With planning and effort now and during the coming months, your eighth grader can set themselves up for a smooth transition to high school!
So many reasons! In eighth grade, the difficulty and volume of material is less, and the stakes are lower than in high school. This makes it easier to master academic content and to learn and practice executive functioning skills. Each student is a unique learner, and it’s important to find best-fit strategies, which takes some trial and error. Better to go through that now than at the start of freshman year.
We anticipate that some eighth graders will have a few knowledge gaps simply because of the nature of the past few school years. If they take the time over the next several months to gradually fill in that foundation, they’ll be in a much better position to hit the ground running come fall. That’s important because the ninth grade curriculum will be more challenging, there will be less teacher support, and the school environment will be new.
Even more reason to buckle down now! Students who do well in middle school with little effort often have not learned how to manage their time or study effectively, and they flail when up against new challenges. You want that executive functioning “infrastructure” in place before it’s needed. That alone will ease the transition to high school.
Determine what physical and digital organization systems will work best for your child. To do that, talk with your child about teacher expectations and their own preferences so that you can tailor a set-up that they’ll stick with. Color coding can be really effective for both physical and digital folders!
Teaching your child how to effectively use an assignment notebook or tracker will take their organization to the next level. The goal should be that by the end of the school year, they’ll be recording all assignments (and writing/symbolizing when there are none), crossing them off once completed, and utilizing the notebook to plan prep for tests and quizzes. Even if your child’s assignments are posted online, this is still a good skill to learn. Not all high school teachers will post online. Getting in the routine of this in eighth grade (with the online component as a checkpoint) will help your child be more independent as a freshman.
Eighth grade is the perfect time to practice self-advocacy skills because school is a familiar place. Think about how you’ll want your child to advocate for themselves in high school, and have them get comfortable doing it now. Meeting with teachers outside of class is a big one. Do they know how to schedule those appointments? What materials they’ll need? How to make the meeting productive?
You might need to do some hand-holding to start, such as helping them write an email to the teacher or role playing. Be clear about your expectations for independence and how you’ll help them get there.
In our experience, students who meet regularly with their teachers understand material better, study smarter not harder, and feel more invested in the class and their grades. They often also get the benefit of the doubt when it comes to mistakes; for example, teachers may be more willing to cut them some slack on a (rare) late assignment, or round up on a grade.
Focus on the big three: reading, writing, and arithmetic. Students need to work toward fluency in all areas, meaning they have solid comprehension and can read, write, and problem-solve accurately and efficiently.
You know what makes a better reader? Reading. Encourage your child to read for pleasure by tapping into their interests. Librarians love to find books and authors that hook students, so enlist their help! Don’t forget about magazines, graphic novels, and non-fiction texts.
When it comes to writing, make sure that your child treats longer assignments as real learning opportunities. They should schedule work time with their teacher to get specific feedback and write multiple drafts. With shorter responses, they should get in the habit of writing in complete sentences—and not just for English class! Often students will attempt to write well for English assignments, and then throw grammar, spelling, and structure out the window in other classes. Being consistent will not only help them solidify skills but also help them become better communicators. If they’re not doing much writing in school, they could keep a journal (what a time capsule that will be!), write letters to friends and family, or write a story based on a photograph.
A few math resources we really like are Khan Academy, ALEKS, and IXL. Just ten minutes a day can make a huge difference!
Working with your child to find direction and structure this semester will lead to a calm and confident transition to high school. And that will impact them well beyond schoolwork. Give us a call if you’d like some extra support!
Kim has a bachelor’s degree in public administration from University of Arizona, a master’s degree in special education from University of Illinois at Chicago, and a master’s degree in educational leadership from American College of Education. She previously worked as a teacher for fourteen years, and as a tutoring director for Nurturing Wisdom—we’re excited to have her back on the team! Learn more about her below.
My favorite class in high school was…geometry (although I prefer algebra) because my teacher, Mr. Warwick, was organized and explained the concepts in an engaging and understandable manner. He made me feel confident when asking questions and was always open to teaching material in a variety of ways.
I loved UIC because…it allowed me to explore Chicago and meet incredible people while working in a variety of schools and educational programs. The Graduate College of Education had teachers that provided real world context and were very supportive to students’ individual goals.
On a day off, you’ll find me…at a sporting event for one of my four daughters, floating down the DuPage River, or at the dog park with my dog, Daisy.
What sets Nurturing Wisdom apart is… the individual care we take with the families we work with and the strong team behind each tutoring decision, including tutoring plans, curriculum, and tutor matches.
Sarah graduated from Marquette University with a bachelor’s degree in education and sociology, and she’s completed coursework in childhood literacy and museum studies. After nine years as a fifth grade teacher in Wauwatosa, Portland, and Chicago, Sarah initially joined NW as a tutor. Learn more about her below!
A tip I’d give to a student to make the most of tutoring would be… that you get out of it what you put into it. If you put in time and energy, and bring a positive attitude, you’ll achieve so much!
I loved Marquette University because… it put me on the path to teaching, introduced me to amazing, life-long friends, and made me fall in love with Milwaukee.
On a day off, you’ll find me… taking a long walk to a coffee shop, chatting with friends, or going on a bike ride and cooking while listening to my latest podcast obsession.
What sets Nurturing Wisdom apart is… that everyone on the team is a life-long learner at heart, and that we care about the whole student. Everyone is dedicated to getting to know families in order to find a great fit for students and tutors.
Shannon has a degree in marketing from Creighton University. After working in the business world for over five years, she decided to go back to school to get her master’s degree in elementary education from Quincy University. Learn more about her below!
My favorite book is… The Sun Also Rises by Ernest Hemingway. This is an amazing book that made me want to travel and see more of the world.
My favorite subject in school was… history because I loved learning more about the world and how the past helped shape who we are today.
On a day off you’ll find me… hanging out with family and friends. In the summer, usually doing something fun outside.
What sets Nurturing Wisdom apart is… it’s team approach to tutoring as well as it’s individualized curriculum! Both the team approach and the curriculum make tutoring and learning more fun and efficient.