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PROCESS OF ADJUSTMENT OF PRIMARY SCHOOL STUDENT IN SECONDARY
SCHOOL CLASSROOM
The scholarship holder of the international "Bolashak" program, associate professor of the Department of "Finance and Accounting", Taraz University named after M.Kh. Dulaty
Annotation. The article discusses the process of adaptation and the results of its research for the student to continue studying in the secondary school class after graduating from primary school, and analyzes the effectiveness of the performed work.
A very important indicator of teacher behavior when transferring students to the secondary school classroom is helping students understand the many changes in students' academic, personal, and interpersonal relationships after changing schools. The progress and results of the research conductedjointly by teachers, based on the improvement of the quality of education by improving the quality of education and presented the adaptation of primary school students to a new class.
Key words: elementary school, secondary school, adaptation, adaptation of students to the secondary school class, changes in the school environment.
There is reason to believe that the initial period of adaptation is very important for the student to graduate from primary school and continue his studies in the secondary school class. By adaptation we mean the process aimed at overcoming the contradictions between the student and the new environment [1]. In this process, it is possible to distinguish the directions of psychological, social and didactic adaptation. The result of the adaptation process is the quality interaction of the student and the classroom environment, the harmony of relations, the established balance [2].
A concerted effort by both the student and the school is essential to achieve this harmony. The learner has to adopt a new role that suits his personality and requirements as well as the new environment. On the contrary, these requirements must be expressed in a clear, understandable, accessible form and protect the autonomy and dignity of the mature person. When assessing adaptation in a new classroom situation, it is possible to distinguish aspects of the process, conditions and outcomes. The behavior of teachers has a direct impact on the adaptation of students to a new class and its results (the school administration, especially the class teacher, is responsible for creating the necessary conditions for this). Successful adaptation of the student is reflected in how well he can satisfy his needs (psychological, social, didactic and in a new environment). If these needs are met, the student will learn without creating problems for himself or others, and he will develop a positive attitude towards the new class.
The changes in the school environment partly explain the problems which students have in adapting to a new class. If the school environment is not suitable, the student's needs and adaptation will be complicated. The research has identified important factors for successful adaptation of students to a new school. This is the safety of students, a warm and pleasant environment, elsewhere called microclimate or school ethics [3].
The success of adaptation and their continued learning in a new class often depends on the relationship between students and teachers, especially the class teacher.
Those who take the first steps to the educational institution successfully adapt to the primary
class.
TLEUBAYEVA SANTAY AZIZBEKOVNA
RASHAT ZHANSAYA
Graduate student of the international "Bolashak" program, University of Reding,
Institute of "Education"
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At this time, the behavior of teachers has the following characteristics: teachers show interest, care for students, appreciate their efforts, listen, actively involve them in learning, elementary school students feel supported by teachers, can receive personal help.
Adapting students to the middle generation is a difficult and complex task. The transition of primary school students to the secondary school is still an urgent problem of the school. This period is the most responsible and difficult period for students, for their parents, for teachers who have been teaching them for 4 years, and for teachers who are about to take them under their wing.
Therefore, this period can be called the first transitional period in a child's life. This difficulty is explained by the increase in workloads due to age characteristics, that is, in the 5th grade, the academic load and the educational situation change dramatically. If only one teacher teaches them basic subjects in primary school, they have to interact with many teachers in secondary school. Also, in addition to the diversity of teachers, the diversity of their demands, one teacher understanding and caring for the child, one teacher being overly strict and demanding, some teachers raising their voice - all these things create difficulties for a child who has just entered the middle school. affects the psyche of young adolescents [4].
Many other changes can be predicted based on how high school students rate the help they receive from their teachers:
- psychological condition of students (self-esteem, depression);
- interpersonal relationships (relationships with teachers, peers, misbehaving students, problems between children and parents).
The higher the support from the teachers in a new class, the more students try to study, make the better relationship with teachers and peers.
The conducted analysis allows us to conclude that teachers determine the success of adaptation of students who have transferred to a secondary school class in a new class.
In order to achieve harmony in the relationship between the student and the high school class, the catalyst for good communication is the teachers who teach them and the class leader.
The study of adjustment to the secondary school classroom is usually based on the analysis of the subjective experience of students who have changed classes. However, very little research has been conducted on parents' perceptions of teacher behavior with new students and how it affects student well-being in middle school.
In September, the diagnostic work is carried out to determine the psychological readiness of schoolchildren for school, and a psycho-diagnostic card is prepared for each student.
To achieve it, the following tasks were implemented:
- creating conditions of success in the classroom;
- to promote the unification of the class team, the formation of friendly relations among classmates;
- development of class self-management;
- stimulating interest in developing creative, intellectual and physical capabilities and abilities of each student.
In working with the class, teachers pay the main attention to the education of moral qualities: the development of independence, activity, responsibility.
In one of the schools in Kazakhstan, the classes of 5 classes in the 2023-2024 school year were studied in three main subjects (also taught in primary school), where a serious attitude to learning, timely completion of homework, a responsible approach to the lesson, as well as the correctness of the topics given in the thematic calendar according to the plan mastering, coming to class with a plan and preparation is obligatory for every subject teacher.
Table 1 provides a study of the adaptation of 5th grade students to the middle generation on the subject of Kazakh language and literature.
Table 1 - 5th grade students' reading speed on the subject of Kazakh language and literature
№ Class Participants «5» «4» «3» «2» The quality of education Progress
1 5 «A» 28 10 10 8 0 71% 100%
2 5 «Э» 28 8 10 10 0 68% 100%
3 5 «В» 23 6 11 6 0 70% 100%
4 5 «V» 28 7 13 8 0 60% 100%
5 5 «G» 30 11 10 9 0 60% 100%
6 5 «F» 26 9 13 4 0 68% 100%
7 5 «D» 25 9 11 5 0 60% 100%
Total 188 60 78 50 - 65% 100%
The title of the text: fairy tale "Kendebai named Kerkula". A number of participants 188 students, the average percentage of reading speed of "5th" grade students on the subject of Kazakh language and literature was 65%. In general, the achievements of all seven classes are complete, but it is noticed that the quality of education of students of three classes is below the average percentage.
In addition, an important role is played by the indicator of homework assignment, the correct assignment of the required volume and measurement conditions, and the systematic creation of evaluation criteria. There is a friendly atmosphere among the students in the class. Also, it was noted in the reports of the researchers that the 5th grade students can be organized and hardworking, they know how to make it possible for them to respond willingly to the requests of adults, and the teachers give help by calling for discipline.
Table 2 provides a study of the adaptation of students of the 5th grade to the middle generation on the subject "Mathematics".
Table 2 - Study of the adaptation of "5th" grade students to the middle generation on the subject 'Mathematics"
Class Number of students Control work marks The quality of education Progr ess 4th grade 1st term +/-
5 «A» 25 «5»-11, «4»-6, «3»-8, «2»-0 68% 100% 74% 64% -6%
5 «Э» 25 «5»-7, «4»-9, «3»-9, «2»-0 64% 100% 68% 64% -4%
5 «В» 21 «5»-1, «4»-9, «3»-9, «2»-2 48% 90% 65% 52% -17%
5 «V» 25 «5»-3, «4»-10, «3»-12, «2»-0 52% 100% 69% 54% -17%
5 «G» 26 «5»-6, «4»-8, «3»-10, «2»-2 54% 92% 77% 55% -23%
5 «F» 22 «5»-8, «4»-8, «3»-6, «2»-2 72% 90% 80% 65% -8%
5 «D» 27 «5»-4, «4»-13, «3»-9, «2»-1 63% 96% 68% 67% -5%
5 «Е» 28 «5»-12, «4»-10, «3»-6, «2»-0 79% 100% 76% 81% +3%
5 «J» 21 «5»-7, «4»-5, «3»-7, «2»-2 57% 90% 71% 58% -14%
Total 220 - 62% 95% 71% 62% -
Unfortunately, in Table 2, researchers on the subject "Mathematics" found that students cannot solve complex equations. Students cannot work with text reports. They cannot divide a number by a
number and reduce fractions, because they don't fully know the multiplication table. When converting an improper fraction to a mixed number, the integer part and the remainder of the number are not written correctly. Participants: 220 students from nine classes.
The average quality of mathematics education of "5 th" grade students was 62%. In five of the nine studied classes, students' progress is not complete, and it can be seen that the quality of education of students of four classes is below the average percentage. In fact, when these students studied in elementary school, their average achievement in mathematics was 71%, which was a high result. During this period, progress in mathematics increased only in grade 5 "E".
Table 3 - Shows the study of dictation of 5th grade students
№ Class Participations «5» «4» «3» «2» The quality of education Progress
1 5 «A» 28 8 15 5 0 82% 100%
2 5 «Э» 28 7 12 9 0 67% 100%
3 5 «B» 23 5 11 7 0 69% 100%
4 5 «V» 28 7 10 11 0 63% 100%
5 5 «G» 30 6 12 12 0 60% 100%
6 5 «F» 29 6 14 9 0 68% 100%
7 5 «D» 26 6 10 10 0 61% 100%
Total 192 45 84 63 - 67% 100%
The topic of the dictation: "On the road", consists of 70 words. Participants: 192 students.
The dictation literacy of 5th grade students was 67% on average. In general, the achievements of all seven classes are complete, but it can be seen that the quality of education of students of three classes is below the average percentage.
In general, the tasks set in the educational plan have been fulfilled.
- ability to work and discipline in the classroom: students' motivation in classes is high, there is a lot of student movement in the classroom.
- atmosphere in classes and interaction with subject teachers: 5th grade students respect teachers and each other.
Subject teachers have a good opinion about the academic achievements of students, they should take more written work and work to improve their writing skills.
The following tasks are set in the following academic terms:
1. Continue work on the development of the class team: achieving a high level of organization
2. Creating conditions to promote the intellectual development of students (maintaining class performance - 100%, achieving improvement in the quality of education of students, achieving 100% participation in classes).
3. Continue to develop interest in extracurricular activities.
The analysis of the activity showed the development of children's creative activity, the formation of intellectual skills, the children showed independence and responsibility.
In the research report, recommendations were also made in order to reduce feelings of anxiety. In order to prevent bullying among students, a survey was conducted.
Research shows that information about the microclimate of the school is much more important for parents, that is, how high school perceives primary school students, it is not about academic results, but about what kind of support it provides. In addition, a favorable home environment increases the likelihood of successful adaptation to school. In conclusion, in the process of adapting a student to a new high school, it is necessary to establish a balance between the student and the school environment that meets the current psychological, social and academic needs of the student.
It was found that the main indicators of students ' adaptation to the new school are their satisfaction with the change of school and their well-being after the change of classes. The more satisfied students are with the change in school and the higher they value their well-being in the new
environment, the more successful their adaptation to high school will be. Parents ' satisfaction with high school is related to their attitude towards the well-being of their children in the new environment: parents who believe that the well-being of their high school class children has improved will be more satisfied with high school.
It should be noted that the opinions of students and their parents about the high school class are usually very similar.
In general, the tendency of successful adaptation of students in the new school is studied and considered, the indicators of which are lowest in grades 5-8, slightly higher in Grades 11-12 and 1-4, and the highest in grades 9-10. That is, the adaptation rates of students who have moved from primary to secondary school classes are very low [5].
The transition from primary to secondary is traditionally considered one of the most difficult pedagogical problems at school, and the adaptation period in the fifth grade is considered one of the most difficult in school. This is due to an increase in the load on the student's psyche, since in the 5th grade there is a sharp change in learning conditions. At the beginning of the school year, the main goal was to ensure the adaptation of students during the transition from primary to secondary educational conditions. In this regard, on the basis of the plan of school control, conclusions were made on the study and recommendations were given:
- create a situation of success in the classroom;
- promote the unification of the class team, the formation of friendly relations between classmates;
- development of class self-government;
- stimulate interest in the development of creative, intellectual and physical capabilities and abilities of each student.
On the part of teachers, the main attention in working with the class was paid to the education of moral qualities: the development of independence, activity, responsibility.
What difficulties can a student face when moving from elementary school to high school?
Academic: high workload, high teaching standards, poor grades; the higher the class and learning level, the more direct contact between student and teacher, support from teachers and administration, and lack of personal assistance;
Social: having difficulty interacting with peers, school fights;
Psychological: stress, anxiety, stress, loneliness.
It follows that there is a direct relationship between school changes and academic failures. A very important indicator of teacher behavior in adapting to a new environment is to help students understand the many changes in students ' learning, personal and interpersonal relationships after changing schools. Based on how students evaluate the help they receive from teachers, it is possible to predict the indicators of many other variables: the psychological state of students (self-esteem, depression), interpersonal relationships (relationships with teachers, peers, students prone to mischief, problems between the child and parents). The higher the support for teachers in the new school, the better the students will perform there (the higher the class, the better the relationship with teachers and peers [6]. However, the concept of teacher support is not very well defined.
For example, it is not clear what is the difference between the needs of teachers to support students in the first, second and third stages. It can be assumed that some form of this support is of great importance for all students who change schools. According to the study, lowering students ' academic requirements during the transition has a positive effect. However, there may be differences between the education that teachers provide and the support that students at different levels need. Here, in the transition in the third stage, students are given more freedom in choosing subjects, which negatively affects their academic performance if teachers do not support children and their parents need help. The analysis carried out allows us to conclude that in the conditions of the new school, the success of the adaptation of students who changed the school is determined by teachers. To achieve harmony in the relationship between the student and the school environment, the instigator of a good relationship is the teacher.
In conclusion, in the process of adapting a student to a new school, a balance is established between the student and the school environment that meets the actual psychological, social and academic needs of the student. It was determined that the main indicators of students ' adaptation to a new school are their satisfaction with the change of school and their prosperity after the change of school. The more satisfied students are with the change of school and the higher they rate their own frailty in the new school, the more successful their adaptation will be at school. Parents ' satisfaction with the new school is related to their attitude towards the prosperity of their children in a new school: parents who believe that the prosperity of their children has improved in the new school will be satisfied with the new school. It should be noted that the opinions of students and their parents about the new school are usually very similar. As the study showed, a significant factor that has a positive impact on the adaptation of students to a new school is the individuality of teachers.
REFERENCES
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3. Fenzel L. M. change in global self-esteem: a prospective study of changes in global self-esteem and stress during the transition to high school // Journal of early youth. 2000, Volume 20 (l), pages 93-116.
4. Ferraiolo K., Hess F., Maranto R., Milliman S. teacher relationships and the success of school choice // Journal of Political Studies. 2004, volume 32(2), pages 209-222.
5. Fowler F. The big debate about school choice. Computing Center. September / October 2002, volume 76, issue l, pp. 4-8
6. Hardy K. L., Bukowski W. M., Sippola L. K. stability and changes in relationships with peers during the transition to high school // Journal of early youth. 2002, Volume 22, May, pages 117142.
