THEORETICAL ASPECTS OF SCHOOLCHILDREN'S FAIL AND WAYS OF THEIR CORRECTION

The concept of school failure

Failure is understood as a situation in which the behavior and learning outcomes do not meet the educational and didactic requirements of the school. Poor progress is expressed in the fact that the student has poor reading, counting skills, weakly owns the intellectual skills of analysis, generalization, etc. Systematic poor progress leads to pedagogical neglect, which is understood as a complex negative qualities personality, contrary to the requirements of the school, society. This phenomenon is extremely undesirable and dangerous from a moral, social, and economic standpoint. Pedagogically neglected children often drop out of school and join risk groups. Underachievement is a complex and multifaceted phenomenon of school reality, requiring versatile approaches in its study.

Underachievement is interpreted as a discrepancy between the training of students with the mandatory requirements of the school in the assimilation of knowledge, the development of skills and abilities, the formation of experience in creative activity and the upbringing of cognitive relations. Failure prevention involves the timely detection and elimination of all its elements.

Danilov M.A. connects poor progress with the driving forces of the learning process, namely its contradictions. He believes that underachievement occurs when the contradictory unity of opportunities, students and what is required of them are violated. Okon V. Solidarity with M. A. Danilov, because he defines academic failure as a violation of interaction between participants educational process(students and teachers) and external conditions. Particular characteristics of educational work are given in the work of Gelmont A. M. He indicates different levels of assimilation educational material. Under the educational material, he means the paragraphs of the textbook, and he correlates different types of assimilation with a certain level of semantic processing of the text. Gelmont A. M. divides students into the following groups:

1. Poor students who cannot follow the progress of the teacher's explanation have great difficulty in understanding the text of the textbook.

2. Underachieving students who partially cope with analysis-synthesis, for example, only when it comes to specific objects, phenomena.

Common to this or that group is an unwillingness to strain their mental strength, a negative attitude towards more complex forms and methods of work.

We found the best definitions in the book by V. S. Tsetlin “School failure and its prevention.” Here are the lines from this book: "Underachievement is understood as a discrepancy between the preparation of students with the requirements of the content of education, fixed after any significant segment of the learning process - studying the topic, the end of a quarter, half a year, a year." Here, V. S. Tsetlin defines the lag. “Lagging behind is a failure to meet the requirements (or one of them) that occurs at one of the intermediate stages within that segment of the educational process that serves as a time frame for determining progress. The word "backlog" denotes both the process of accumulation of non-compliance with the requirements, and each individual case of that non-compliance, i.e. one of the steps in this process. The backlog is a break in continuity.” One cannot but agree with the author of the book that academic failure and backwardness are interrelated. Further, he points out that in poor progress as a product, individual lags are synthesized, it is the result of the lag process. Diverse lags, if they are not overcome, grow, intertwine with each other, and ultimately form poor progress. In this regard, the task of preventing poor progress is to prevent these growths and immediately eliminate them.

The failure of schoolchildren is naturally associated with their individual characteristics and with the conditions in which their development takes place. Pedagogy recognizes the education and upbringing of children at school as the most important of these conditions.

The study of the problem is increasingly associated with a wide range of social issues, involves the use of data from all sciences about a person, an individual, a personality.

It is didactics that is called upon to give a definition of poor progress, that this task cannot be solved by other sciences, since the concept of poor progress is, first of all, a didactic concept associated with the main categories of didactics - the content and process of learning.

Although the task of disclosing the essence of underachievement has not been set in the literature, in many works one can find approaches to its solution. One of these approaches is to analyze the conditions that give rise to underachievement. So, A. A. Budarny connects poor progress with the driving forces of the learning process - its contradictions. According to this position, in cases where the contradictory unity of the capabilities of students and what is required of them is violated, failure occurs. Similar thoughts are expressed by Blonsky P.P., who defines academic failure as a violation of the interaction between students, teachers and external conditions.

However, studies carried out in line with this approach cannot be considered sufficient; they are aimed at clarifying the external connections of the phenomenon and leaving its internal structure in the shade.

A backlog is a failure to meet the requirements (or one of them) that occurs at one of the intermediate stages within that segment of the educational process that serves as a time frame for determining progress. The word "backlog" means both the process of accumulation of non-compliance with the requirements, and each individual case of such non-compliance, i.e. one of the steps in this process.

Failure and backwardness are interrelated. In poor progress as a product, individual lags are synthesized; it is the result of the lag process. Diverse delays, if they are not overcome, grow, intertwine with each other, and ultimately form poor progress.

To answer the question of why a backlog is possible, we must first analyze the factors of academic achievement.

The study of relevant scientific data has made it possible to identify three main factors of academic achievement: the requirements for students arising from the goals of the school; psychophysical abilities of students; social conditions of their life, upbringing and education at school and outside of school.

The requirements for students form the basis for the development of tests and assessment criteria. The requirements of the content of education can only be met when they do not exceed the physical and mental capabilities of schoolchildren and are in accordance with the conditions for the education and upbringing of children.

In the capabilities of children, two closely related sides are distinguished - physical capabilities (the state of the body, its development) and mental (development of thinking, memory, imagination, perception, attention). When developing requirements for students, specialists in each academic subject are guided by a certain norm of the capabilities of children of one or another school age.

The psychophysical abilities of children change and improve under the influence of social conditions, including the influence of the educational work of the school. The content and methods of teaching increase (and sometimes delay, lower) the abilities of students.

Social conditions (in the broadest sense of the word) as a factor in academic achievement also interact with the abilities of children. These are the conditions in which children live, study, are brought up, living conditions, the cultural level of parents and environment, class occupancy, school equipment, teacher qualifications, availability and quality of educational literature, and much more. And this factor is somehow taken into account when determining the content of training.

The same conditions of education and upbringing have a different effect on children brought up in different conditions, having differences in the body, in general development. Not only education, but the whole life of a child affects the formation of his personality, and personality development is not carried out under the influence of external conditions alone.

In determining the elements of poor progress, it is necessary to rely on didactic, methodological and psychological literature, using programs and textbooks, as well as the results of observations of pedagogical processes.

It is necessary to proceed from the fact that the content of education prescribed for the school is expressed not only in programs and textbooks, but also in the literature explaining them. Methodological materials, programs and textbooks reveal the specific content of each subject and partially - general principles and the ideas behind them. Psychological and pedagogical literature explains the goals and objectives of the new content, its features.

Performance Scorecard:

1) make at least one indirect conclusion, combine existing knowledge, skills and abilities in obtaining new knowledge;

2) apply existing knowledge, skills and abilities in a new situation, selecting them and combining them, making separate indirect conclusions;

3) strive for knowledge of a theoretical nature, for their independent acquisition;

4) actively overcome difficulties in the process of creative activity;

5) strive to evaluate their achievements in cognitive activity.

Failure to comply with the set of these requirements characterizes the poor progress of schoolchildren.

The elements of failure are the following shortcomings learning activities student:

1) does not own the minimum necessary operations of creative activity, combining and using existing knowledge, skills and abilities in a new situation);

2) does not seek to acquire new knowledge of a theoretical nature;

3) avoids the difficulties of creative activity, is passive when confronted with them;

4) does not seek to assess their achievements;

5) does not seek to expand their knowledge, improve their skills and abilities;

6) did not master the concepts in the system.

These features are the signs of the concept of "failure" for those subjects in which the leading role belongs to creative activities based on knowledge, skills and abilities.

Failure, as a result, is characterized by the presence of all elements. In the process of learning, its individual elements may arise, and they appear as lags.

Thus, underachievement is understood as a discrepancy between the preparation of students and the requirements of the content of education, fixed after any significant segment of the learning process (for example, a chain of lessons devoted to the study of one topic or section of the course, academic quarter, half year, year).

In order for the teacher to be able to single out the process of student failure, he needs to know the psychological characteristics of unsuccessful students.

Psychological features of school failure .

In the studies of scientists-teachers (Babansky Yu. K., Esipov B. P., Zankov L. V., Shatsky S. T. and others), the causes of poor progress are usually divided into those dependent on the teacher and not dependent. Among the first EsipovB. P. names the following: the teacher's poor knowledge of the subject and the methods of teaching it, the inability to be demanding of students, the ignorance of the individual characteristics of students, the poor organization of their work, the inability to combine exactingness with the student with respect for his personality, the wrong choice of ways to establish contact with the family, and others .

Shatsky S. T. saw the solution to the problems of poor progress in the organization of an individual approach to schoolchildren. Following him Budary A. A. came to the conclusion that it is necessary to differentiate the education of schoolchildren by highlighting in class three the most characteristic groups of students in terms of the degree of perception and understanding of the educational material.

Blonsky P.P. considered the biological inferiority of the child to be the main reason for poor progress. Highlighting the reasons that lead to poor progress, Blonsky P.P. indicated the following:

Low efficiency, that is, the inability to properly organize their educational work;

Lack of interest in teaching and desire to learn;

Weak general development.

Arkin A.E. considered social factors to be the cause of academic failure:

Unfavorable atmosphere in the family;

Poor living conditions;

Lack of books and teaching aids;

Class overcrowding;

Weak professional staff.

A serious reason for failure is the mistakes of parents. Wishing to quickly develop the child’s ability to self-regulation and self-control, often parents read morals to him, thereby instilling a sense of inferiority, give instructions, killing independence, and also protect him from mass prohibitions, forcing them to comply under the pressure of threats and punishments. Some children are terrified of making a mistake when preparing homework. This happens when parents pedantically check them and at the same time are very dramatic about mistakes. Even if the parents do not punish the child, psychological punishment is still present.

The teacher's incorrect assessment of the nature and causes of difficulties leads to poor progress, leading to high requirements in the cognitive sphere of the child, the personality as a whole. This, in turn, causes big problems, which are becoming more and more difficult to overcome every year. There is a chronic backlog in the assimilation of school knowledge, which leads to secondary disorders of psychosocial development and various forms of deviant behavior.

An environment depleted of natural stimuli adversely affects the student:

Closed premises;

Limited spaces.

This leads to the fading of the figurative-sensual perception of the world, the narrowing of visual horizons, and the oppression of the emotional sphere of the student. As a result, the absolute and relative burden on the student turns out to be much greater than the normative one, and the physical price of his teaching is too high.

Difficulties in learning, leading to school failure, are also caused by shortcomings in the preparation of the child for school. Children who have not acquired the necessary experience of communicating with adults and peers before school are not self-confident, they are afraid not to meet the expectations of adults, they experience difficulties in communicating in the school team and fear of the teacher, leading to neurosis and school fear. Difficulties in learning are also influenced by the general condition of the child: a violation of the formation of individual mental functions and cognitive processes, a violation of the formation of school skills, motor disorders, emotional disorders.

All these factors cause the development of school failure, in which, in addition to violations in the acquisition of knowledge, the child has violations in behavior, in interpersonal interactions, deviations in mental well-being, expressed in neuroses, various emotional and behavioral reactions, in which the child suffers, constantly feeling his own inferiority, uncertainty about the correctness of one's behavior, one's decisions. In this situation, the child experiences a stable, emotional distress: the constant expectation of failure at school, a bad attitude towards himself on the part of teachers and classmates, fear of school, unwillingness to attend it. The state of unaccountable, indefinite anxiety gives rise to anxiety - an emotionally sharpened sense of an impending threat, fear of certain objects or thoughts, a feeling of fear. It manifests itself in the fact that the child is lost when asked, does not find the right words to answer the question, speaks in a trembling voice, and often becomes completely silent. He makes a lot of unnecessary movements, or, on the contrary, becomes motionless, constrained. At the heart of this fear lies the fear of making a mistake, committing stupidity and being ridiculed. Most of all, children are afraid to answer at the blackboard, it is at the blackboard that their defenselessness is fully manifested.

In some cases, fear is caused by conflicts with peers, fear of manifestations of aggression on their part. The social position of the student, which imposes on him a sense of responsibility, duties, can also provoke the manifestation of fear, the fear of "being the wrong one." The child is afraid not to be in time, to be late, to do something wrong, to be condemned and punished, because he tries to acquire new knowledge, takes his duties seriously and is very worried about grades.

Dubrovina V.I. combined the psychological causes underlying academic failure into two groups. The first includes shortcomings in cognitive activity in the broad sense of the word, and the second - shortcomings in the development of the motivational sphere of children. Among the psychological causes of the first group, the following three stand out:

Unformed methods of educational activity;

Deficiencies in the development of mental processes, mainly the mental activity of the child;

Inadequate use by the child of his individual typological features, manifested in cognitive activity.

It is easier to prevent the causes of failure than to overcome them. Therefore, the successful education of a child in school is considered as a complex characteristic of the child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment.

Psychologists Anufriev A.F. and KostrominaS. N. identified a number of difficulties in teaching younger students and possible psychological causes of these difficulties.

Approximately 20% of children from the whole class can skip letters in written works. This phenomenon has several reasons - a low level of development of phonemic hearing, poor concentration of attention, lack of formation of self-control techniques, individual typological personality traits.

19% of children constantly make spelling mistakes, although at the same time they can answer any rule by heart - this is a case of the so-called "underdevelopment of spelling vigilance." Possible reasons are as follows: low level of development of arbitrariness, lack of formation of methods of educational activity, low level of volume and distribution of attention, low level of development of short-term memory, poor development of phonemic hearing.

About 17% of the class suffer from inattention and distraction. The reasons were identified as follows: a low level of development of arbitrariness, a low level of attention span, a low level of concentration and attention stability.

14.8% of children experience difficulties in solving math problems- Poorly developed logical thinking, poor understanding of grammatical structures, lack of formation of the ability to focus on a system of signs, low level of development of figurative thinking.

Approximately 13.5% of children have difficulty retelling the text. Reasons: lack of formation of the ability to plan one's actions, poor development of logical memorization, low level of speech development and figurative thinking, low self-esteem.

13.1% of children are restless. Most often, this is caused by a low level of development of arbitrariness, individual typological characteristics of the personality, and a low level of development of the volitional sphere.

12.7% of children have difficulty understanding the teacher's explanation the first time. Psychologists Anufriev A.F. and Kostromina S.N. identified the following reasons: poor concentration of attention, unformed reception of educational activities, low degree of perception and arbitrariness.

11.5% of children have constant dirt in their notebooks. The reason may be in the poor development of fine motor skills of the fingers and in an insufficient amount of attention.

10.2% of children do not know the addition (multiplication) table well. This is due to the low level of development of mechanical memory and long-term memory, with a weak concentration of attention and with the unformed methods of educational activity.

9.6% of children often fail to cope with tasks for independent work. The reasons are the lack of formation of methods of educational activity, the low level of development of arbitrariness.

9.5% of children constantly forget school subjects at home. The reasons are a low level of development of arbitrariness, a low level of concentration and stability of attention, and the main reason is high emotional instability, increased impulsivity.

The child writes badly from the board - 8.7% - has not learned to work according to the model. 8.5% of children do excellent homework, but do poorly in class work. The reasons are different - the low speed of the course of mental processes, the lack of formation of methods of educational activity, the low level of development of arbitrariness.

6.9% - any task has to be repeated several times before the student begins to complete it. Most likely, the low level of development of voluntariness and the lack of skill in performing tasks according to the oral instructions of an adult are to blame.

6.4% of children constantly ask questions. This may indicate a low level of attention span, poor concentration and stability of attention, a low level of development of attention switching and the development of short-term memory, and an unformed ability to accept a learning task.

5.5% of children are poorly oriented in notebooks. The reasons are the low level of perception and orientation in space and the weak development of the small muscles of the hands.

4.9% often raise their hand and keep silent when answering. They do not perceive themselves as a schoolchild, or they have low self-esteem, but difficulties in the family, internal stress, individual typological characteristics are possible.

0.97% - comment on the marks and behavior of the teacher with their comments. The reasons are difficulties in the family, transferring the function of the mother to the teacher.

0.7% of children cannot find their desk for a long time. The reasons are hidden in the weak development of orientation in space, in the low level of development of imaginative thinking and self-control.

In order for the child not to have the problem of school failure, you need to help him adapt to school. It is extremely important that this adaptation be carried out without serious internal losses for the child, without deterioration in well-being, mood, self-esteem. It is necessary to help him feel comfortable at school, to release his intellectual, personal, physical resources for successful learning and full development.

In the psychological and pedagogical literature, this problem is reflected in the following way. Coming to school, the child finds himself in a qualitatively new world for him, which causes a restructuring of the whole way of life and activity. The child has the goal of adapting to:

School teacher;

Teaching;

Discipline at school.

To prevent the problem of academic failure, many psychologists recommend that students develop knowledge, skills and abilities using specific material, develop and apply various types of assistance to successfully solve the tasks presented.

The most important warning of poor progress, according to B.P. Esipov, is the teacher's individual approach to children, based on knowledge of the personality of each student and the correct organization of the student's home independent work.

Babansky Yu.K. has developed a system of measures to prevent the failure of schoolchildren, which is based on the organization of diagnostics of the "real possibilities of schoolchildren", the establishment of the dominant causes of this phenomenon and the optimal use of available means of pedagogical influence.

Thus, there are many reasons for school failure. For example,

Biological inferiority of the child;

Insufficient preparation of the child at school;

Disadvantages of cognitive activity;

Shortcomings in the development of the motivational sphere of the child;

Individually - typological features of the child;

social factors;

Causes of failure depending on the teacher (poor knowledge of the subject and teaching methods by the teacher, inability to be demanding of students, ignorance of the individual characteristics of students, poor organization of their work, inability to combine exactingness with the student with respect for his personality, etc.).

In my opinion, problems leading to student failure can arise at any stage. schooling Therefore, it is important to carry out and conduct systematic work in order to prevent, prevent and overcome the problem of school failure. Only with the help of an integrated system of joint activities of teachers, psychologists, parents, the child himself, relying on the help of psychologists, and, if necessary, medical specialists, can success be achieved.

Ways to correct school failure

Modern didactics offers the following as the main ways to overcome academic failure:

1. Pedagogical prevention - the search for optimal pedagogical systems, including the use of active methods and forms of learning, new pedagogical technologies, problem-based and programmed learning, informatization of pedagogical activity. Babansky Yu.K. for such prevention proposed the concept of optimizing the educational process.

2. Pedagogical diagnostics - systematic monitoring and evaluation of learning outcomes, timely identification of gaps. To do this, the teacher's conversations with students, parents, monitoring a difficult student with fixing data in the teacher's diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made are used.

3. Pedagogical therapy - measures to eliminate backlogs in learning. AT domestic school These are extra classes. In the West - alignment groups. The advantages of the latter are that classes are conducted based on the results of serious diagnostics, with the selection of group and individual teaching aids. They are taught by special teachers, attendance is mandatory.

4. Educational impact. Since failures in learning are most often associated with poor education, an individual planned educational work which includes work with the student's family.

Educational and developmental pedagogical influences come to the fore in work with underachieving schoolchildren. The goal of working with underachievers is recognized not only to fill in the gaps in their educational preparation, but at the same time to develop their cognitive independence. This is important because, having caught up with his comrades, the student should not lag behind them in the future. A temporary reduction in requirements for underachieving students is allowed, which will allow them to gradually catch up.

The causes of failure are neutralized (elimination of negative circumstances and strengthening of positive aspects).

When working out ways to improve the educational process, as a rule, we have in mind the creation of especially favorable conditions for underachieving schoolchildren. Separate measures are also being developed for all students; they serve to improve the general conditions of education and upbringing of students at school. This includes proposals for improving accounting and control, recommendations on how to intensify the cognitive activity of students and their independence, strengthen the creative elements in it, and stimulate the development of interests. The ways of re-educating relations proposed in some pedagogical and psychological works seem to be fruitful: to put before the student such tasks that are accessible to him so that he can achieve success. From success, even the smallest one, a bridge can be built to a positive attitude towards learning. For this purpose, they use gaming and practical activities, involve underachieving high school students in classes with lagging junior high school students. In this case, the pedagogical activity forced the students to understand the values ​​of knowledge, to be critical of their studies at school.

Attention was also drawn to the special conditions of the survey for underachieving students. It is recommended to give them more time to think about the answer at the blackboard, to help present the content of the lesson using a plan, diagrams, posters. It is recommended to combine the survey of poorly performing students with the independent work of other students so that it is possible to conduct an individual conversation with the responding student, find out his difficulties, and help with leading questions. It is noted that in the course of independent work in the classroom, it is useful to divide tasks for low-performing students into stages, to instruct them in more detail than other students.

Much attention is paid to the differentiated work of the teacher in the classroom with temporary groups of students. It is proposed to distinguish three groups of students: weak, medium and strong. The task of the teacher is not only to bring up the weak to the required level, but also to give a feasible load for average and strong students. At certain stages of the lesson, independent work is organized in groups, and students perform tasks of varying degrees of difficulty. The teacher helps weak students first. At the last stage, students make a report on their independent work. This principle of constructing a lesson is used in the practice of many schools. It is important to note that the groups are temporary, the transition from one to another is allowed for students at their request and is made by the teacher, taking into account the success of each student's learning.

In practice, schools widely use various kinds of additional classes with lagging behind. The prevalence of this measure, although it is rightly criticized for irrationality, is explained by the fact that it increases the amount of time for studying the material. This method is the only one for those teachers who do not know how to differentiate the work of students in the lesson, to individualize homework.

Another important issue relates to the organization of training for repeaters.

The repeated course causes great damage to the school, injures students and is ineffective. In this regard, the idea arose and there is a rather wide practice of creating special classes (and schools) both for underachieving students with a slow pace of development, and for overage students, repeaters and those remaining in the third year in the same class. A feature of teaching in special classes is their lower occupancy, special teaching methods and programs that provide for the elimination of gaps for previous classes.

It is very important to identify the causes of failure in a timely manner and eliminate them. If in the lower grades the child did not develop the skills and desire to learn, then every year the difficulties in learning will grow like a snowball. Then the parents pay attention to the condition of the child and begin to urgently take tutors. But usually it's too late. The child has already formed a negative attitude towards the learning process, and he does not understand most disciplines. Endless "studies" on the part of parents sometimes worsen the already bad microclimate in the family.

When poor progress is detected, the teacher mentally refers to the circumstances that immediately preceded the student's receiving unsatisfactory grades and could affect his progress. First of all, circumstances such as missing lessons, failure to complete homework, student inattention in class are usually striking. A thoughtful teacher does not stop the analysis at this point, on the contrary, he tries to find out what personality traits of the student and what circumstances of his life could cause the actions he noticed. The reasons here can be very different: the student's illness, and his indiscipline, and weakness of character, and poor living conditions, and his conflicts with teachers and comrades. Based on the results of his analysis, the teacher can decide what educational influences are needed.

Conclusion

Underachievement is a complex and multifaceted phenomenon of school reality, requiring versatile approaches in its study. In the psychological and pedagogical literature, poor progress is interpreted as a discrepancy between the training of students with the mandatory requirements of the school in the assimilation of knowledge, the development of skills and abilities, the formation of experience in creative activity and the upbringing of cognitive relations.

Primary school age is the most important stage of school childhood. The main achievements of this age are due to the leading nature of educational activities and are largely decisive for subsequent years of study. Peducator, knowing the psychological causes of failure junior schoolchildren can help to overcome and prevent these difficulties.Obtaining the stamp of a "poor" student at primary school age often determines in many respects the future fate of a person, his attitude to learning in a secondary, secondary special or higher school. At the same time, failure in the primary grades is often due to subjective reasons, but by no means to a general lack of development or lack of abilities in a child. By studying the psychological causes of failure, the teacher will be able to organize his work so that the process of education and upbringing is more effective and by the end of primary school age the child should want to learn, be able to learn and believe in himself.

Thus, having considered the theoretical aspects of school failure, its causes and ways to eliminate them, we can conclude that:

1. Underachievement is like a discrepancy between the training of students with the mandatory requirements of the school in mastering knowledge, developing skills and abilities, shaping the experience of creative activity and education of cognitive relations.

2. Underachieving students, as a rule, have gaps in factual knowledge and special skills for this subject, which do not allow characterizing the essential elements of the concepts, laws, theories being studied, as well as carrying out the necessary practical actions. The presence of gaps in the skills of educational and cognitive activity, reducing the pace of work so much that the student cannot master the necessary amount of knowledge, skills and abilities in the allotted time. An unsuccessful student has an insufficient level of development and upbringing of personal qualities that do not allow the student to show independence, perseverance, organization and other qualities necessary for successful learning.

3. Overcoming underachievement is carried out on the basis of studying students, analyzing their activities and developing a typology of underachieving students. The main place in the psychological and pedagogical literature devoted to overcoming poor progress is occupied by the analysis and classification of its causes. To overcome poor progress, individual tasks are used, the division of educational tasks into separate stages (steps), special survey conditions, and additional classes.

“This is a terrible danger - idleness at the desk;

idleness six hours a day, idleness for months and years.

It's corrupting."

V.A. Sukhomlinsky

Each of us dreams in life to achieve some heights, to take place as a person, in general, to become successful. What is success? In my opinion, success is a combination of elements, such as public recognition, a good family, etc. If you try to build a logical chain of achieving success in life, in particular, getting an interesting and prestigious job, it may look like this: - To get a profession, you need to enter and succeed in college. - For admission, knowledge and skills to apply them are needed.

And good knowledge can be obtained if you study hard and successfully at school. It would seem that a simple chain is obtained. But only a few follow this chain. But what about the rest? Why do they study poorly? What is it connected with? With the fact that they do not want to learn or cannot? Or maybe something else matters?

The problem of poor progress worries everyone: both adults and children. Obviously, there is not a single mentally healthy child in the world who would like to study poorly. When the dreams of successful school years are broken into the first "deuces", the child first loses the desire to learn, and then he simply skips classes or becomes a "difficult" student, which most often leads to new negative manifestations in behavior. Underachieving students begin to look for people around whom they will not feel insignificant. So they find themselves in yard companies, replenishing the army of hooligans, drug addicts.

What is failure?

underachievement - this is a lag in learning, in which, in the allotted time, the student does not master at a satisfactory level the knowledge provided for by the curriculum, as well as the whole range of problems that a child may have in connection with systematic training (both in a group and individually).

In order to find a means to overcome failure, one must know the causes that give rise to it. There are two groups of reasons for failure: external and internal

to external causes.

Social, i.e. a decrease in the value of education in society, the instability of the existing educational system.

2. Imperfection in the organization of the educational process in the field(uninteresting lessons, lack of an individual approach, overload of students, unformed methods of educational activities, gaps in knowledge

3. Outside influence– streets, families, etc.

to external causes.

The main internal reason for underachievement today is becoming health defects of schoolchildren caused by a sharp deterioration in the level of material well-being of families. Medical institutions note that every fourth child has serious health problems from the moment of birth. This must be taken into account when organizing the educational process, because a person suffering from certain ailments is not able to endure colossal training loads.

Low development of intelligence, which should also find timely reflection in the preparation of programs and the creation of new textbooks. Educational material should be feasible for most students.

Internal reasons include lack of motivation to learn: the child has an incorrectly formed attitude to education, he does not understand its social significance and does not strive to be successful in educational activities.

And finally the problem poor development of the volitional sphere in students.

K.D. Ushinsky: "Teaching based only on interest does not make it possible to strengthen the will of the student, because not everything in the teaching is interesting, and much will have to be taken by force of will."

The main signs of student failure are:

gaps in factual knowledge and special skills for this subject, which do not allow to characterize the essential elements of the studied concepts, laws, theories, as well as to carry out the necessary practical actions;

gaps in the skills of educational and cognitive activity, reducing the pace of work so much that the student cannot master the necessary amount of knowledge, skills and abilities in the allotted time;

insufficient level of development and upbringing of personal qualities, which does not allow the student to show independence, perseverance, organization and other properties necessary for successful learning;

the student cannot reproduce the definitions of concepts, formulas, proofs, cannot, while presenting a system of concepts, deviate from the finished text; does not understand the text built on the studied system of concepts. These signs appear when students ask appropriate questions.

difficulties of a teenager, manifested in the form of lagging behind in studies, emotional instability.

Among the main ways to detect student backlogs are:

observing students' reactions to difficulties in work, to successes and failures;

questions of the teacher and his requirements to formulate this or that provision;

teaching independent work in the classroom. When they are carried out, the teacher receives material for judgment, both about the results of the activity and about the course of its course. He observes the work of students, listens and answers their questions, sometimes helps.

Great help in identifying motivated children and development creativity students are provided with a psychological service of the school. Psychological support is carried out as follows:

testing students to identify existing knowledge, skills (monitoring);

diagnosis of achievement motivation and the presence of creative potential in students;

diagnostics of individual abilities of students; testing self-assessment of their abilities.

The world school has accumulated only two approaches to solving this problem. The first is the transfer of unsuccessful students to the next class, where training is carried out according to programs with low requirements. The second is the re-study of the course for the past year, that is, repetition, which, as has long been shown, does not justify itself either in the economic, or in the psychological, or in the pedagogical sense. Therefore, it is very important to identify the causes of failure in a timely manner and eliminate them. If in the lower grades the child did not develop the skills and desire to learn, then every year the difficulties in learning will grow like a snowball.

Contrary to popular belief, the failure of schoolchildren is not always due to low mental abilities or unwillingness to learn. In pedagogical practice, in the absence of a correct differentiation of the causes of failure, a meager and imperfect set of means is used for lagging students: these are either additional classes using traditional teaching methods, or various forms of disciplinary pressure on the student. These remedies, as a rule, turn out to be not only ineffective, but also harmful, since they do not eliminate the real causes of academic failure. And these reasons may be different; Underachievement may be based on several interrelated reasons, which, in turn, give rise to secondary violations in educational activities.

The failure of schoolchildren is naturally associated with their individual characteristics and with the conditions in which their development takes place. The study of the composition of poor progress and the justification of the means of preventing it require the use of two terms: "poor progress" and "lagging behind."

A backlog is a failure to meet the requirements (or one of them) that occurs at one of the intermediate stages within that segment of the educational process that serves as a time frame for determining progress. The word "backlog" denotes both the process of accumulation of non-compliance with requirements, and each individual case of such non-compliance, i.e., one of the moments of this process.

Failure and backwardness are interrelated. In poor progress as a product, individual lags are synthesized; it is the result of the lag process, i.e. diverse lags, if they are not overcome, grow, intertwine with each other, and ultimately form poor progress.

Knowing the causes of student failure helps the teacher to eliminate some of them already in preparation for the lesson. It is incomparably easier to prevent students from lagging behind than to deal later with problems in their knowledge.

One of the most common internal causes of academic failure - insufficient development of thinking and other cognitive processes in schoolchildren, the unpreparedness of these children for intense intellectual work in the learning process (mental retardation from their peers).

For about every fifth underachieving student, this is the main reason for poor knowledge, and it is sometimes very difficult to eliminate it. However, with the proper individual approach of many of them, the school curriculum is quite accessible.

This category includes children with retarded mental development. What to hide: you have to work with such children in a regular class. But these children are excitable, easily injured. They get tired quickly. Therefore, it is necessary to create such a microclimate in the classroom so that both they and their comrades do not feel a big difference in their mental development, to exclude any humiliation and contempt for them.

Other subjective the reason why some of our students do not have time is the low level of schoolchildren's learning skills ( inattention in the classroom, misunderstanding until the end of the material presented). So, if we conditionally divide all those who are lagging behind into systematically and episodically underachieving, then it turns out that for every second episodically underachieving student, it is precisely the lack of the necessary skills of educational work, disorganization that is the main reason for twos.

In the work to prevent the failure of such students, special attention is paid to the development of habits for educational work. The purposeful work of all teachers, the coordination of their individual work plans for specific students and, of course, the help of parents are especially important here.

Another common reason for failure- the unwillingness of the student to learn due to the lack of sufficiently strong positive incentives for the learning process itself. This reluctance to learn can arise due to various reasons. They all come down to the difficulties of learning. For example, a student does not know how, cannot force himself to study. Sometimes, a reluctance to learn is born the objective difficulty of the subject for the student.

Notations, punishments, complaints to parents often only complicate the situation..

Student reluctance to learn can be caused by student's lack of interest only in this subject. A student can be capable, it is easy for him to learn if he wants to, he could do well, but he is indifferent to this particular subject. So another loser appears. Here one should look for and find such an approach that would rediscover for a given student all the advantages of the subject being studied.

Sometimes there are students for whom doctrine has lost almost all meaning. But even this category of underachievers is not hopeless. If the teacher constantly scolds and shames them at work in front of the whole class, often calls the parents who punish him, then the results will be minimal. It is better to attract such guys to help in the subject office, involve them in extracurricular work, etc. In a word, we need a well-thought-out system of measures in the fight first for interest in the subject, and then for the progress of this student.

Lots of sick leave.

For some underachievers, the main reason for learning difficulties is poor health.

Such students quickly get tired and do not perceive the educational material well. From behind the teacher's table, all children seem, as a rule, healthy, if you do not pay special attention to this issue. These kids need to be known.

A common cause of persistent underachievement is indiscipline of individual students, their number fluctuates widely depending on age, reaching a maximum in grades 8-9. But, the experience of working with such students shows that if you find a feasible and interesting job for them, both in the classroom and outside the classroom, then they gradually improve.

The number of subjective reasons for poor progress includes the sometimes occurring personal dislike of the student to the teacher. Persistent dislike, disrespect for the teacher greatly interfere with the mobilization of the student's efforts, giving rise to poor progress. Any insincerity only worsens the relationship, the sincerity and understanding of the teacher, ultimately, will generate sincerity and relationship on the part of any student.

Consider the objective reasons for failure.

Among them, the most common poor quality work of the subject teacher due to poor knowledge of the subject and methods of teaching it. Of course, the majority of teachers are workaholics. But there is another teacher. With a well-prepared teacher, many underachieving students could do well, but they are classified as lazy or incapable.

The next objective reason for failure is students' lack of ability in this subject. Among them there are also diligent, hard-working people who are successfully engaged in many subjects, but who are not doing well, for example, in mathematics or physics.

It is pointless for such students to constantly give bad grades. They work hard without intimidation or punishment with a deuce. For such students, a strictly individual step-by-step program is advisable, providing for feasible, gradually becoming more difficult work in order to bring them to the usual requirements.

The reason for failure is sometimes dysfunctional family. Unfortunately, there are still families where there are no normal conditions for the work of the student, his rest

Failure may be related with the street problem. Rest, outdoor games are essential. However, there are often so many temptations, and so little parental control and student diligence, that negligent students spend most of their time after school in the company of street buddies.

Let's note another common reason - the so-called prophylactic deuce. Sometimes the teacher puts a deuce for the student's refusal to answer. Such an approach seems to be objective from the outside. But when such "twos" accumulate, they, as a rule, grow into a new quality in the student's personal plan - a state of uncertainty, indifference to the assessment. After all, sooner or later, such students, having passed their debts, will receive a quarter of "three". But “four” is simply impossible for them to get, although many of them deserve it.

Requirements for a teacher working with problem children

create a favorable psychological climate in the classroom

do not be irritated, be patient and persistent

when demanding, take into account the real abilities of the student

each student - an individual approach; dosed pace and volume of work

take into account the zones of proximal development, gradually increase and complicate the load

teach feasible methods of behavior regulation

diagnostics on all issues of studying personality development and its productivity is the key to successful learning

As a result - a parable.

An old man sits by the side of the road and looks at the road. He sees: a man is walking, and a little boy is barely keeping up with him. The man stopped, ordered the child to give the old man water and a piece of bread from the stocks.

– What are you doing here, old man? asked a passerby.

– Waiting for you! the old man replied. “You were entrusted with the upbringing of this child, weren’t you?”

– Right! the man was surprised.

– So take wisdom with you:If you want to plant a tree for a person, plant a fruit tree.If you want to give a person a horse, give the best horse.But if you have been entrusted with a child for upbringing, then return him winged.

– How can I do it, old man, if I can't fly myself? the man was surprised.

– Then do not take the boy to raise! – said the old man and directed his gaze to the sky.

Years have passed.

The old man sits in the same place and looks at the sky.

He sees: a boy is flying, followed by his teacher.

They knelt before the old man and bowed to him.

– Old man, remember, you told me to return the boy with wings. I found a way... You see what wings he has grown! - said the teacher proudly and affectionately circled the wings of his pupil.

But the old man touched the teacher's wings, caressed them and whispered:

– I'm more than happy with your feathers...

Anastasia Zheleznyakova

Hello everyone who will read my review. I would like to share my impressions and results of the treatment at the center with Elena Viktorovna. First of all, I will tell you about my problem and how I got to this doctor. I'm 32 years. It was difficult to make my diagnosis, as a result, after a while, a somatoform autonomic disorder was made, but the initial diagnosis was axonal polyneuropathy, only with hypersensitivity.

Thanks to the children's club "Harmony"

I wanted to say kids club"Harmony" and the teacher Yulia Vladimirovna, words of gratitude for the development of our child, Tyala Artem. As a mother, I am sincerely grateful to you from the bottom of my heart for the efforts and work that you have invested in the development of Artem. When we applied to this club, my son was lagging behind in development and did not speak. During a short period of visiting play sessions with a teacher, a course of Tomatis therapy, our Artem began to change for the better before our eyes - an interest in cognitive activity appeared, the child started talking, and after a while he began to ask questions ...

“SCHOOL FAILURE. HOW TO OVERCOME IT?

Plan:
The urgency of the problem.
1. Definition of the concept of poor progress.
2. Factors and causes of school failure.
Physiological causes of failure.
Psychological causes of failure.
Social causes of failure.
3. Statistical data. Survey of parents during the meeting.
4. Possible ways to overcome poor progress.
Conclusion.

RELEVANCE OF THE PROBLEM
Dear parents! Today our meeting will be devoted to the problem of school failure, or otherwise the failure of children and possible ways to overcome it.
Of course, the problem of school failure worries all of us, both teachers and parents. And it worries not only adults, but also our children. After all, it is quite obvious that there is not a single mentally healthy child in the world who would like to study poorly.
Every child, crossing the threshold of the school, wants to learn, learn new things, become a “good” student. When the dreams of successful learning are broken into the first twos, he first loses his desire to learn, and then he simply refuses to attend school, skips classes, or becomes a “difficult” student: he is rude, rude to teachers, does not complete assignments, interferes with work classmates.
Both in the case of absenteeism and in the case of an open protest against school, the child may experience various kinds of deformations in the development of his personality. Indeed, in our society, schooling is mandatory, all the children around study, and if a child has problems, he may feel that he is not like everyone else, which means that he is worse, more worthless. Such thoughts and feelings can arise in any unsuccessful student, and even if in words he assures us that he absolutely does not care how he studies, that he does not need school, deep down he may feel rejected, unnecessary. Most likely, such experiences will lead to new negative manifestations in behavior. As a result, underachieving children often look for a circle of people for whom they will be significant, among whom they will not feel insignificant, miserable, as happens at school. So they find themselves in yard companies, in street parties, thereby replenishing the ranks of the "unfavorable" children of the district, city. And then already a whole army of adults is forced to fight with the newly minted "hooligans", drunkards, drug addicts.
So, the problem of school failure (or failure) is directly related to such “state” problems that are relevant for our time, such as alcoholism, drug addiction and crime among young people.
Unfortunately, this large-scale difficulty in its content and breadth of manifestation was generated by us, adults, who did not notice in time, did not help the child.

DEFINITION OF FAIL
School failure is understood as a situation in which the behavior and learning outcomes of the child do not meet the educational and didactic requirements of the school.
Underachievement is interpreted as a discrepancy between the training of students with the mandatory requirements of the school in the assimilation of knowledge, the development of skills and abilities, the formation of experience in creative activity and the upbringing of cognitive relations.
Poor progress is usually understood as unsatisfactory grades in any subject (or in all subjects at once). Therefore, the criterion for determining poor progress is unsatisfactory grades at the end of the quarter (for the year).
There are several approaches to distinguishing types of poor progress. So, for example, there are such types as:
Absolute underachievement - expressed by grades "1" and "2" and correlates with the minimum requirements of the school curriculum.
Relative underachievement is characterized by insufficient cognitive load of those students who could exceed the mandatory requirements, and is correlated with the minimum requirements of the school curriculum and the abilities of individual students.
Fixed underachievement - underachievement is expressed in gaps in knowledge.
Hidden underachievement is expressed not only in gaps in knowledge, but also in the attitude of students to learning.
General retardation in learning.
Backlog in individual subjects.

Depending on the stability of the lag, three more types of school failure are distinguished and the reasons for its occurrence in each case.
General and deep backlog (in many or all subjects for a long time)

Unpreparedness
Adverse conditions (illness, family circumstances)
Sluggishness, laziness
Insufficient level of general development

Partial but relatively persistent underachievement (in 1-3 most difficult subjects) Shortcomings in teaching
Gaps in knowledge for previous classes
Lack of interest in learning

Episodic underachievement (first in one, then in another subject) Shortcomings in teaching
Inaccurate school attendance (truancy)

FACTORS AND CAUSES OF SCHOOL FAILURE
In order to overcome school failure, it is necessary, first of all, to determine the causes that cause it. An analysis of the causes and conditions that give rise to poor progress makes it possible to organize effective assistance and support for an underachieving child.
Researchers identify several groups of factors leading to school failure:
1. physiological factor:
physiological causes: diseases, general weakness of health, diseases of the upper respiratory tract, infectious diseases, disorders of the motor functions of the central nervous system, diseases of the nervous system.
2. psychological factor:
psychological reasons: features of the development of attention, memory, slowness of understanding, insufficient level of speech development, lack of formation of cognitive interests, narrowness of outlook.
3. social factor:
pedagogical reasons: shortcomings in teaching certain subjects, gaps in knowledge for previous years, incorrect transfer to the next class;
social and domestic reasons: unfavorable living conditions, unworthy behavior of parents, the level of material security of the family, the lack of a home regimen, neglect of the child.
At different age levels and different stages learning leading causes of school failure can be different. In critical periods (beginning of schooling, transition to secondary education, adolescent crisis) physiological, psychophysiological reasons will prevail, in other periods social reasons may turn out to be more significant.
Let us dwell on the characteristics of each factor in more detail.

PHYSIOLOGICAL CAUSES OF FAIL
General health.
It's no secret that the health of our children has been steadily deteriorating over the past decades. The number of absolutely healthy children decreased to 15.1%, while the number of children with certain deviations in their state of health increased to 67.6%. Everything more children have certain chronic diseases.
School is a very serious and difficult stage in the life of every child. Keeping a child healthy should be considered as important as the pursuit of excellence at any cost. The success of studies should be marked not only by grades in the diary, but also by concomitant good health. Agree, it’s a pity for a child with a whole portfolio of excellent grades, if he has a bad dream, he is irritable if he has bruises under his eyes. But this can only be the beginning, the first sign of future chronic diseases.
To date medical statistics says that only 10% of school graduates can be considered absolutely healthy. There is a clear trend towards the deterioration of the mental health of children and adolescents. The main forms of children's mental pathology are neurosis, psychopathy, and deviant behavior.
This problem is very complex and ambiguous. On the one hand, due to academic loads, the condition of schoolchildren worsens, and on the other hand, the physical health of the child is one of the possible reasons for school failure.
Many diseases that used to be mostly sick adults (stomach ulcers, bronchial asthma) are increasingly common in children. The number of children prone to frequent colds, which weaken the body, reduce immunity, and lead to the formation of chronic diseases such as tonsillitis, sinusitis, etc., has increased. Often a sick child is more irritable, gets tired faster, has a reduced level of physical and mental activity, is less resistant to various kinds of loads (in particular, educational ones), and is less efficient. Numerous absences due to illness exacerbate the picture, lead to gaps in knowledge, and then to school failure.

Asthenic syndrome.
However, the general weakness of the body can also be congenital (as a result of a dysfunctional pregnancy in the mother).
Such weakened, often ill children are characterized by emotionality, impressionability, lack of independence, timidity, anxiety, self-doubt, extreme dependence on adults, increased fatigue, and reduced performance. The school load for them may turn out to be excessive and adversely affect their health, further increasing the fatigue of a weakened child, reducing his resistance to various kinds of stress and diseases.
The standard study load leads to the fact that fatigue in such children occurs faster than in healthy ones. Accumulating fatigue, lack of timely rest (they manage to get tired and exhausted long before the break between lessons and do not have time to rest during the break) lead to the formation of chronic fatigue and overwork.
Long-lasting overwork leads to the formation of asthenic syndrome, i.e. states of neuropsychic weakness, rapid exhaustion, fatigue from any activity, inability to prolonged stress. (Ways to overcome: medical assistance, homeschooling).

Syndrome of mental infantilism.
Each person has their own pace of development. Children of the same age may have different biological ages, i.e. to be conditionally more or less "mature".
A number of children have features of mental immaturity (first of all, this is manifested in the emotional-volitional sphere); preserving the earlier childish organization of the psyche. In such children, there is a later formation of educational activity and more direct behavior than is required by school conditions.
Such a state when the child, as it were, "lingered" on the previous age stage maturation of the psyche, was called the syndrome of mental infantilism.

Psychoorganic Syndrome.
Difficulties in learning and behavioral disorders may be the result of the so-called psycho-organic syndrome. Psycho-organic syndrome is a complex of disorders of intellectual activity, emotional-volitional sphere and behavior, arising as a result of organic brain damage (MMD).
The causes of MMD can be: complications during pregnancy, maternal illness, occupational hazards, intoxication, unfavorable course of childbirth (oxygen starvation of the fetus, birth trauma), severe illnesses suffered at an early age, brain injuries.
Manifestations of the syndrome: schoolchildren have impulsiveness, emotional incontinence, a weak sense of the situation, insufficient self-criticism. In some cases, there may be violations of temperament and drives (increased suggestibility, getting pleasure as the main motive of behavior), irascibility with manifestations of aggressiveness, attraction to new experiences, vagrancy.
Often in the foreground there is a violation of cognitive processes. The most common are the following violations of the formation of so-called school skills: dysgraphia (writing), dyslexia (reading), dyscalculia (counting).
Schoolchildren with dyslexia experience difficulties in mastering material in oral disciplines. Perhaps the emergence of the so-called orientation to failure, a sense of inadequacy in learning, it is possible to manifest violations in the behavior of the child, a violation of his relationship with peers.
Often dyslexia manifests itself in combination with another disorder - dysgraphia. This syndrome is characterized by specific errors in writing: replacement of letters with letters similar in sound or spelling, distortion of letters, omissions, underwriting, replacement of vowels, a mirror image of letters is observed. Dysgraphia usually has poor handwriting.
A child cannot solve the problems of dyslexia and dysgraphia by willpower and diligence, because the reasons are much deeper and more complex than just a reluctance to learn. Pressure exerted by a teacher or parents can only lead to negative consequences, up to refusal to attend school.
Ways to overcome: the child needs timely and systematic comprehensive medical and speech therapy assistance, as well as psychological support. Drug therapy will help increase the overall tone and performance of the child, normalize sleep, reduce anxiety, improve attention and memory. The help of a teacher is necessary for repeated repetition of the material covered and the formation of the necessary ZUNs. The speech therapist provides direct correction of violations. Without such comprehensive assistance from specialists, dyslexic and dysgraphic disorders, as a rule, persist to one degree or another and make it difficult to study in high school.

Attention deficit hyperactivity disorder.
ADHD is a medical diagnosis that can only be made by a doctor after diagnostic examination. The features that characterize the hyperactivity syndrome are usually as follows:
lack of active attention;
general motor restlessness, restlessness, a lot of unnecessary movements;
insufficient purposefulness of actions and their impulsiveness.
The frequency of ADHD among schoolchildren ranges from 4.0 to 9.5%. ADHD is based on MMD, which causes school problems almost half of the underachieving children.
ADHD is combined with impaired memory and working capacity, but the main manifestation of this deviation in the development of the child is a defect in attention. The child has reduced volume and concentration of attention (can focus on something for only a few moments, distractibility is extremely increased). Such children are often irritable, quick-tempered, emotionally unstable, which makes it difficult for them to communicate with peers and adults. Emotional tension, the tendency to acutely experience the difficulties that arise when studying at school, lead to the fact that they easily form and fix negative self-esteem and hostility to everything related to schooling.
With age, disinhibition significantly decreases or disappears completely (in adolescence, the child may become inert and lack of initiative), however, instability of attention and impulsive actions, as a rule, persist.
Along with hyperactivity, hypoactivity can also become a consequence of MMD. Among children suffering from MMD, every fourth child has hypodynamic syndrome. Such children do not interfere with the teacher, they sit quietly at the desk, do not violate discipline. However, their performance is not up to expectations. Hypoactive children try not to be called to the board, where their lack of understanding of the material can immediately become noticeable, do not participate in educational discussions. Most of them are awkward, unsportsmanlike. Many of the hypoactive children, as practice shows, have learning disabilities and join the ranks of underachieving students.
Ways to overcome: the successful personal development of children with ADHD directly depends on how adults around him are able to understand his difficulties arising from his painfully increased activity and emotional imbalance. Timely medical and pedagogical support. For the treatment of the syndrome, first of all, drugs are used that affect the metabolic processes in the central nervous system and stimulate the maturation of the inhibitory and regulatory structures of the brain. The choice of drug and therapeutic doses is strictly individual. Competent pedagogical influences can successfully correct the consequences of an unfavorable biological factor leading to problems in schooling. And it is important for parents to remember the kind and attentive attitude to the problems and developmental features of their child.

Left-handedness.
Left-handed children deserve special attention, but not because left-handedness is some kind of deviation. Left-handedness is not a deviation in the state of health, it is not a prerequisite for a decrease in mental abilities, it is just another variant of normal development, a manifestation of individuality within the normal range. It's just that left-handed children face more difficulties in learning activities than right-handed children. And the problem of teaching such children (determining the methodology for teaching writing, landing, the position of the notebook; work in labor lessons, etc.) still remains unresolved.
Many experts believe that the training of left-handed people should take place according to a different teaching methodology than the generally accepted one. But since almost 90% of people are right-handed and only 10% are left-handed, then the question of organizing the training of left-handers is still a matter of the future. In the meantime, the education system adheres to the decisions of the All-Union Seminar "Protection of the Health of Left-Handed Children", in accordance with which specialists working with left-handed children refused to retrain left-handers and in the learning process are guided by the developed methodological recommendations for organizing the educational work of left-handers.
Ways to overcome: the general tactics of the behavior of teachers and parents who consider the left-handedness of the child as an individual developmental option within the normal range - creating favorable conditions for the formation of motor skills will help left-handed children adapt to a predominantly right-handed world and successfully study at school. It is advisable to involve left-handers in outdoor games (teenagers - in sports activities), give a variety of instructions that require frequent switching of attention.

PSYCHOLOGICAL CAUSES OF FAIL
The psychological reasons for failure include, as a rule, the properties of the student himself, his abilities, motives, interests, etc. Among the psychological factors, there are several areas that affect learning:
1. cognitive sphere;
2. motivational sphere;
3. emotional-volitional sphere.
cognitive sphere.
For the successful mastery of students academic subjects it is necessary to form certain qualities of cognitive processes in them. There is a certain relationship between the level of manifestation of certain features of attention, memory, thinking and school performance.
So, for the successful development of many school subjects, students must have a high level of memory development. Therefore, it is advisable to teach children memorization techniques that help structure and memorize material.
Some features of the development of thinking can also cause failure. Insufficient organization of independent active work of thinking in the learning process is revealed when the acquired knowledge needs to be applied in practice.
Insufficient level of attention development is another reason for difficulties in mastering the curriculum. In younger students, voluntary attention is poorly developed, unstable, the amount of attention is small, they can do the same thing for 10-20 minutes, teenagers - 40-45 minutes, high school students - 45-50 minutes.
Attention impairment may be the result of physiological changes (ADHD) or the result of the situational psychological state of the child (lack of motivation for learning, conflicts with the teacher, parents, peers). However, the result is the same - the more symptoms of impaired attention, the lower the marks in all subjects.
Recently, more and more often, among the reasons for poor progress, they name the peculiarities of the perception of educational material by students. To organize effective learning, it is necessary to take into account which channel of information perception is used by each child (visual, auditory, kinesthetic), in what form the information received is stored in the mind (in the form of visual, auditory, kinesthetic images) and how the child checks the correctness of his decision ( for example, when writing a dictation).
If a child has well-developed visual, auditory, and kinesthetic systems, he can freely transfer information from one system to another, learning is easy for him. If the child relies on only one of the systems, training should be built in accordance with this system. It is recommended to explain the material to the child based on the leading learning style, then consolidate based on a weak system and check knowledge based on the child's preferred style.
The style of schooling varies from class to class (elementary school - kinesthetic, middle - auditory, senior - visual), in connection with this, the child who has developed all three systems will be successful. Therefore, for more successful learning, it is necessary to use all three channels of perception: visual, auditory, kinesthetic.

Motivational sphere.
There is a direct dependence of intellectual processes on the motivation of activity: mastering the operations of thinking is possible only if certain motives are present.
The attitude of the child to learning, that is, learning motivation, plays a decisive role here. Distinguish between extrinsic and intrinsic motivation. External motivation includes everything that lies outside the activity itself: the need to learn, because everyone is learning at this age; desire to get the approval of others, in particular parents; external control; communication with peers, etc. To intrinsic motivation- acquisition of knowledge and the learning process itself.
The study of the attitude of children to school, the motives for learning, the cognitive needs of schoolchildren indicates that the level of educational motivation of schoolchildren decreases to the younger adolescence, and also there is a transition of educational motivation to external.
Some, perhaps even many, students are demotivated by unacceptable teachers, parents, peers who learn more quickly, and learning materials themselves that cater to other types of learners. Thus, the cause of academic failure is not a psychological reason, but a social one.
Teachers and parents should form a motive for achievement in children, create a situation of success that is associated with the motivational sphere and is determined by the psychological aspects of the child's individuality.

Emotional-volitional sphere.
Analyzing each individual case of school failure, it is necessary to take into account not only the developmental features, health status and gaps in educational knowledge, but also the emotional state of the student, the focus of his personal efforts and interests.
The main factor in the productivity of the cognitive sphere is the emotional coloring of the educational process. Favorable emotions in the learning process activate the attention of students and contribute to a conscious understanding of the educational material. Lack of interest in learning, indifference to schoolwork can act as a reason for the accumulation of negative emotions in children in relation to the school situation.
Children with a negative emotional perception of school have increased anxiety and fear. High-level anxiety leads to mental health disorders, deviant behavior and a decrease in the effectiveness of educational activities.
School success or failure is also influenced by the student's self-esteem.
As a rule, children come to school with a desire to learn, but gradually increasing difficulties, problems that arise at school for some children lead to the formation of a negative attitude towards learning and a decrease in self-esteem (and a child’s self-esteem is based on the opinion of surrounding adults, in particular teachers and parents).
A low level of self-esteem creates problems both in mastering the educational material (“I still won’t understand it”, “I’ll never remember this”), and in relations with classmates and teachers (“I won’t answer at the blackboard, everyone laughs at me ”,“ I won’t go to a biology lesson, the teacher still considers me stupid and won’t put me above the “deuce”).
Inadequately high self-esteem can also lead to problems both for the student himself and for those who surround him and interact with him. Conflict situations between a teacher and a student are not so rare, when the latter refuses to attend lessons on the subject, unreasonably considering himself to know the material of the course better than the teacher himself, and as a result, has significant gaps in mastering the material on the subject. Sometimes a child does not agree with a fair assessment, considering himself right and disagreeing with the arguments of the teacher, who is trying to explain the essence of the problem and suggest ways to solve it.
Poor academic performance, as a rule, leads to a deterioration in the relationship of the child with classmates, the complication of relations with parents and teachers and, as a result, to a decrease in the level of self-esteem. The child becomes conflicted, withdrawn, or seeks communication outside of school and family.
In addition, learning abilities are associated with emotional and volitional personality traits: emotional stability, restraint, energy, activity, conscientiousness and responsibility. An important component of educational activity is self-control of students.
The absence of such volitional qualities as initiative, independence, organization, etc., can affect the success of a child's education. However, in turn, the formation of volitional qualities can be carried out only if there is a positive emotional attitude of the child to learning.

SOCIAL CAUSES OF LACK OF PROGRESS
School educational environment
The school educational environment can have both a positive and a negative impact on the personality of the child, his behavior, learning success.
Social progress, high rates of development of science and technology lead to the fact that society makes ever higher demands on its members and, of course, on school education. This necessitates the complication of both the theoretical level and the volume curricula, which in turn causes a discrepancy to this level of many children.
The main reason for school failure is the discrepancy between the intellectual system of the child and the system of education at school. On the one hand, educational programs are becoming more and more complicated, not always focusing on the capabilities of children, without taking into account their age characteristics, and on the other hand, parents, even knowing that it will be difficult for their child to study under the new program, do everything to he was admitted to a prestigious school, to a "strong" teacher. As a result, even children who are capable of learning fall into the category of underachievers already in the first school years.
On the part of parents, it is increasingly possible to hear that the reason for the school failure of the child is the conflict between the teacher and the student. Of course, children have become more difficult, programs are more difficult, parents have no time to deal with children, and teachers do not always know how to take into account individual characteristics every child. However, the shortcomings of teacher-student interaction are the reason that lies on the surface. It is most often the result of deeper problems. Agree, everyone looks at the problem from their own point of view. Therefore, it is necessary to identify the causes and provide assistance to underachieving students through the joint efforts of a qualified teacher, interested parents and an attentive doctor, since it is difficult for individual “narrow” specialists to look at the problem as a whole.

A family
According to researchers, such a social factor as a family has a significant impact on a child's school success. So very often the cause of failure is unfavorable living conditions in the family, the lack of both control and study assistance from adults, conflicts in the family, and the lack of a regime.
There are such reasons for the school failure of the child as discord in the family or its collapse, rudeness in relationships, alcoholism, antisocial behavior of parents. Such reasons as the indifference of parents to children and their education, mistakes in education, and inept help to children have also been revealed.
Undoubtedly, the style of parenting in the family affects the success of the child in school. Schoolchildren experiencing hostility (rejection) from their parents have low school failure. In this case, parent-child relationships are a factor in the formation of children's anxiety, and as a result, the cause of school failures.
Among the shortcomings of family education that adversely affect the success of schoolchildren's learning, an important one is the improper stimulation of children's learning. Parents in most cases are interested in the teaching of children and their success, but they mainly follow the marks. The essence of education and the value of school knowledge and skills for the development of a child's personality somehow fades into the background, children are not asked what was interesting at school, what they learned new, what successes they achieved, they do not ask if they are satisfied with their studies and Are teachers happy with them? From the fact that parents do not delve into the content of the activities of children, they cannot, naturally, judge its quality (they see only the quantity - a child sits a lot or a little at home, gets good or bad marks), so they not only do not contribute to the upbringing of children of adequate self-esteem, but often interfere with this. Some parents interfere by voluntarily or involuntarily creating low or high self-esteem in children, they themselves come into conflict with the school on this basis. Low self-esteem is created by those parents who, wishing in their hearts that their children were the best, most capable, and, seeing individual failures of their children, reproach them: “Well, again you are the worst, again you failed to write a job well”, “Nothing will come of you, you are stupid with me, not like other children,” etc. When parents see their child as a "loser", school performance will be poor. Others, supporting the inflated self-esteem of a son or daughter, are always ready to accept that he (she) was not appreciated at school. Without understanding the essence of the matter, such parents come to school only to make claims to teachers.
Absent-mindedness of the child, inability to focus on the educational process can be caused not only by the unformed processes of voluntary regulation due to MMD or insufficient educational motivation, but also by the fact that significant family members behave in this way: they react poorly to new information, not showing much interest in it. . The child, especially elementary school, identifying himself with adults, learns their manner of behavior or communication and behaves in a similar way.
Relationships in a family, where relatives treat each other with understanding and care, take into account mutual interests, are often one of the important guarantors of a child's successful studies. It is interesting to note that not only family relationships affect the success of education, but vice versa: if children study well, as a rule, family relationships also warm up. For successful education, children need emotional acceptance, the optimal level of parental requirements and prohibitions, and the absence of conflicts in the family regarding the upbringing of the child. High academic performance is facilitated by the constant desire of parents for a systematic relationship with the child, communication with him, joint leisure activities, the desire to get to know your child better and help him if necessary.
Equally important is the factor of coincidence of expectations of parents and teachers about the child. To improve the quality of students' knowledge, it is desirable to establish a close relationship between the school and the parents of students.

STATISTICAL DATA
The conducted research allowed to reveal the generalized points of view of teachers and parents on the problem of academic failure.
A survey of teachers determined that teachers consider the following to be the main reasons for poor progress:
health (60%);
family problems (32%);
low self-esteem of students (16%);
anxiety (18%);
pedagogical neglect of children (24%);
complexity of the program (16.5%).

Parents tend to believe that the main reasons for the failure of their children are:
uninteresting teaching of the subject - 36%;
laziness of the child - 32%;
lack of attention of children - 28%;
lack of an individual approach - 24%;
large teaching loads - 24%.

An analysis of the results of the study revealed a contradiction in the views of teachers and parents on this problem. For example, the following interesting facts are given:
80% of parents believe that the main reasons for the failure of the child are related to the teacher: the injustice of teachers - 29%; inability to find an approach to the child - 48%; low qualification - 23%;
88% of teachers attribute their difficulties in working with children to the wrong attitudes of their parents: passivity and inattention to children - 31%; unwillingness or inability to help a child - 18%.

To avoid subjectivity in identifying the causes of school failure, you are offered an anonymous survey. Please mark in the forms those reasons for failure that, in your opinion, are the most likely and are typical for our educational institution.
1. Physiological reasons;
2. Psychological;
3. Social: pedagogical and social.

POSSIBLE WAYS TO OVERCOME FAILURE
Modern school practice offers the following as the main ways to overcome academic failure:
1. Pedagogical prevention - the search for optimal pedagogical systems, including pedagogical technologies, problem-based and programmed learning, informatization of learning. The education system follows the path of individualization and psychologization of education.
2. Pedagogical diagnostics - systematic monitoring and evaluation of learning outcomes, timely identification of gaps. To do this, the teacher’s conversations with students, parents, observation of “difficult” and unsuccessful students with fixing data in the teacher’s diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made are used. A pedagogical council is being held - a council of teachers to analyze and solve the didactic problems of lagging behind students.
3. Pedagogical therapy - measures to eliminate backlogs in learning. In school practice, these are additional stimulating classes. In foreign practice - alignment groups. The advantages of the latter are that classes are conducted based on the results of serious diagnostics, with the selection of group and individual teaching aids. They are taught by special teachers, attendance is mandatory. An analogue of alignment groups we have are correctional groups at territorial correctional and developmental centers.
4. Educational impact - since academic failures are often associated with unfavorable upbringing of the child, it is advisable to carry out individual planned educational work with underachieving students, which also includes close interaction with the family.

Pedagogics and psychology have accumulated significant experience in overcoming academic failure. An analysis of various practical measures made it possible to identify some fundamental provisions:
Educational and developing psychological and pedagogical influences come to the fore in work with underachieving schoolchildren. The goal of working with underachievers is recognized not only to fill in the gaps in their educational preparation, but at the same time to develop their cognitive independence. This is important because, having caught up with his comrades, the student should not lag behind them in the future.
A temporary reduction in requirements for underachieving students is allowed, which will allow them to gradually catch up.
The causes of failure are neutralized (elimination of negative circumstances and strengthening of positive aspects)
When working out ways to improve the educational process, as a rule, we have in mind the creation of especially favorable conditions for underachieving schoolchildren.
Separate measures are also being developed that apply to all students. They serve to improve the general conditions of education and upbringing of students at school. This includes proposals for improving accounting and control, recommendations on how to intensify the cognitive activity of students and their independence, strengthen the creative elements in it, and stimulate the development of interests.
Ways to change attitudes towards school seem to be fruitful: to put before the student such tasks that are accessible to him so that he can achieve success. From success, even the smallest one, a bridge can be built to a positive attitude towards learning. For this purpose, it is possible to use gaming and practical activities, involving underachieving high school students in classes with lagging junior high school students. In this case, pedagogical activity will help students to understand the value of knowledge, to be critical of their studies at school.
Attention is also drawn to the special conditions of the survey for underachieving students. It is recommended to give them more time to think about the answer at the blackboard, to help present the content of the lesson using a plan, diagrams, posters. It is recommended to combine the survey of poorly performing students with the independent work of other students so that it is possible to conduct an individual conversation with the responding student, identify his difficulties, and help with leading questions. It is noted that in the course of independent work in the classroom, it is useful to break tasks for low-performing students into stages, doses, in more detail than for other students, to instruct them.
Much attention is paid to a differentiated approach when doing class and homework, taking into account the success of the student. School practice follows the path of individualization of homework.
Once again, focusing on possible ways to overcome school failure, it should be noted that it is very important to identify the causes of failure in a timely manner and eliminate them. It is necessary to look at the problem from all sides and identify all the factors that can cause academic failure. If the causes of difficulties in learning are identified in time and the necessary, from the point of view of specialists, corrective work is carried out, then these will be only temporary difficulties, overcoming which, the child will feel confident in his abilities. If the reasons for the backlog are not established, then it can acquire a chronic form and grow from poor progress in one subject to general persistent poor progress.
In solving the problem of underachievement, an integrated approach is needed, taking into account the points of view of parents, teachers, doctors, speech pathologists, psychologists, and other specialists working with underachieving children. And we must not forget that the search for the causes of poor progress, ways to solve the problem should proceed, first of all, from the interests of the children themselves. Therefore, it would be desirable that when solving this problem, we first of all thought about the well-being of children and took into account their opinion.
Literature:
1. Derekleeva N.I. parent meetings. Primary School. 1-4 classes. - M.: "VAKO", 2004. (Pedagogy. Psychology. Management).
2. Monina G.B., Panasyuk E.V. Interaction training with a failing student. - St. Petersburg: Publishing house "Rech", 2005.
3. Falkovich T.A., Tolstoukhova L.A. Non-traditional forms of work with parents. - M .: 5 for knowledge, 2005. (Methodological library).

Failure is the eternal "headache" of teachers, one of the main problems of the educational process.

It cannot be said that the problem of poor progress is a problem that has appeared at the present stage.

Many educators and psychologists have been working on finding a solution to this problem for a long time.

One of the American psychologists gave a figurative comparison of the whole mass of children with a flock of birds flying south in autumn: in the middle there is a continuous cloud of birds, in front and behind the continuous mass thins out.

Ahead - successful, behind - lagging behind, unsuccessful.

What are the reasons for poor progress and how to organize work with unsuccessful students? This is the material of this article.

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Reasons for failure. Working with underachieving students.

What is underachievement? underachievement - a lag in learning, in which the student does not master at a satisfactory level in the allotted time the knowledge provided for by the curriculum.

In order to find a means to overcome failure, one must know the causes that give rise to it. Contrary to popular belief, underachievement of students is not always due to low mental abilities or unwillingness to learn. Failure is always caused by a combination of reasons, one of which is decisive.

Famous psychologists Yu.K. Babansky and V.S. Tsetlin isolatedtwo sets of reasonsfailures: external and internal.

What can be attributed to external causes?1) First of all, social causes, i.e. decrease in the value of education in society, the instability of the existing educational system. "The purposeful work of an educational institution to prevent academic failure can only bear fruit if there is a general improvement in social conditions." (V.S. Tsetlin) Unfortunately, we will not be able to solve this problem locally.

2) Among the external reasons, one should also include the imperfection of the organization of the educational process in the field (uninteresting lessons, lack of an individual approach, overload of students, unformed methods of educational activities, gaps in knowledge, etc.).

3) It should be noted that the negative influence from the outside - the streets, families, etc. In times of active educational work, this reason receded into the background. But now it is more relevant than ever, because. we have lost the ways to deal with it, and it is very difficult to create them anew.

So, the external causes of failure are:

1. Social reasons (decrease in the value of education in society).

2. Imperfection of the educational process.

3. Negative influence of the family, the street.

Well, what are internal causes of failure?1) One of the main reasons today is the health defects of students, caused by a sharp deterioration in the level of material well-being of families. Medical institutions note that every fourth newborn in St. Petersburg has serious health problems from the moment of their birth. Of course, all this must be taken into account when organizing the educational process. It is clear that a person suffering from certain ailments is not able to endure colossal training loads.

2) Internal causes should also includelow intelligence,which should also find timely reflection in the preparation of programs and the creation of new textbooks. The teaching material should be within the reach of most students.

3) Internal causes includelack oflearning motivation:the student has an incorrectly formed attitude to learning, he does not understand its social significance and does not strive to be successful in educational activities.

4) And finally, the problem of weak development of the volitional sphere in students.By the way, the last reason is rarely paid attention to. Although K.D. wrote about this. Ushinsky: "Teaching, based only on interest, does not make it possible to strengthen the will of the student, because not everything in the teaching is interesting, and much will have to be taken by force of will."

So, the internal causes of failure are:

1. Defects in the health of modern students.

2. Weak intellectual (mental) development.

3. Lack of motivation to study.

4. Weak development of the student's volitional organization.

Thus, in the real life of the student, a number of reasons are intertwined. And the matter is not only in the unwillingness to learn, but is much more complicated than it seems at first glance.

In the eyes of teachers, as a rule, all underachieving students look the same. This gives rise to a number of problems: there is no individual approach, completely irrational methods of working with students are used.

According to the psychologist N.I. Murachkovsky, certain types of underachieving students can be distinguished. The basis of his division into types, the author put two indicators : features of mental activity and orientation of the child's personality, his attitude to learning. A different combination of these indicators led to the following results.

Types of failing students:

1. The low quality of mental activity (weak development of cognitive processes - attention, memory, thinking, lack of formation of cognitive skills and abilities, etc.), is combined with a positive attitude towards learning.

2. High quality of mental activity paired with a negative attitude towards learning.

3. The low quality of mental activity is combined with a negative attitude towards learning.

Such a typology, in our opinion, is of great practical importance. Knowing the true causes of poor progress, we will be able to provide each of the groups of students with differentiated assistance.

Who needs help.

One of the most common measures to overcome underachievement is the organization of additional classes with those who are lagging behind after school hours. Moreover, it is used for all students, regardless of what reason caused their backlog. So often the teacher leaves students from the first and second groups after the lessons. He gives assignments to both of them and says: “Sit down and teach!” But these students need different kinds of help. An additional lesson with students from the second group is justified to some extent, since they do not prepare for classes at home. But why did students from the first group get here? After all, they always conscientiously prepare for lessons, are very diligent and diligent. They do not have time for a completely different reason, and therefore, they need a different form of corrective work. Another example. After the lessons, the teacher leaves the students with an asthenic condition, weakened, suffering from rapid fatigue. They need a sparing mode of study work, but the teacher, not knowing the true reason, brings additional burdens on their shoulders. There is little use for such assistance, it only creates an external appearance of a struggle for academic performance. In both of the examples above, the teacher used an extensive underachievement approach: increasing the teaching load. The trouble with this approach is not only that it leads to overload, but that the teacher does not differentiate assistance to students depending on the reasons that caused poor progress.

So, these examples convince us that each group of underachievers needs to select certain forms and methods of assistance - both during school hours and in extracurricular elements of work with students.

For the first group of underachievers(with a weak development of mental activity, but with a desire to learn), specially organized classes are recommended for the formation of cognitive processes - attention, memory, individual mental operations: comparisons, classifications, generalizations. Classes on the formation of learning skills: an algorithm for solving a problem or working with its condition, developing reading speed, etc. The main thing in working with them is to teach to learn. It is useless to appeal to a sense of duty, conscience, to call the parents of these students to an educational institution. They themselves painfully experience their failures. On the contrary, we must rejoice with them at every victory, even if it is the slightest, at every advance.

Cause of poor student achievement second group is their internal personal position - unwillingness to learn. For various reasons, their interests lie outside the framework of educational activities. educational institution they attend without any desire, in the classroom they avoid active cognitive activity, they have a negative attitude towards the instructions of the teacher. We can say this about the students of this group: if there is motivation, there will be productivity of educational activities!

And finally, the most difficult group of underachieving students is third type. Sadly, there are more and more such students. This is where positive psychology can help. Each student has their strengths, their positive qualities. The teacher needs to find this area of ​​the student's life, and focus the child's attention on what he really can do.

Working with underachieving children.

But life shows that we do not know such one hundred percent successful methods of work to teach everyone. There were, are, and will be losers. How to work with underachievers?

1. Pedagogical prevention- search for optimal pedagogical systems, including the use of active methods and forms of education, new pedagogical technologies.

2. Pedagogical diagnostics- systematic monitoring and evaluation of learning outcomes, timely identification of gaps.

3. Educational therapy- Measures to eliminate backlogs in studies. In domestic education, these are additional classes. In the West - alignment groups. The advantages of the latter are that classes are conducted based on the results of serious diagnostics, with the selection of group and individual teaching aids. They are taught by special teachers, attendance is mandatory.

4. Educational impact.Since failures in studies are most often associated with poor education, individual planned educational work should be carried out with underachieving students, which includes work with the student's family.

And if any preventive measures to prevent poor progress?

At different stages of the lesson, the teacher should make the following emphasis in teaching:

In the process of monitoring the preparedness of the student:

1. Specially control the assimilation of questions that usually cause students the greatest difficulties
2. Carefully analyze and systematize the mistakes made by students in oral responses, written works, identify typical ones for the study group and focus on their elimination.
3. Monitor the assimilation of the material by students who missed previous training sessions
4. At the end of the study of the topic or section, summarize the results of mastering the basic concepts, laws, rules, skills, skills of the student, identify the reasons for the lag

When presenting new material:

1. It is obligatory to check during the training session the degree of understanding of the student of the main elements of the material presented
2. Stimulate questions from students in case of difficulties in mastering educational material
3. Apply means of maintaining interest in the assimilation of knowledge
4. Provide a variety of teaching methods that allow all learners to actively learn the material

In the course of independent work, the student in the classroom:

1. Select tasks for independent work on the most essential, complex and difficult sections of the educational material, striving for a smaller number of exercises, but submitted in a certain system, to achieve a greater effect.
2. Include in the content of independent work exercises to eliminate errors made in the answers and written work. Give instructions on how to do the job. To stimulate the formulation of questions to the teacher in case of difficulties in himself. work.
3. Skillfully assist students in their work, develop their independence in every possible way.
4. To teach the skills to plan work, carry it out at the right pace and exercise control

When organizing independent work outside the classroom:

1. Ensure that during homework a repetition of what has been covered, focusing on the most significant elements of the program that cause the greatest difficulties.
2. Systematically give homework to work on typical mistakes.
3. Clearly instruct students about the order of doing homework, check the degree of understanding of these instructions by weak students
4. Coordinate the volume of the house. Assignments with other teachers, avoiding overload, especially for underachieving students

So, measures to prevent student failure can be reduced to the following:

necessary

1. Comprehensively improve the effectiveness of each training session

2. To form the cognitive interest of students and positive motives

3. Implement an individual approach to the student.

4. Develop a special homework system.

5.Strengthen work with parents.

6. Involve student activists in the struggle to increase the responsibility of students for learning.