Lesson Note for Nursery 1, Nursery 2, Nursery 3, & kindergarten

Lesson Plan on Adjusting to School Life

Subject: All Subjects
Theme: Adjusting to School Life
Topic: Adjusting to School Life
Sub Topic: Adjusting to School Life
Date: dd/mm/yyyy
Class: Nursery 1, 2, 3 & kindergarten
Duration: 35 Minutes
No of Learners: 20

Learning Objectives:

By the end of the lesson The teacher, guardians and Kids should be able to:
  1. Identify their belongings.

    The teacher should improvise a nametag if not available and label everything such as; backpacks, and lunch boxes (everything the child takes to school). It should have the child’s name, address, and phone number where a parent/guardian can be reached, and how the child gets to and from school. The teacher should device means for the child to identify their belonging (such as: Look at your bag; look at the pictures inscribe on your bag, it is so beautiful; touch your bag; let me hold it for you; let me hug it on the wall; let me place it on the shelf; bring me your bag, etc).
  2. Identify their Hobby

    The teachers should gather some information about the child from the parent (such as the Child’s Hobbies) and extracurricular activities are given to the child. Hobbies help kids release stress and gain a fresh perspective on their situation. By engaging in hobbies, kids can have fun and take a break from thinking about their new environment and providing them with much-needed stability and relaxation during a transition to school.
  3. Form a group and make new friends

    The teacher should try some extracurricular activities the school offers. Engaging in their favourite extracurricular activity might bring your child opportunities to make friends at their new school. The teacher can also suggest different activities, from active hobbies like sports, yoga and hiking to creative ones like art, music and writing. The teacher should be sensitive to the kids' needs and have a welcoming environment or atmosphere.
  4. Feel at home right in school

    The teacher should give the child more opportunities to make decisions during the transition, and give the child a little extra control over their new school environment by letting them pick out their first day of school outfit, lunchbox, backpack or binder. Having something new that reflects their personality might make your child feel a bit more confident on their first day of class. The teacher should provide extra attention and support until kids adjust to the routines and demands in the classroom as well as help the kids develop new friendships to replace lost friendships due to relocation of environment.
  5. Develop confidence

    create a book of drawings illustrating the kids' hopes and fears relating to school with stuffed animals, puppets or dolls to show the child what to do when they feel afraid. Talk to them about the transition in a positive way and try not to let your anxiety show. The teacher should give the kids the chance to express their feelings by letting them talk.Do not question or quiz them about family situations. Allow them to express their feelings acceptably.
  6. Kids with a disability will be able to participate in all activities on the same basis as other kids.

    The teacher should create in the classroom or school environment reasonable adjustment to enable kids to share ideas, responsibilities and successes, rather than relying on one or two individuals at home, school, or on an individual teacher to cater to all needs without input from others in the class.
  7. Kids and teachers will be connected.

    The teacher should facilitate positively with peer interactions by communicating with kids in a warm, calm voice and making encouraging statements, such as "Very good teamwork!"
    Ways to develop positive relationships with kids
    1. Show your pleasure and enjoyment of kids.
    2. Interact with learners responsively and respectfully.
    3. Offer kids help (e.g., answering questions promptly, offering support that matches kids' needs) in achieving academic and social objectives.
    4. Help kids reflect on their thinking and learning skills.
    5. Know and demonstrate knowledge about individual kids' backgrounds, interests, emotional strengths and academic levels
    6. Avoid showing irritability or aggravation toward kids
    7. Acknowledge the importance of peers in schools by encouraging kids to be caring and respectful to one another.
  8. Understand the Do's and don'ts

    Do's: The teacher/guardian should;
    1. Make an effort to get to know and connect with each kid in your classroom. Always call them by their names, find out information about their interests and strive to understand what they need to succeed in school.
    2. Make an effort to spend time individually with each kid, especially those who are difficult or shy. This will help you create a more positive relationship with them
    3. Be aware of the explicit and implicit messages you are giving to your learners. Be careful to show your learners that you want them to do well in school through both actions and words.
    4. Create a positive climate in your classroom by focusing not only on improving your relationships with your learners but also on enhancing the relationships among your learners. Be aware that you are modelling behaviour for your learners, whether intentional or not.
    5. learners notice your interaction style. They notice whether you show warmth and respect toward them, other learners and adults at your school. Often, they will model their behaviour after your behaviour.
    6. learners notice the methods you use to manage strong emotions. They notice positive strategies, such as taking a deep breath or talking about your frustrations. Likewise, they notice negative strategies, too, such as yelling at learners or making mean or disrespectful jokes about colleagues. Be aware that learners will often adopt the strategies that you use.
    Don'ts: The teacher/guardian;
    1. Don't assume that being kind and respectful to learners is enough to bolster achievement. Ideal classrooms have more than a single goal: teachers hold learners to appropriately high standards of academic performance and offer learners an opportunity for an emotional connection to their teachers, their fellow learners and the school.
    2. Don't give up too quickly on your efforts to develop positive relationships with difficult learners. These learners will benefit from a good teacher-learner relationship as much or more than their easier-to-get-along-with peers.
    3. Don't assume that respectful and sensitive interactions are only important to elementary school learners. Middle and high school learners benefit from such relationships as well.
    4. Don't assume that relationships are inconsequential. Some research suggests that preschool children who have a lot of conflict with their teachers show increases in stress hormones when they interact with these teachers.
    5. Don't wait for negative behaviours and interactions to occur in the classroom. Instead, take a proactive stance on promoting a positive social experience by including learners in discussions about prosocial interactions and consistently modelling those positive interactions for them.


When children are new to a program, whether they are 3, 4, 5, 6, or 7, they will generally avoid jumping right into play or activity. They are more likely to stand immobile, fiddle with their clothes, suck their fingers, twist their hair, and investigate from the side in a subdued, nonassertive manner (as we might do at a cocktail party or other event where we don't know anyone). As the school year starts, some kids will quickly adjust to in-person learning. Others need more time or extra help. Each child has to move forward at their own pace.
In general, boys seem to adjust after about a month and begin to orient at first to other boys. Girls seem to take a few weeks longer, and their beginning overtures are to the adults. Children may take as long as 3 months before they increase their social approaches and decrease silent observations.A child's adjustment is also influenced by whether the child has had to transfer to a new school or class

Prerequisite/ Previous knowledge:

Learners understand their domestic environment.

Learning Materials:

Pictures, Video, Tv, Flashcards and charts.

Reference Materials:

  1. “Growing Friendships: A Kid’s Guide to Making and Keeping Friends” by Eileen Kennedy-Moore.
  2. Internet/web

Lesson Development:

INTRODUCTIONThe teacher observes carefully and systematically different strategies to use with newcomers they bring to the teacher.Newcomers were given to the teacher.Children approach a new situation (a new classroom/program).
DEVELOPMENTThe teachers are self-conscious about how their centre policies and theories of practice influence children's learning.Centre policies and theories of learning.
Step 1The teacher greets each child as she arrives and asks the children their names.
(The teacher should prompt/ encourage the child to respond to her greetings, ...).
Pupils are to respond to the teacher.Developing relationship between teacher and children.
Step 2The teacher helps children learn about lunch, friends, toilets, and other aspects of the classroom that may be unfamiliar and help children develop buddies.Children listen, observe and pay attention to the teacher.Adjusting children to their new environment.
Step 3The Teachers and caregivers provide models of interactive skills, set patterns for class interaction, and provide help to children who are in the process of acquiring and strengthening social understanding and skills.Children play in a group with their peers.Peeps to peers role of helping children in making smoother adjustments to a new environment.
Step 4The teacher warns each child about fifteen minutes before his parents are to come to pick him up.Children are engaged in warm-up exercises.Allows the child time to disengage and finish up his activity before his parents come.

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EVALUATION Ask the following questions to evaluate the achievement of the set objectives.
  1. Stand up
  2. Hands up / hands down (do 4 or 5 times)
  3. Jump (4 or 5 times)
  4. Run! / Stop! (4 or 5 times)
  5. Turn around! / Stop! (4 or 5 times)
  6. finally "Sit down
  7. Say thank you to the teacher.
  8. Say thank you to your friends.
  9. Say I love you, teacher.
  10. Say I love you, friends.
Children do what the teacher does.
  1. "Stand up" (Teacher stands and so does everyone else)
  2. "Hands up / hands down" (do 4 or 5 times)
    (Teacher does and so does everyone else)
  3. "Jump" (4 or 5 times)
    (Teacher does and so does everyone else)
  4. "Run! / Stop!" (4 or 5 times)
    (Teacher does and so does everyone else)
  5. "Turn around! / Stop!" (4 or 5 times)
    (Teacher does and so does everyone else)
  6. "Sit down"
    (Teacher does and so does everyone else).
  7. Thank you, teacher.
  8. Thank you, friends.
  9. I love you, teacher.
  10. I love you, friends.
Adjusting to school life.
ConclusionThe teacher was able to identify those children in need of social support and worked with those children one on one to give them the support they needed.lost child, the silent observer and children that can get lost in the crowd.
  1. Children’s school adjustment
  2. Children’s cognitive ability
  3. Children’s peer relationships
  4. Children’s theory of mind
  5. Children’s hot executive function
ASSIGNMENT The teacher gives the children a take-home.
  1. What is you name?
  2. What do you do today?
  3. Who do you want to play with tomorrow?
  4. What do you enjoy most today?
  5. What do you want to do in school tomorrow?
  6. What are the names of your classmate?
  7. What can you see in your class?
Parents and guardians to assist and contribute to children's adjustment to school life.

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