Mental Health Sixth Grade Complete Volume

The core teaching goal of "Mental Health for Sixth Graders in One Volume" has never been to enable sixth grade children to achieve "zero emotions and full positivity", but to help them, who are in early adolescence and the turning point of elementary school to junior high school, learn to identify fluctuating emotions, establish a sense of self-worth that is not tied to grades, and master at least one way to actively ask for help. This is the most practical conclusion after I taught 4 rounds of sixth grade psychology classes in 3 primary schools and polished 7 versions of lesson plans.

When I first entered the industry, I followed the teaching reference catalog step by step. The first unit was about "adapting to changes in entering higher education", the second unit was about "Adjusting Exam Pressure", and the third unit was about "Healthy Interactions with Peers". As a result, after just two weeks of class, I was yelled at by a boy in the back row: "Teacher, what are you talking about? They don’t need it. What bothers me the most now is that my mother monitors me every day as a junior high school student. Even if I play Lego for 10 minutes, I will be called ‘ignorant.

Later on, I would do an anonymous survey in the first class of every semester, and the answers I received were varied: less than 30% of the children mentioned the pressure of the entrance examination. The highest proportion of remaining worries was "My good friend has been playing with other people recently and ignored me", followed by "When my parents talked, they mentioned my brother who went to the key junior high school next door, which made my ears tingle." There was also a child who wrote, "I have an acne on my face, and someone in the class laughed at me as a 'pox brother', and I don't want to go to school." You see, children in sixth grade are always thinking about getting promoted to junior high school. They are at the juncture of the second leap in self-awareness. They look much thicker than those in the third and fourth grade. In fact, their hearts are so sensitive that others can ponder them for a long time with just one look. They are like a half-ripe peach, with a hard skin that bounces back when touched, but a soft inside that makes water flow when pinched.

Currently, academic circles and front-line educators have always had differences in the use of this textbook: researchers in the field of developmental psychology have repeatedly emphasized that the core growth task of 11-12 years old is to complete the identity transition from childhood to adolescence. At this stage, it is most taboo to tightly bind self-worth and grades. Otherwise, when you meet more powerful opponents in junior high school, you will easily fall into the dead end of self-denial. Therefore, The textbooks should focus on self-identity and emotional acceptance, with less emphasis on "score-improving skills" and "time management"; but front-line head teachers and principals also have real difficulties. Last year, there was a child in our district who ranked in the top 20 of his grade in average scores. After falling forty in the mock test, he locked himself at home for three days and refused to go out. If he had been taught specific stress coping methods early on, he might have been able to avoid this step. Both statements are reasonable. There is no absolutely correct educational formula. The key is to follow the state of the children in your class.

What impressed me the most was the boy from Class 6 (2) last year. He usually scored perfect scores in math tests every time. Last time he performed abnormally in the mock test and fell 12 places. He tore up the paper and threw it out the window on the spot. The class teacher was about to take him to the Academic Affairs Office for criticism, but I stopped him. Later, at the "Emotional Storage Box" activity, he wrote an anonymous note: "My mother has already found a relationship with a key junior high school. If I fail to pass the test, everyone will say that I am a waste who went through the back door." When the note was read out, the whole class fell silent. I asked if anyone had similar feelings, and half of the people raised their hands. Later, we didn’t talk about any big principles in that class, so we played the game “My Three Bright Points” together. At the beginning, all the boy wrote was “First in the math test, top three in the English test, and not lagging behind in Chinese.” The classmates around me would help him: “You were the relay in the last sports meeting.” After falling, you still got up and ran to the finish line." "You fixed the multimedia in the class that was broken." "You helped me teach math problems for half an hour last time." He lowered his head and his ears were red. After class, he secretly slipped me a small note and said, "It turns out that I have other uses besides studying."

Oh, by the way, I encountered a particularly interesting thing last week. There was a girl in Class 6 (1) who used the "non-violent communication" she learned in class on her mother. Originally, her mother was holding a tablet and wanted to scold her for playing for half an hour without studying, but she directly raised her eyebrows. The head said: "Mom, I just finished writing two papers and played for 20 minutes to relax. I set the alarm clock and I will give it to you at 10:00. Please don't be angry, okay?" Her mother was stunned on the spot. Later, she came to school specifically to find me and said that she didn't expect that this class could solve family conflicts.

Now I never turn through this textbook in page order. Which page is dog-eared or has graffiti drawn on it means that the children in that class have the best response. Sometimes in the middle of class, everyone is complaining about too much homework, so I just take out half of the class and let everyone complain. After they finish complaining, we can work out what can be changed and what can't be changed, and how to accept it. If there are too many mock tests recently, I will temporarily add two "complaint conferences", where everyone writes all their dissatisfaction with the exam on the blackboard, and then erases it after writing. To put it bluntly, this book is not only for teaching children. In many cases, it is a reminder for those of us who are engaged in psychological education and parents: Don’t always focus on the point of "from primary school to junior high school". Every little emotion you help him catch now will be the confidence for him to dare to look back to you when he goes to junior high school or high school and encounters bigger obstacles.