Entering an unfamiliar place for the first time can be difficult for anyone.

Tuesday, September 05, 2000

Entering an unfamiliar place for the first time can be difficult for anyone.

New names, new faces. How do I get there from here?

For many children entering school today, these may be a few of the things on their minds.

Transitioning from elementary school to junior high or from junior high to high school can be difficult.

Jeanne McDermott, principal of Ellis Middle School, said that for fifth- and sixth-graders, it’s often an easy time.

Rather than feelings of anxiety and nervousness, they’re excited.

Upon entering sixth grade, McDermott explained that students are put into pods; with 12 sections of sixth grade, there are three sections of kids.

"Even though it’s a bigger building, they’re put into smaller groups," she said.

The first day of school is spent becoming acquainted with new surroundings.

Students often spend about an hour trying to get their lockers open; this is mainly so that they can avoid any unpleasant experiences during the time between classes when they find that no matter how much tugging they do the lock won’t budge.

Another important aspect of the first day of school is getting an idea of their daily travels.

Teachers go through schedules with students, showing them how to get to classes.

"We build smallness into their schedule," McDermott explained.

During this time, academics are not an issue; most students coming up from fifth grade continue to do well.

The little problems arise when they try to do something simple like go through the lunch line; whereas they previously received whatever choices were available, they now have a number of different selections.

"We walk them through it," McDermott said. "We have a very supportive, reassuring staff."

If any staff members notice students who appear anxiety ridden, they help in any way they can.

Problems, McDermott explained, occur more often with students moving from sixth grade to seventh; their grades may fall a bit, as they are now grouped in five sections rather than three.

They move from elementary to a bigger arena, she said.

Since they’re staying with five different teachers, who each are responsible for 130 to 150 students, their problems may not get addressed as quickly.

Because of this, McDermott said that they’re starting a new program this fall.

For the first 20 minutes of the day, there will be an advisory period; a group of 15 to 20 students will be assigned to an adviser who will get to know them really well. McDermott hopes that this program will enhance what was started last year when there were student-led conferences.

Students had a chance to set goals for themselves, but there was no time to discuss them. This new program will be able to monitor what’s going on with every child in the building.

Teachers sit down and discuss concerns they may have, and if necessary, McDermott said, bring the child in or make parent contact.

She also said that parents are encouraged to call the school if they notice their child voicing any concerns or complaints.

Keith Fleming, an administrative assistant at Austin High School, said the biggest adjustment he notices for upcoming freshman is moving from a system of promotion, like it’s been previously, to where they have to earn credits to graduate.

"It’s no longer a grade promotion issue," Fleming said.

With this new transition, Fleming noted that students also have trouble understanding that they have to pass a class, otherwise they must make it up.

"Just because they pass everything else doesn’t mean they’re going to advance to the next grade," he said.

The entire system is a culture shock.

Problems with upperclassmen are more in their minds, Fleming said.

The majority of students go about their day with few difficulties.

Having seven classes a day, five of which are required, have made students a lot more responsible.

Fleming said there is also a ninth-grade team of students who come up with guidelines and standards; they’re not as flexible as previous years may have been.

To assure that students are not hopelessly lost upon entering the building in a few weeks, Fleming explained that they are brought over in the spring and taught the basics of their schedules and what the requirements are.

During a back-to-school night that was held on Aug. 29, freshman were given a chance to tackle their lockers for the first time as well as find their classes.

While Fleming stated that most students eventually get settled in, there are a number of resources available if they find that it takes longer than they’d like.

Students may speak with counselors about academic issues; if they’re feeling stressed, or are having problems with other students, they can go to either a social worker or administration.

A liaison officer also is available to deal with conflict resolution.

If you’re a parent whose child has voiced concerns about the year ahead, Maryanne Law, director of the Parenting Resource Center, offers a number of suggestions to get through the rough patches.

First of all, see if there are any neighbors or family members in school a few years ahead.

If so, see if you can arrange a time where they can speak informally about concerns or questions.

"It’s important for kids to have talked to kids," Law said. "It helps them make connections."

Also, parents should help kids identify what it would be like to have things go well.

"Ask them ‘What does it feel like to be comfortable, secure, and successful?’" Law said.

For children, it’s helpful to get a picture of what a good day or week would be like.

Having a plan or strategy also is something Law highly recommends.

It helps you know what’s best but also gives you some contingency if things don’t work out, she said.

Everyone needs to know they have a support system.

That’s why Law says that this week is perhaps the best week for a fresh start; if children are successful, they feel good.

Think about what the first week of school will look like, Law said, especially family schedules, because once school starts, a lot of routines will change.

Law is a big supporter of having a certain place and time, to be decided by families together, for doing homework.

During this time, Law encourages that no television be on.

"Parents doing something other than watching TV, either reading or balancing their checkbook," she said. "Everyone is doing some sort of tasking. It makes life a whole lot easier."

Being there as a support system is also suggested.

Converse regularly with your child, asking them what their plans are for the day; when the day is over, it gives you an opportunity to maintain sustained interest.

Asking children whether there is anything parents can do to help them is also helpful, Law said.

"Not ‘Can I do it for you?’ but, ‘Can I be supportive?’" she said. "Those are gives and takes. You’re there for them, but they have a power base for themselves."

Parents must also be aware that counselors are available at school, and that it’s perfectly OK for them to connect; whether it be to talk about the child.

Perhaps the most important piece of advice Law offered was to be an empathetic listener; if kids are telling us something, our level of concern should match theirs.

Parents should not react stronger to children than what they’ve shared.