There are 30 minutes left on the clock; students have reached their halfway point. So now that students have reached half time, it’s time to crack out the oranges, or in this case, the bigger books and focus on the final half. As a coach, it’s time to pull out the motivational efforts and words of encouragement to take the W (win) or for students, it’s an A, B or C … or D, but let’s not keep that last one as an option.
As a Year 10 student, students begin to transition into their senior years of schooling, i.e. the ones that really “count”. Unfortunately, those late nights spent working on the Year 8 English oral presentation or the Year 9 science diorama don’t actually impact on their final score, but it is excellent training for the end game. Experience is now on your side, and if they haven’t already, for the next 3 years of schooling, students should begin to (the keyword being “should”) knuckle down.
Getting focused and prepared before the first day of Year 10 isn’t a bad thing. As students are entering a new phase of their learning, one that may require more effort and focus, getting into the mindset that goes with this new-found effort is always a plus. Encouraging students to prepare for their studies will make the transition a little less painful. Possibly looking to the subjects or curriculum that’s going to be taught and followed this year can bring about the much-needed reality for students before opening up the books on the first day.
Starting and staying organised is a key part of transitioning into the senior years of school. To keep on top of everything, whether it’s school-related or social or sport-related, let’s get a diary sorted. In some cases, schools provide their students with a diary, in which case Year 10 might be the year it looks a little bigger. Why, your students may ask? Well, you can tell them, that this time and for the next few years, it’s expected that they actually use it to log what needs to completed that day or week and to know when things are due … shocking I know. Adding in the extra activities like Mum’s birthday lunch or soccer training can help to show what needs to be completed and when.
Define their study strategy. Now that your student is in the big leagues, of study that is, it’s time to really make sure their study works for them. Perhaps your student is a visual learner. They need to see the example mapped out to understand how it works and operates. Maybe your student finds it easier to absorb information through aural strategies where simply listening to the teacher is enough to retain information. Alternatively, your student could identify as what is deemed a kinaesthetic learner and learn via doing things of a more practical nature. So, an aural learner shouldn’t waste their time drawing and annotating just the same as a kinaesthetic learner isn’t going to learn by listening to someone speak about a topic. Helping your student to really define what type of learner they are will assist when it comes time to study.
Urge your student to talk to their peers and teachers. At the end of the school day, both are there to help and support students from a lost hat all the way to an assignment meltdown.