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Optimising the
Transition to High
School
Parent Evening
Clare Greenup
2013
Transition
Transition
Transition
Hopes
Fears
Transition
HOPES FEARS
• Do well in exams * Failure
• Make new friends * Being Bullied
• Pick up new subjects * Getting Lost
* Mean Teachers
* Too Much Work
* Too much/too hard
homework
* Being Embarrassed
Transition
ANXIETY
Transition
Transition
In the classroom …
Stage of Stress Cycle
Baseline
**** is calm and in control
This looks like
-
-
-
Trigger
*** experiences a stressor
This portrays as
-
-
-
Escalation
***’s behaviours intensify – increased signs of
agitation
This portrays as
-
-
Teacher Prompts and Behaviours
Specific, performance based praise – low
key
Prepare for any transition as needed
Gentle redirection – visual more than
verbal
Connect and redirect “mate I can see
you’re a bit upset..let’s look at....and we’ll
sort it out later
Prompt to use calm plan if needed
Short purposeful statement – precision
request
Less verbal – gestural/visual cues as
needed
Strategies for ***
http://www.calmclinic.com/anxie
ty/treatment/diet
Transition
Transition
I have …
I am ….
I can …
I HAVE ….
People around me I trust and who love me, no
matter what
People who set limits for me so I know when to stop
before there is danger or trouble
People who show me how to do things right by the
way they do things
People who want me to learn to do things on my
own
People who help me when I am sick, in danger or
need to learn
I AM …
A person people can like and love
Glad to do nice things for others and show my
concern
Respectful of myself and others
Willing to be responsible for what I do
Sure things will be all right
I CAN …
Talk to others about things that frighten me or
bother me
Find ways to solve problems that I face
Control myself when I feel like doing something
not right or dangerous
Figure out when it is a good time to talk to
someone or to take action
Find someone to help me when I need it
Transition
I have
I am
I can
Transition
in the
classroom..
Transition
What you can do at
home..
• Duplicate supplies
at home
• Set up a specific
work area
• Calendar
• Timetabling
WHAT SHOULD BE IN
A WORK AREA
• SPACE!!!
• Computer/laptop
• Paper
• Pencil case
• Calculator
• Filing system
• inbox
• Easily seen calendar
• Easily seen clock
• Timetable (X2)
Transition
In a Classroom …
• Dialogue and questioning
• Breaking Tasks up in to Steps
(scaffolding)
• Goal Setting
• Independence
• Problem Solving
• Modelling thinking opportunities
• Using Mistakes as Learning
Opportunities
Transition
• Map of school game
• Agreements on ICT time
allocations (see handout)
• Watches and telling the time and
conversations about how long
things take
• Designated family times
Transition
Stephen Covey
Transition
Some final mentions…
• Sleep
Transition
• Conflict management, resilience
(bullying)
• Relaxation techniques
• Transitioning students with special
needs
• Transport there and
home – independence
• In the classroom …
• Rite of passage – looking back looking
forward
Autobiographies,
favourite memory
book..
And finally ….
Transition and puberty (be
prepared!)
Emotions
Transition

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Transition

  • 1. Optimising the Transition to High School Parent Evening Clare Greenup 2013
  • 7. HOPES FEARS • Do well in exams * Failure • Make new friends * Being Bullied • Pick up new subjects * Getting Lost * Mean Teachers * Too Much Work * Too much/too hard homework * Being Embarrassed
  • 12. In the classroom … Stage of Stress Cycle Baseline **** is calm and in control This looks like - - - Trigger *** experiences a stressor This portrays as - - - Escalation ***’s behaviours intensify – increased signs of agitation This portrays as - - Teacher Prompts and Behaviours Specific, performance based praise – low key Prepare for any transition as needed Gentle redirection – visual more than verbal Connect and redirect “mate I can see you’re a bit upset..let’s look at....and we’ll sort it out later Prompt to use calm plan if needed Short purposeful statement – precision request Less verbal – gestural/visual cues as needed Strategies for ***
  • 16. I have … I am …. I can …
  • 17. I HAVE …. People around me I trust and who love me, no matter what People who set limits for me so I know when to stop before there is danger or trouble People who show me how to do things right by the way they do things People who want me to learn to do things on my own People who help me when I am sick, in danger or need to learn
  • 18. I AM … A person people can like and love Glad to do nice things for others and show my concern Respectful of myself and others Willing to be responsible for what I do Sure things will be all right
  • 19. I CAN … Talk to others about things that frighten me or bother me Find ways to solve problems that I face Control myself when I feel like doing something not right or dangerous Figure out when it is a good time to talk to someone or to take action Find someone to help me when I need it
  • 25. What you can do at home.. • Duplicate supplies at home • Set up a specific work area • Calendar • Timetabling
  • 26. WHAT SHOULD BE IN A WORK AREA • SPACE!!! • Computer/laptop • Paper • Pencil case • Calculator • Filing system • inbox • Easily seen calendar • Easily seen clock • Timetable (X2)
  • 28. In a Classroom … • Dialogue and questioning • Breaking Tasks up in to Steps (scaffolding) • Goal Setting • Independence • Problem Solving • Modelling thinking opportunities • Using Mistakes as Learning Opportunities
  • 30. • Map of school game • Agreements on ICT time allocations (see handout) • Watches and telling the time and conversations about how long things take • Designated family times
  • 36. • Conflict management, resilience (bullying) • Relaxation techniques • Transitioning students with special needs • Transport there and home – independence
  • 37. • In the classroom … • Rite of passage – looking back looking forward Autobiographies, favourite memory book..
  • 38. And finally …. Transition and puberty (be prepared!) Emotions