Mindful Listening in Grades 5 and 6

Introduction

Fifth and sixth graders have a truly marked need to talk - almost all the time. [As a teacher, I couldn’t stop it; thus, much teaching energy was focused on encouraging “on task” talk.] Creating tasks that keep more mature students learning while talking about relevant content is a continuing challenge. These children are quite interested in examining topics in depth, and are fascinated by looking at various sides of differing issues, especially social issues. They are very curious about the topics that interest them. (And it is SO difficult to motivate them with regard to topics they’ve decided are not interesting.) They can be a bit unpredictable in that one day, it works to treat them “as children,” on other days they wish to be treated “as teenagers” (which is doubly difficult since they don’t know what it might mean to be considered to be teenagers), and there are other times when they like to be treated like adults. Teachers of children at these levels are always “dancing” to find the “right” teaching moves for groups of these truly complex individuals. Intermittent use of “Hands Down, Speak Out” will be motivating to fifth and sixth graders.

At this age, children are beginning to develop some very strong talents and abilities. They are gaining knowledge and skill that, in many cases, will help guide them throughout their lives.

Children at this age demonstrate more advanced cognitive abilities compared to earlier stages. They engage in more abstract thinking, hypothetical reasoning, and logical problem-solving. Their ability to plan and organize becomes more refined, and they are becoming adept in thinking more critically and considering others perspectives.

Fifth and sixth graders become more interested in expanding their social connections beyond their immediate family, including the use of social media. They seek friendships with peers who share their interests and may develop more complex relationships characterized by loyalty and shared activities. They pay attention to their appearance, social status, and how they are perceived by others. They also start exploring and developing their personal values, beliefs, and identity.

Physical growth is notable at this age. Fifth grade classes definitely look bigger than fourth grades, and sixth grade student groups are considerably bigger than fifth graders. (We don’t know how the parents keep them in clothes!) Hormones are kicking in and there are physical changes that can be frightening and sometimes embarrassing.

Students in fifth and sixth grade experience a wide range of emotions and may become more sensitive to criticism or peer judgments. They may exhibit mood swings or experience a stronger need for privacy. Emotional self-regulation continues to develop, though it may still be a work in progress. They desire more independence and responsibility and seek opportunities to make decisions, take on new challenges, and demonstrate their competence in various areas.

Fifth and sixth graders may express a greater interest in managing their own time and activities. They begin to develop their own sense of right and wrong, and their decision-making is influenced by principles and values they are forming. They may display increased concern for fairness and justice. They become more skilled at articulating their thoughts, engaging in conversations, and using language for persuasion and negotiation.

It's important to note that these characteristics are general tendencies and will vary extremely among individuals. Children within this age range may have very different rates of development and exhibit unique strengths and challenges. Supporting their growth involves providing opportunities for social interaction, fostering emotional well-being, encouraging their growing autonomy, and offering challenging and age-appropriate learning experiences.

Teachers of children at grades 5 and 6 are confronted with students who are rapidly developing and whose needs are changing relatively quickly. For instance, I (Mary Alice) once took a 6th grader into the hallway for a conversation about his behavior and his response was, “Give me a break, Ms. Barksdale! It’s just my hormones.” In truth, he was probably right and I conceded the point that this was most likely the case. But I still needed some modifications in his behavior toward others. For teachers, working with these students can be very challenging and unbelievably rewarding.