A Typical Fourth Grader

Where They Are
Nine is a time of rapid learning for kids. Nine-year-olds:

• Want to put some distance between themselves and adults and may rebel against authority.
• Need to be part of a group.
• Seek independence.
• Possess a high activity level.
• Can express a wide range of emotions and verbalize easily.
• Can empathize.
• Can think independently and critically, but are tied to peer standards.
• Begin to increase their sense of truthfulness.
• Are typically not self-confident.

Where They’re Going
At nine years old, your child is learning how to make decisions and set standards. You can help by encouraging your child as she:

• Begins making decisions.
• Gains a greater sense of responsibility.
• Sets personal standards.
• Develops personal interests and abilities.
• Develops social skills.
• Learns to engage in group decision-making.

Source: American School Counselor Association

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Classroom Counseling/Guidance

Fourth Grade

• Peer Practice/Team Building (September)-small groups assigned by teachers and done at recess
• Bully Prevention (November)
• Stress management (February)
• Guidance Lesson (April)-Topic TBD based on teacher input and student needs.

A Typical Fifth Grader

Where They Are
The average ten-year-old has a positive approach to life. She:

• Tends to be obedient, good natured, and fun.
• Possesses a surprising scope of interests.
• Finds TV very important and identifies with TV characters.
• Is capable of increasing independence.
• Is becoming more truthful and dependable.
• Tends to be improving her self-concept and acceptance of others.
• Forms good personal relationships with teachers and counselors.

Where They’re Going
At ten years old, your child is developing communication skills and becoming more mature. You can help by encouraging him as he:

• Improves his listening and responding skills.
• Increases his problem-solving abilities.
• Begins to undergo maturational changes.
• Gains awareness of peer and adult expectations.

Source: American School Counselor

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Topics Classroom Guidance 

Fifth Grade

Team Building Groups – August/September
Stress Management – October
Tolerance – March
Transition to Middle School – April

A Typical Sixth Grader

Where They Are
The average eleven-year-old is heading towards adolescence. He:

• Shows more self-assertion and curiosity.
• Is socially expansive and aware.
• Is physically exuberant, restless, wiggly, and talks a lot.
• Has a range and intensity of emotions.
• Is moody and easily frustrated.
• Can relate to feelings.
• Is competitive, wants to excel, and may put down the “out group.”
• Exhibits “off-color” humor and silliness.
• Teases and tussles.

Where They’re Going
At eleven years old, your child is making the transition to adolescence. You can help by encouraging her as she:

• Copes with changes.
• Transitions to adolescence.
• Works on her interpersonal skills.
• Handles peer groups and pressure.
• Develops personal interests and abilities.
• Takes on greater responsibility for her behavior and decisions.

Source: American School Counselor Association

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Topics Classroom Guidance

Sixth Grade

Transition to Middle School groups –  August/September
Stress Management – January
Compass Groups using  The 7 Habits of Highly Effective Teens by Sean Covey

A Typical Seventh Grader

Where They Are
The average twelve-year-old is entering the stage in between childish and mature behavior. He:

• Is spirited and enthusiastic.
• Can “stay put” longer and exercise self-control.
• Develops a growing sense of intuition and insight into self and others.
• Becomes less moody and may become good-natured around adults.
• Becomes increasingly self-reliant and self-centered.
• Is curious but not ready for long-term planning.
• Has strong desire to be like peers.

Where They’re Going
At this age your child is learning how to be independent as she undergoes many changes. You can help by encouraging her as she:

• Learns to cope with changes.
• Makes the transition to adolescence.
• Works on interpersonal skills.
• Adjusts to peer groups and pressure.
• Develops her personal interests and abilities.
• Gains a greater sense of responsibility for her behavior and decisions.

Source: American School Counselor Association

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Topics Classroom Guidance

Seventh Grade

Friendship/Acceptance Lesson October/November
CFNC (College Foundation of North Carolina) Careers Lesson February
Compass Groups using  The 7 Habits of Highly Effective Teens by Sean Covey

A Typical Eighth Grader

Physical

• Kids this age have high physical energy.
• Skin problems are emerging; hygiene is a key issue.
• Girls: Reach 95 percent of mature height;
• Boys: Voice change for many; growth spurt about a year behind girls

Social

• Neatness is a key issue with personal appearance, but not with personal environment.
• The mirror is their best friend and worst enemy.
• Kids this age are often quieter than 12- or 14-year-olds.
• Their feelings are easily hurt and they can easily hurt other’s feelings.
• Kids this age are often mean when they’re scared.
• Close friendships are often more important to girls.
• Boys hang out in groups.
• Telephone, computer, video games, and other electronic diversions are a major time factor.
• Music is becoming a major preoccupation.
• Peer pressure increases regarding dress, language, music, in-out, being cool.
• Kids this age worry about school work.
• Their humor is highlighted by increasing sarcasm.
• Horseplay and practical jokes are still popular with boys.

Language

• Kids this age often give one word answers to questions.
• Peer lingo is important.
• Their language can be extreme and voices can be loud.
• Kids this age are often rude.

Cognitive

• An eighth-grader’s withdrawn and sensitive nature protects her developing self-concept and intellectual ideas that are not yet fully formed.
• Abstract reasoning and “formal operations” begin to come into play in some 13-year-olds.
• Kids this age take a tentative approach to difficult intellectual tasks; they’re not willing to take big learning risks.
• Many like to challenge intellectual, as well as social, authority.

Source:
From Yardsticks: Children in the Classroom Ages 4-14 by Chip Wood, © 1997 by Northeast Foundation for Children

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Transitioning to High School

To help you with high school planning, please find below the monthly timetable of Magellan services/programs and WCPSS Magnet and Early College dates:

August:

*Overview of high school registration and magnet process at Open House

*Private and Charter School deadlines differ from the Wake County School System deadlines. If interested in having your child attend one of these options, please check their websites for admission details and deadlines.

September/October:

*Magnet and Early College information sessions offered. Check Wake County website for dates and times. www.wcpss.net/magnet

.

November/December:

*Information sessions, as well as, tours at individual Magnet and Early College High Schools continue. Please check individual school websites.

*Counselor will begin regularly distributing high school information through weekly newsletters and email.  

 

January/February:

*Register at base school beginning early January if applying for a magnet option. You will need a birth certificate, proof of residency, photo id of parent/guardian, child’s immunization record, and any necessary custody documents.

*Open House scheduled at non-magnet schools. Please check school websites for specific dates.

March/April:

*CFNC instruction provided for both parents and students. The College Foundation of NC has a wonderful website useful in planning the high school course of study in addition to tracking activities, awards, and accomplishments for college applications. It is also a great tool for researching and applying to college.

*Counselors from many feeder high schools will be on hand at Magellan to provide registration assistance including forms and enrollment materials. 

*”Transition” classes provided for students (who are grouped according to their slated high school). Students will meet with our counselor and former Magellan students to hear tips on transitioning (socially AND academically) successfully to high school.

May/June:

*Parent program regarding helping our students transition successfully to high school

*Drug/alcohol prevention program for students

Parent Tips for School Success

 

• Be positive– A positive attitude towards learning is the best gift you can give your student. Everything you learn, whether it is your most or least favorite subject, will help you grow as a person.

• Get organized – and stay organized. Create a learning space free from distractions and with all needed supplies at your fingertips. Use the agenda to note tests and quizzes, as well as, plan short and long term projects.

• Teach time-management so that students can successfully accomplish what is most important. Doing so also makes it evident when a student is over committed.

• Establish a routine for homework and studying. Doing so sets school as a priority and instills a strong work ethic.

• Check agendas daily for homework assignments for younger students and routinely check teacher websites for older students to ensure all assignments are being completed. If homework is taking longer than would be expected, communicate with your child’s teacher.

• Set personal goals with your students to help them stay on track.

• Make the most of your resources. Instill problem solving skills by having your child reach out for help when needed. Teachers, the counselor, and other staff are all available to help with academic concerns and/or socio-emotional concerns.

• Limit time online or on cell phones. For older students that may have a cell phone or use online apps, give them a short period of time each day in which to check text messages or an app they may use.  All cell phones and online apps should be inaccessible during homework and studying and should be “docked” with parents for the night before bedtime. Remember to monitor in order to teach your child healthy online etiquette.

• Encourage sleep, exercise, and a healthy diet.  It is very important that your child has a healthy lunch each day.

• Prioritize family time.  It can help cushion stress and allows for open communication.

 

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Mental Health Helpful Links

• • • • • • • • • • •  40 Developmental Assets® for Middle Childhood (ages 8-12)
                    • 40 Developmental Assets® for Adolescents (ages 12-18)
                    • Next Chapter
                    • National Movement to Wait until 8th grade to Access Social Media
                    • Supporting Youth Mental Health