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

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:

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.

Rationale:

Prerequisite/ Previous knowledge:

Learning Materials:

Reference Materials:

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

Lesson Development: