S. Indira Narayan, Educator
S. Indira Narayan is an educationist with more than 35 years of rich experience in the teaching field. She has held multiple portfolios. She has been associated with St. Ann’s High School, ICSE, ISC, Secunderabad, for over three decades, teaching English language and English literature for classes 10, 11 and 12. The last portfolio she held was as Academic Coordinator, St. Ann's High School, at Kompally Hyderabad, under the same management.
Indira Narayan has conducted numerous workshops for school teachers and continues to do so. She is also interested in writing and blogs regularly on http://vinplaksha.wordpress.com/
A new school, a new chapter, a whole new world. Middle Section, in school years, possibly fits this thought. It may not be a new school for all children, it definitely is a new chapter and of course, a whole new world. Middle school is a transition, a phase that can make or break a child.
Transition and adjusting, is a pattern to follow in school years; from kindergarten to primary, primary to middle school, middle school to high school, and it goes on. The period of all these transitions is just the summer holidays, meaning a child goes to middle school after the primary section years conclude, a summer break is given for about 2 months, and it is back to school - this time to a higher class, to middle school. How much older or mature can a child get in this time? About 2 months older, right? Remember, the time that went by just before this, was summer holidays, time for fun and games, but definitely not for getting prepared for the higher class, the new class as it were.
A shift from grade school to middle school can be trying. Academic expectation and social awareness increase in the middle section. Yet, it is thought that this section is a pivotal phase in a child’s life where academic, social and emotional development happens; a phase that can be tough.
From primary to middle section is one big leap in terms of academics. Number of subjects to be learned increase; science, earlier taught under one subject, becomes physics, chemistry and biology. It becomes three subjects taught individually, with individual test papers. It is another matter that the aggregate of the marks obtained are given under science, in some cases. Where there was one teacher for science, will now have three (usually). Similarly, social science becomes history and geography. Each teacher may have different classroom expectations. This can be hard for children who find it difficult to follow social cues.
Under these headings, all subjects tend to instil an apprehension, and this turns into fear if the student has not done well in the first test. This many happen for various reasons – if the new subject is not introduced properly, if students are not given a brief orientation, if the teaching happens without ascertaining that it has been understood and if parents make hasty conclusions based on the marks obtained. A brief orientation, proper teaching ascertaining proper understanding and parents allowing their ward time to understand, incorporate and apply the new exposure, are imperative for a wholesome development in a child.
Talking about academics takes me to another point that a middle section student faces, which, earlier would start at the high section. They get to hear of terms like competitive examinations, about doing well in these to get admission into good colleges and getting prepared for them (mentally). These pressures come from school staff /teachers and from well-meaning parents who place it directly on their children’s shoulders, making no bones of their expectations. A certain amount of self-motivation from the student is required. One way this can happen is to place various options and details of or the various competitive examinations being held, a little exposure to the different subjects open for them to choose, the highs and lows of academic performance, helping them find their area of interest and from there lead them to be self-motivated. As parents, helping them take the right path for a good future, by way of advice and counselling goes without saying.
Peers can many a time be a source of problems for these middle schoolers. Self-esteem may decline. Comparing herself with her peers, a brilliant child may experience a drop in self-esteem, presuming that some of them may be smarter or better looking or more popular than her. Time to help her focus on her positive points, her talents. Know who her friends are, because good friends matter. They help in building a healthy competition and aid self-motivation.
Talking about transition to the middle school, let us remember that a child entering this phase is suddenly bombarded with a lot of information, social awareness, status, wealth, lifestyle and such; things that did not matter so much earlier as there were lesser challenges to face. Media, Television, open discussion on matters beyond their age, films, do their bit in creating these challenges.
Over and above this, these children see biological changes, of which, some know from friends, for some, parents prepare them. It is sad for those who have very little knowledge on how to handle these physical changes. Blessed are those whose school takes up the responsibility of adult education. All these factors/changes arrive almost simultaneously placing a child on the crossroads of growing up. They need an understanding support.
Even though some may be prepared for biological changes, when these do happen, it does create some apprehension and doubt about how their peers/ friends may react on seeing this, forgetting that they too are going through the same process of change. To be accepted by friends, peers, society is very important for these adolescents.
Middle school does really leave a child in the middle of many things. The oldest students in a primary school become the youngest when they enter middle school. That can create fear, especially so when they may have to face being bullied by their ‘seniors,’ leading to creating a reluctance to go to school regularly. Thus, they miss out on lessons taught, which in turn may bring down their grades. Disappointment follows.
On the home front, they are told that they are now grown up and hence should be ready for some tasks/chores. On the other side, if they show some mature response in front of their elders, they are told to keep quiet as they are too young to understand or respond to the
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