Nationally, practitioners, district leaders, and parents are concerned about the transitions that occur with sixth graders in middle school. Some parents worry that sixth graders in middle school have increased behavior concerns, peer pressure, and a significant decline in academic achievement. According to the data findings in the study conducted in Iowa (Linnenbrink, 2010), the research suggests that it is common for students to experience challenges while adjusting to a new environment; however, not all groups of students experience a negative relationship between building transitions and test scores. The students that transitioned the most in this study experienced the greatest negative relationship between test scores and building transition.
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The transition from Smithville Middle School to Smithville High School is a stressful event and raises emotions, such as: anxiety, fear, and excitement. The more stress a student experiences from numerous changes between buildings the more they are likely to be disengaged, which results in negative discipline behaviors (Ma, 2003). During the 2015/2016 school year, students not transitioning successfully showed one or more of the following characteristics: little or no academic engagement, dropping grades, inappropriate classroom behavior, or inappropriate relationships with other students.
Another reason children might be expressing defiance could be in result of the transition to the middle school. Middle schools are typically much bigger than their elementary schools. The transition to a new or a bigger school can be difficult for children as well. "When adolescents transition to middle school, they tackle a series of new social and educational demands that place some of them at a greater risk for the development of behavioral problems" (Wang & Dishion, 2012). This is a time in their educational careers where they typically start to have more teachers than they previously did in elementary school. There is less of a personal connection with their teachers and there is now a even greater emphasis on social groups. Schools
To me freshmen year can go either way, depends on what middle school you went to. If you went to a school like the one that I went to then the transfer is going to be a pretty difficult because in my middle school there were only 3 periods, english/history, p.e/art, and math/science. So going from 3 periods to 6 the transition is difficult because you are not used to getting homework for more than two classes or taking test for more than two classes. However if you come from a school that has already 6 periods then the transition should be quite easy. In order to adjust to the 9th grade you just need to manage your time properly and most importantly do all your work if you don't want to fail because in high school they are a lot more strict
Everybody has their breaking points. At a young age I was forced to endure mine; only to find that there wasn’t much of a break, but more of a point. With puberty, came a variety of changes: physically, mentally, and perspectivally. As a child, sexual abuse is not fathomable for many, and in most cases, are utterly traumatizing. Entering middle school in the midst of the abuse brought countless days and nights dedicated to realizing the situation that I was in was, indeed, perpetually toxic and morally wrong. Although this was a traumatic experience, I chose, with great pride, to discuss my knowledge that I acquired during this time.
The summer of transitioning from middle school to high school was full of anticipation. I was fourteen and nervous about starting high school, anxiously counting down the days and hours until the first day. I would start swimming that fall for my high school’s swim team; which filled me with both excitement and anxiety over grueling practices and meets. However, all of this anticipation for school and swimming quickly fled once the news of Hurricane Irene broke. The storm was destined to hit the Connecticut shoreline the same week school started. It quickly became the only thing people talked about. If I turned on the news it was all the weathermen would talk about for days and how to prepare for it. My anticipation for school was replaced by anticipating the storm.
Mrs. White waited until the students had all of their materials (spirals and pencils) laid out on the desk before speaking about their assignment. When Mrs. White transitioned from writing to discussion, she let the timer on her desk go off, and once the students put their pencils down and were watching her, she proceeded to pull student numbers out of a cup and would have them read their paragraph to the class. For the last major transition was from this lesson to the beginning of this lesson, Mrs. White told the students that they would be doing this type of quick-write multiple times throughout the year, and then asked the students to put their things away, and be prepared to be separated into groups to do various subjects at the same time.
Closing chapters mean to finish something that started, to leave behind terminated business to be prepared for what is next. It is particularly important to close chapters in your life. It is fundamental to start something new. When you close a chapter in your life it includes having a plan in life and being assertive in your decisions. People that are successful are the ones who plan their life moreover keep moving on. People that have a path planned are ordinarily prepared for any obstacle that comes in your life. Transitioning from middle school to high school marks a quite exciting time in a child's life. But it can be frightening, too. It's not just a move to a different school; it's a whole new environment. The beginning of high school can be overwhelming nevertheless confusing.
For the purpose of this study, additional research was conducted to determine other contributing factors that may impact the academic achievement of sixth graders as they transition into middle school. In North Carolina, researchers studied the working conditions of middle schools and in Australia; researchers examined the motivation and goals that students have to perform well in secondary schools.
In this chapter, I will present the scholarly peer-reviewed literature regarding the transition from middle to high school and possible transition programming for students entering ninth grade. Literature research methods, the philosophical framework, and the need for scholarly research on the transition from middle school to high school are presented. Early indicators for are fully discussed. Five major themes from the literature prevailed and will also be captured. The first theme is the predictive behaviors for at risk students, which include poor attendance, low academic performance in middle school, and student misbehavior (McKee & Caldarella, 2016; Samel et al., 2011). Student transitions to ninth grade are of the highest importance, since transition programs help mitigate the risk factors of students likely for early dropout (Easton et al., 2017; Neild et al., 2008; McKee & Caldarella, 2016). Then, the academic, procedural, and social concerns of students, families, and educators regarding the transition from middle to high school are discussed. Next, the most commonly researched freshman transition program models are explored. Common freshman programs include ninth grade only teams of students and freshman courses focusing on academic remediation (Ellerbrock & Kiefer, 2010, 2013, 2014; McIntosh & White, 2006; Balfanz,
During my freshmen orientation I was introduced to Link Crew, a club which focuses on helping freshmen transition into high school. After experiencing this, I decided that I wanted to impact the lives of other students in a positive manner. I jumped at the first opportunity to make a difference by joining the summer Link Crew program the summer after my freshman year. Ever since, I have enjoyed working throughout school in order to ensure that everyone, particularly freshmen, feel comfortable on campus. The most significant experience I had during my three years of participating in the club was during the summer before my senior year. My partner and I were assigned a group of thirteen freshmen to welcome at the freshman orientation and mentor the remainder of the school year.
Lonely, sad, and secluded describe all the feelings I felt in middle school. Middle school was one of the worst times in my life. Even though it was a rough time, it was a time of learning and growing. By going through all of these emotions and obstacles it has shaped and molded me to be the person I am today. Through the struggles of feeling lonely and secluded it helped push me to do my best every day. Facing obstacles through life just help shape you and prepare you for the future. Obstacles have helped define who I am, how I got to where I am, and why it’s going to matter for the future.
In 2011, I was in the 6th grade and we had to go to the High School building. As if school wasn’t bad enough we had to start learning how to adjust to being in the same school at the high schoolers and to deal with different teachers. It was scary I did not know my way around anything. I was intimated by the higher classmen but at least I was there with my best friend Jessey. She helped me through everything I struggled with the change.
The study followed a total of 2453 sixth grade students from Boston, Massachusetts for three years as they completed middle school. The students were selected from 24 middle schools, consisting of 13 public schools, 9 charter schools, and 2 private schools. The study started off with
The results from the survey revealed new insightful information from students in regard to the perceptions of the transition from middle school to high school. The survey was composed of five distinct areas that were overarching and broad. The goal was to use questions to discover the concerns and issues that eighth grade students might have. The categories were: social interaction, teacher relationships and instruction, academia, environmental factors and student safety. Each category brought interesting and new information.
Baer (1999) indicates that the transition from childhood to early adolescence consists of major changes in a number of psychosocial dimensions. Pubertal timing and the degree of change such as the transition to junior high school bring a heightened potential for problems such as use of drugs and alcohol, the increase of school drop out, decline in academic motivation, and decreased interest in school generally. During this time of change the student is in need of being supported by all those involved with them. The author discussed how students making the transition to junior high school