his dissatisfaction, while maintaining the authority of the teacher. A fifth-grader is no longer so interested in studying in itself, many people are interested in going to school because there are many friends there. It is important that the child has the opportunity to discuss their school affairs, studies and relationships with friends in the family, with parents.

12 slide

Words that support and that destroy his faith in himself: Words of encouragement: Knowing you, I'm sure you did everything, well. You do it very well. Do you have any thoughts on this? Are you ready to start? This is a serious challenge. But I'm sure. That you are ready for it. Words of disappointment: Knowing you and your abilities. I think. You could do it much better. This idea can never be realized. It's too hard for you, so I'll do it myself.

13 slide

Ways to overcome anxiety: Do not compare the child with others. Trust the child. Praise him more often, but so that he knows why. Demonstrate patterns of confident behavior, be an example to the child in everything. Don't make excessive demands on your child. Be consistent in raising your child. Do not ban without any reason what was allowed before. Try to make less comments to the child. Use punishment only in extreme cases. Do not humiliate the child by punishing him. When communicating with a child, do not undermine the authority of other significant adults. For example, you can’t tell a child: “Your teacher understands a lot, better listen to me!”. Help him find a job he loves.

14 slide

“An open letter to parents” Dear _________________________________________________________________ So I'm in the 5th grade. First of all, I would like to inform you that I am __________________________________________. If compared with studying in the 4th grade, now _______________________________________. Sometimes I _______________________________________________________________________. The most interesting subject for me is _______________________________________________. And I ________________________________________________________________________. But besides that, I want to talk about ___________________________________________ _________________________________________________________________________________. The most difficult for me in the 5th grade is __________________________________________ _________________________________________________________________________________. What I want the most is ________________________________________________________ _________________________________________________________________________________. And in most cases, my mood is ______________________. I also want to say that the teachers who teach classes in the 5th grade _____________ _______________________________________________________________________________. And our class teacher _______________________________________________. I want to admit that I have absolutely no time for _______________________ _______________________________________________________________________________. But here's what interested me, so it's _________________________________ _______________________________________________________________________________. In the 5th grade, I was surprised by ______________________________________________ _________________________________________________________________________________. But I can proudly say that now I can ________________________________ _________________________________________________________________________________. I'm sorry, but I'm being rushed by _______________________________________________. Strongly ______________________________________________. Date _________________ Name __________________