4 steps to make sure the transition back to school goes well

Donatella Fitzgerald MBE
Donatella Fitzgerald MBE
Two school girls getting onto. a schoolbus

As we start thinking about returning to school, the big question for teachers and parents is: How can we help our children get off to a smooth start????

After the long break, students might be keen to see their friends again. But it's not always easy to get back into the class routine. It's especially difficult when students are moving into a new?class or?are facing important exams.?

So what can you do to support children in transitioning back to school at the beginning of the academic year??

Here are 4 steps to help them get off to a great start.??

1. Be organized and create routines

Organizing is what you do before you do something, so that when you do it, it's not all mixed up.? ¨C A. A. Milne?

Have a "family meeting" to brainstorm the routines for the school year,?e.g., tidying room, getting school clothes/uniform/bag ready the evening before, homework routines, family?meal times and exercise. Ensure each member of the family has input into the routine too. Create a chart with the routines so everyone can see what has been agreed upon and how they are being adhered to.

2. Start bedtime routines early

Early?to?bed?and?early?to?rise,?makes?a?man healthy,?wealthy, and?wise. ¨C Benjamin Franklin?

Agreeing on firm bedtimes during the school week is very important for everyone in the family.??

If children and teenagers do not get enough sleep, it can negatively impact their health?and academic achievement. It's important that they are aware of this too.??

In an ideal world, we should ensure that adults and children are not exposed to any form of screen time for at least 30 minutes to one hour before bedtime. This will help everyone sleep better.??

Start the back-to-school sleep transition gradually. To help your child adjust, move bedtime?up by 30 to 60 minutes?at a time over the course of a few days or a week before the start of school so the transition from a later bedtime to an earlier one is progressive.?

3. Talk about homework and teach organizational skills?

When it's obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps. ¨C Confucius?

Organization needs to be taught and practiced. As children get older, homework usually increases. Take an active interest in your child's homework.??

Parents can be supportive by demonstrating organizational skills and helping children with time management. Assist them with creating a plan for their homework and encourage your child (whatever age) to have a study plan of some sort and to set goals for their homework which are SMART:?

  • Specific ¨C Describe in detail what activities they are going to do.?
  • Measurable ¨C How will they know when they are progressing/finished???
  • Achievable ¨C Do they have the skills and resources to get to their goal???
  • Relevant ¨C How does this goal connect to short and long-term targets??
  • Time-bound ¨C Set a concrete deadline.

Teach them how to approach homework with a "strategy". How much homework do they have? How long will it take to do it? Prioritize urgent homework and do more difficult things when they are less tired.??

Make sure there's adequate space in your house and set up a homework-friendly area that is well?lit, and?has a table with enough room to put their pens and books. Of course, this is preferably somewhere quiet.??

Also, it's important that parents are motivators and monitors and that they try to make themselves available for advice. Always praise children for their work and efforts. If you spot any problems, try and address them. Keep distractions to a minimum at home while they are doing their homework.

4. Make mealtimes quality family time: listen and share one good thing about each day?

Kids who grow up having family dinners, when they're on their own, tend to eat more healthily.? ¨C Anne Fishel??

A meal around the table can bring to the entire family and be an important opportunity for daily interaction. Sitting down to eat as a family provides the opportunity to have an influence over both short and long-term family?health, and?can help children establish resilience and the ability to cope with the demands of life as we know it now and in the future. It can also be an opportunity to introduce mindful eating too ¨C being more aware of what and how we are eating.

Additionally, this time together allows for members to talk and share things about their day and also offers an opportunity to establish a strong and powerful bonding experience. How can we make sure family mealtimes are quality time? ?

  • Be attentive and offer undivided attention during this time.??
  • Turn all modern technology off during the meal so everyone is focused on each other.??
  • Talk to each other about topics such as: What lessons do you have today (at breakfast)? What did you enjoy about today? What did you have for lunch (while sharing the evening meal). Tell me one thing you learned today. What made you laugh today? What made you happy today???
  • Listen mindfully to your child's thoughts and worries (if any).?
  • Encourage each member to talk about one good thing that has happened to them that day. This lets them know you are there for them.??
  • Assign mealtime jobs to involve everyone, e.g.: setting and clearing the table and putting away the dishes.

However, sometimes it's not possible to share meal times during the week so plan at least one on the weekend if possible.?

The benefits of any small moment of time can have long-lasting positive influences on your child's mental and physical health. Children model adult?behavior?and if they see you eating and engaging positively with them and others, they will carry this into their own lives.?

With a bit of preparation, the leadup and transition back to school can be smooth and enjoyable not only for children but also for the rest of the family.

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    How teachers can use the GSE for professional development

    By Fajarudin Akbar
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    As English teachers, we¡¯re usually the ones helping others grow. We guide learners through challenges, celebrate their progress and push them to reach new heights. But what about our own growth? How do we, as educators, continue to develop and refine our practice?

    The Global Scale of English (GSE) is often seen as a tool for assessing students. However, in my experience, it can also be a powerful guide for teachers who want to become more intentional, reflective, and confident in their teaching. Here's how the GSE has helped me in my own journey as an English teacher and how it can support yours too.

    About the GSE

    The GSE is a proficiency scale developed by ɫèAV. It measures English ability across four skills ¨C listening, speaking, reading and writing ¨C on a scale from 10 to 90. It¡¯s aligned with the CEFR but offers more detailed learning objectives, which can be incredibly useful in diverse teaching contexts.

    I first encountered the GSE while exploring ways to better personalize learning objectives in my Business English classes. As a teacher in a non-formal education setting in Indonesia, I often work with students who don¡¯t fit neatly into one CEFR level. I needed something more precise, more flexible, and more connected to real classroom practice. That¡¯s when the GSE became a turning point.

    Reflecting on our teaching practice

    The GSE helped me pause and reflect. I started reading through the learning objectives and asking myself important questions. Were my lessons really aligned with what learners at this level needed? Was I challenging them just enough or too much?

    By using the GSE as a mirror, I began to see areas where I could improve. For example, I realized that, although I was confident teaching speaking skills, I wasn¡¯t always giving enough attention to writing development. The GSE didn¡¯t judge me. It simply showed me where I could grow.

    Planning with purpose

    One of the best things about the GSE is that it brings clarity to lesson planning. Instead of guessing whether an activity is suitable for a student¡¯s level, I now check the GSE objectives. If I know a learner is at GSE 50 in speaking, I can design a role-play that matches that level of complexity. If another learner is at GSE 60, I can challenge them with more open-ended tasks.

    Planning becomes easier and more purposeful. I don¡¯t just create lessons, I design learning experiences that truly meet students where they are.

    Collaborating with other teachers

    The GSE has also become a shared language for collaboration. When I run workshops or peer mentoring sessions, I often invite teachers to explore the GSE Toolkit together. We look at learning objectives, discuss how they apply to our learners, and brainstorm ways to adapt materials.

    These sessions are not just about theory: they¡¯re energizing. Teachers leave with new ideas, renewed motivation and a clearer sense of how to bring their teaching to the next level.

    Getting started with the GSE

    If you¡¯re curious about how to start using the GSE for your own growth, here are a few simple steps:

    • Visit the GSE Teacher Toolkit and explore the learning objectives for the skills and levels you teach.
    • Choose one or two objectives that resonate with you and reflect on whether your current lessons address them.
    • Try adapting a familiar activity to better align with a specific GSE range.
    • Use the GSE when planning peer observations or professional learning communities. It gives your discussions a clear focus.

    Case study from my classroom

    I once had a private Business English student preparing for a job interview. Her speaking skills were solid ¨C around GSE 55 ¨C but her writing was more limited, probably around GSE 45. Instead of giving her the same tasks across both skills, I personalized the lesson.

    For speaking, we practiced mock interviews using complex questions. For writing, I supported her with guided sentence frames for email writing. By targeting her actual levels, not just a general CEFR level, she improved faster and felt more confident.

    That experience reminded me that when we teach with clarity, learners respond with progress.

    Challenges and solutions

    Of course, using the GSE can feel overwhelming at first. There are many descriptors, and it can take time to get familiar with the scale. My advice is to start small: focus on one skill or one level. Also, use the Toolkit as a companion, not a checklist.

    Another challenge is integrating the GSE into existing materials, and this is where technology can help. I often use AI tools like ChatGPT to adjust or rewrite tasks so they better match specific GSE levels. This saves time and makes differentiation easier.

    Teachers deserve development too

    Teaching is a lifelong journey. The GSE doesn¡¯t just support our students, it also supports us. It helps us reflect, plan, and collaborate more meaningfully. Most of all, it reminds us that our growth as teachers is just as important as the progress of our learners.

    If you¡¯re looking for a simple, practical, and inspiring way to guide your professional development, give the GSE a try. It helped me grow, and I believe it can help you too.

    Additional resources