home » recent history School problems and ways to solve them. Causes of school difficulties. Homework preparation

School problems and ways to solve them. Causes of school difficulties. Homework preparation

What are the most serious problems of school education?

Teachers, school directors and scientists answered our question

Education, as you know, is the most incomprehensible part of pedagogy. "PS" tries to acquaint you with the results of scientific research in this area as far as possible, but while scientists are arguing about goals, results, subjects and effects, in every Russian class, education takes place every minute in one way or another. Moreover, the class teachers themselves are rarely asked about the essence of their work. Therefore, we decided to ask together with the center "Pedagogical Search".
We asked teachers from schools cooperating with the newspaper, university professors, and school administrators to name the most important, in their opinion, problems in the field of education. And then they invited scientists to comment on the picture that,
like a mosaic, formed as a result of a survey.
Today, on the border of two academic semesters, when it is customary to sum up the preliminary results, we present these materials to you. Everyone who is interested in them will voluntarily or involuntarily take the position of an expert: systematizes answers in accordance with
with his pedagogical and managerial experience, he will draw conclusions about the state of our modern education and about the people professionally engaged in this education. The reader, who is fascinated by such analytical work, will probably first get acquainted with the results of the survey in order to form his own opinion.
And only then will it correlate it with the statements of the experts invited by us.
You can do the opposite: first, with the help of scientists, choose an acceptable focus for consideration, and then get acquainted with the answers of colleagues. We hope that readers who have chosen both the first and second options will mentally add their answers to the problems mentioned.
The results of the survey can also be used as a reason for holding a winter teachers' council. In this case, it is better, of course, to first conduct a similar survey among school teachers (optionally anonymously), and hide the newspaper for the time being so that there is no temptation to join the already formulated opinion. In such a scenario, the opinions of scientific experts will not be heard at all, but will be addressed to every teacher in your school. However, one of the teachers of the school can also act as an analyst, using the proposed algorithm for systematizing problems and offering their own options for resolving them.
Elena KUTSENKO

teachers

Cooperation with parents (the school does not always involve the parent community in solving problems in the organization of the educational process, and sometimes parents do not want to participate in solving these problems).
Usage modern technologies, and different (more often, after all, in the old fashioned way, we all “hold the event”).
Working with teenagers.

Nadezhda Zubareva

Problems of the relationship between parents and class teachers. Live communication is often replaced by sending electronic and postal messages. Parents do not want to go to school, and discussing problems over the phone is not always effective.
Paper and electronic reports take up a lot of time that could be devoted directly to working with children.
Management of the educational process in the school should be more flexible. The requirements for the work of each class teacher cannot be the same, just as children in different classes are not the same. What is good for some is unacceptable for others.

Svetlana Kinelskaya

Interaction between the class teacher and parents (low parental activity). Equipment of the educational process (TCO, visualization, computer, etc.). Meals in the school cafeteria (many are not satisfied with the assortment of dishes, they prefer, for example, buns, tea. But since there is no cash register in the cafeteria, they will no longer sell at retail. And how will students do on an empty stomach if they have seven lessons?).

Marina Gordina

Informatization of educational and educational process. Development of scientific and technical creativity. The problem of fathers and children".

Elena Salitova

Formation of a class team. Education of tolerance. Socialization of the child in society.

Tatyana Potapova

The influence of the film industry and mass culture on education is such that children perceive many educational activities at school as unnecessary games.
The competitive relations of the market system are transferred to the school, and here there is a struggle for survival - who is stronger - by any means. Unfortunately, examples are drawn from militants.
Decreased general level culture and horizons of students, they read little, low motivation to study (the main slogan: now you can buy everything!). But it is possible to break through to the hearts, although this requires colossal dedication. Unfortunately, teenagers do not know anything about the Holocaust or the history of political repressions in the USSR. Perhaps this is the reason for the sprouts of fascism and Russian chauvinism in Russia.

Evgenia Koltanovskaya

Low motivation of adults themselves to self-change. The ability to "hear" teenagers.

Alena Mikheeva

Establishing uniform requirements for the child on the part of teachers and parents. Problems of parental control over the education of the child.

Natalya Terekhova

Educational methods and technologies in the conditions of humanization of school education. Influence of the level of development of the classroom team on the formation of interests, inclinations and abilities of pupils. The humanistic educational system of the school as an environment for the formation of a harmoniously developed personality.

Marina Vdovina

Decreased learning motivation. (Why study if further education is paid?!)
Filling in a bunch of unnecessary pieces of paper both by the class teacher and the teacher. Let's work!!!
The administration has too many powers, and the teacher is becoming more powerless. What kind of person can be brought up by a teacher who cannot defend himself? And now, with new funding, the teacher is responsible for everything with a ruble. Why were school administrations allowed to distribute salary supplements? And how is this supposed to happen? Maybe an independent commission?

Svetlana Karpenko

Problems of adaptation of schoolchildren moving to the next stage of education. "Paperwork" of the work of the school administration. Lack of desire of teachers to think in new, economic categories, while developing the psychology of poverty in themselves and in children.

Svetlana Kornaukhova

The image of a well-mannered person broadcast by the media is far from that which professional teachers imagine.
Forms of holidays and other events are obsolete and uninteresting to children.

Alisa Zhilinskaya

Some parents send their children to work or beg instead of studying. There is no work in the future, no faith in the future.
How to deal with fights, swearing, beer, smoking? Children do not cherish and do not appreciate what is at school, they dirty and break everything.

Antonina Zakharova

Parents beat children, they are not allies in education. There is no sense of citizenship, the habit of separating oneself from the state, from the family, the autonomization of the individual is a bias towards individualism. There is no protection from aggressive media.

Ludmila Kolomiets

Children are abandoned: parents massively leave to work. Social stratification in classes. The school sets tasks that are far from the interests of children: older teenagers are focused on friendship, communication, and we focus on profiling and the Unified State Examination.

Svetlana Nazarova

Directors

Worldview. The so-called secular humanism has shown complete failure in all countries of the world where it dominates. Education based on academic subjects has no way out in the educational aspect.
Uncertainty of the end product of education.

There is a noticeable lack of qualified personnel capable of professionally teaching and educating. The burden of parents with the need to earn money leads to the fact that parents cease to be engaged in education, the intellectual and cultural development of the child, his moral education, shifting this completely to the shoulders of the school.
The very structure of the school does not allow working individually, and without an individual approach, developmental tasks cannot be solved. Such work can be effective only with the joint efforts of the family and the school.
The rollback of the apparatus of officials to the times of dictatorial planting of installations. Strict regulation, attempts to structure and rank the work of all schools according to a single model, understandable to officials. It is based on the desire of officials to protect themselves from any possible problems. For example, this is why fewer and fewer teachers go on trips, go on hikes, even on excursions.

Nikolai Izyumov, Deputy Director of the State Educational Institution School No. 1199 "League of Schools", Moscow

Lack of interest in raising children from the family. In younger adolescents, increased contact aggressiveness is observed: they can grab a classmate by the hair, start beating. There are few active forms of education in the school (educational projects, simulation games, various meetings ...), and education as an inculcation of the correct norms of behavior is ineffective.

Lyudmila Dolgova, director of the school "Evrika-Development", Tomsk

Lack of an ideological base (what are we educating?). The family has not formed a request to the school for education. The absence of a forge of personnel: they are not taught anywhere to be educators.

Dmitry Tyutterin, director of the Znak private school, Moscow

Almost all school situations are built in such a way that the child does not need to make an independent decision. Educators do not have a very good idea of what modern teenagers and young people need.

Mikhail Cheremnykh, director of the Humanitarian Lyceum in Izhevsk

Inconsistency in the actions of the services of the structures that should deal with the child. Each department (school, commission on juvenile affairs, the Family Center ...) is accountable for a certain aspect.
The inability of teachers to deeply understand the personality characteristics of the child, the internal motivation of his actions. Psychologists can help with this, but not all schools have good psychological services.
Neglect of upbringing in the family. It is difficult for a school to raise a child who does not get enough sleep and is malnourished.

Olga Polyakova, Principal of School No. 6 in Sosnovy Bor

Scientists

Adults in general, teachers in particular, often confuse edification (instruction, instruction) and education. It's not the same thing. They usually talk about upbringing the more, the worse the main task of the school, education, is solved. In fact, the effectiveness of education in school depends primarily on the quality of education.
The possibilities of the school as an instrument of education are in fact limited, and any attempt to increase the share of the educational functions of school education is fraught with the growth of hypocrisy and idle talk. And the main problem is in the management of education, in an exorbitant degree of formalism at all levels.

Because of the endless circulars, instructions and other paperwork, the teacher is not in a state of freedom, and freedom in education is above all.
Edifying: it is important not to teach a child to live, but to create an aura, an atmosphere that corresponds to wonderful human relationships. Often, children are treated as a means to achieve their goals, while each child is an endless value.

Vitaly Remizov, Head of the Innovation Center for Advanced Studies "School of Leo Tolstoy", Moscow

There are no children's organizations in the school. Most schools are arranged without taking into account today's realities of age. There are no good, ideal forms, images of the desired future, which can be oriented in education. There are no intermediaries - adults through whom contacts are made with the older generation, with a positive society.

Boris Khasan, Director of the Institute of Psychology and Pedagogy of Development, Krasnoyarsk

Insufficiently targeted work is being carried out at the school to instill initiative, responsibility, citizenship and patriotism. The society has changed, other children have come to school, and the methods of upbringing have remained the same as 20 years ago.
Alienation of children from school. The school does not become a "home" for the child, and educational work is more and more taken out of the school walls. Now they even try to spend graduation evenings not in schools, but, for example, in the Houses of Culture.
The teacher's work is evaluated only by the results of training, which sets a certain direction for the teacher's activity.
We introduce specialized education and reduce the hours for the main subjects that form a person's personality (literature, music...).

Rosa Sheraizina, rector of the Institute of Continuous Pedagogical Education, Novgorod State University named after V.I. Yaroslav the Wise

AT recent times much has been done for the social marginalization of teachers, so that only heroic people remain in the school. And their layer is very thin. Many teachers feel like failures, people who cannot take their rightful place in society.
Alienation of children and teachers from school, from each other. You can educate to the extent that people are focused on each other, hear and accept the other.

Galina Prozumentova, Head of the Department of Education Management, Faculty of Psychology, TSU

We thank everyone who took part in the survey. Unfortunately, not all answers were included in the publication: we removed repetitions
and off-topic remarks

Expert opinion

Sergey POLYAKOV, Doctor of Pedagogical Sciences, Ulyanovsk

Pedagogical tasks are real. And imaginary

According to the expert, at first he “was going to consistently respond to all positions, opinions, judgments, but then
it seemed that, despite the difference in words, the same underwater topics were repeated in the answers, ”which became the headings of the sections of this commentary.

The mythology continues

I am still convinced that education can be at least in some sense successful only if educators and managers become great realists (I wrote about this a few years ago in the book "Realistic Education"). However, judging by the results of the survey, our desire to build castles in the air in education is inescapable.
We want a unified ideology to emerge, a harmonious environment, parents to be active, a unified children's organization to be recreated, so that there is some kind of finite(!) product and, finally, to solve the problem of fathers and children (!!!).
Alas or fortunately - more precisely, neither one nor the other - all this will not happen in the coming decades, or even never.
So if we want to educate, let's think about something else and spend energy on something else.

Running from problems

However, in order to decide what is worth spending our energy on, we need to identify problems. Problems are what specifically we are not successful at and what in our actions leads to such failure.
Alas, the wording of the answers-requests, unfortunately, is in a completely different, “plaintive” way.
“Children do not cherish and do not appreciate what is at school, they get everything dirty and broken.” But what are we, teachers, doing that children react to school life in such a way?
"Loss of interest in learning." However, what in our actions helps to lose interest in learning?
"The general level of culture and the outlook of students has decreased." Are we helping or resisting this decline?
And so on - the list of complaints is not exhausted.
Our flight from the problematic is also manifested in the fact that, without having time to realize, understand the problem, we are in a hurry to set the tasks of “forming a class team”, “educating tolerance”, “socialization in society” (by the way, what is this?) and so on and so forth. other.
After reading the list of complaints, tasks, having studied old and new educational myths, I want to join the slogan that I recently had to hear: “Less education!”

Less parenting

Let us recall that amazing, familiar family example, when no one in the family is very concerned about raising children, but they grow up good and reasonable.
Isn't it the same in the work of some teachers, who are more carried away by their wonderful science and therefore see in schoolchildren not the subject of educational actions, but "accomplices" in scientific and cultural deeds? Sometimes, from such bad education, the educational result is even higher than from stubborn exhausting educational work.
I am very skeptical about the educational work at the university (maybe because for some reason the educational efforts of teachers bypassed me at the institute). But recently I read a study that states that the education of students at the university is not the result of some special work, but a consequence of the implementation of its educational function in the university as a whole, that is, the function of developing a morally and problem-oriented specialist.
Maybe at school it is worth talking more not about education, but about the implementation by the school of the function of personality development in all school spaces: in the relationship between teachers and children, in the way and atmosphere school life, in the image of school teachers ...
And then education will turn out to be not so much a special influence as recognition, understanding and life.

Education is learning and understanding

Vasily Alexandrovich Sukhomlinsky, Arkady and Boris Strugatsky spoke about this.
Remember, there was such a journalistic game: "If I were the director ...". I propose for teachers and managers from education two games to determine the effectiveness of the educator.
First: to calculate how much time the teacher talks to his students just like that, without a special purpose. The more, the better: after all, the teacher, a great master of non-purposeful conversations, has the opportunity to learn and understand another person more.
The second game: "Open the invisible." Assignment: choose among your pupils the most insignificant, obscure, incomprehensible and try to understand only through observation what it is and what drives it. Those who are more successful in this task are better educators.
However, there are some problems that cannot be dismissed.

Real problems

They are not at all where they are looking for, not at school, but in society, in the world of the socialization of children. Socialization is not in the sense that it has recently been seen in schools, where it is sometimes interpreted as preparation for the profession and the behavior of future voters in elections, but in a wide social field, about which A.V. Mudrik's brilliant book “The Socialization of Man”.
A teacher who has not read this book is unlikely to be able to adequately navigate the social space in which modern young people live. And without orientation, he will not be able to see the real problems and set realistic goals.
It turns out that the point is not how mass culture, the media, militants, the “Internet”, social stratification and other “horror stories” of the new time influence, but whether we are able to shape the attitude of the guys to these realities - not a negative attitude based on emotions, and intellectual, analytical, allowing you to detect influences on yourself and learn to resist social manipulation.
Raise your hand, only honestly, who this academic year conducted at least one educational action or one lesson in which you, together with the guys, learned to analyze social influences and develop an attitude towards them.
That's it.
But maybe this requires a new theory of education?

New Parenting Theory

Maybe so.
At least something like that is pecking.
I.D. Demakova speaks about space of childhood which is important to know, understand and feel.
D.V. Grigoriev promotes the idea events as a true subject of the work of education (value-filled situations that create experiences and intellectual impulses).
M.V. Shakurova argues that the combination of social, cultural and educative occurs in the mind of a schoolchild as act of sociocultural identity, that is, in the student's response to the questions “Who am I? Who am I with? Where is my human sample? (and it is precisely assistance in solving such issues, according to M.V. Shakurova, that is the real work of a teacher).
I.Yu.Shustova shows that the traditional concepts of the collective and the group are not sufficient to describe the modern "environment of cohabitation" of schoolchildren. She suggests using the phrase existing in psychology event community, which combines the theme of collectivity and the theme of events.
Psychologist M.R. Bityanova and teacher B.V. Kupriyanov attach special importance to role-playing games as a method that allows plunge teenagers and high school students into value conflicts and push them to the game, and then the life choice of personal, value-colored views, positions.
The most remarkable thing is that all these researchers are not only authors and propagandists of new ideas that may someday form a new theory of education, but also practitioners who turn their ideas into events of living together with young people in tense “promoting” situations.

Expert opinion

Boris KUPRIYANOV, Candidate of Pedagogical Sciences, Kostroma State University

Difficulties that can become a resource for development

This expert opinion is based on the so-called resource approach, which is quite productive for analyzing the activities of a class teacher. Supporters of this approach believe that almost everything that surrounds the class teacher can be considered as a resource for solving the urgent problems of educating each student.
and the entire class team.

The strong always blame the powerless. What about the powerless?

A person who believes that his life is exclusively his own work is called an internal. And the external is sure that the line of his fate is drawn by life circumstances, for the most part, little dependent on him.(from the dictionary).
When comprehending the results of a survey of teachers who perform the duties of class teachers, it is easy to fall for a provocation by externality - to blame circumstances for the difficulties of their own educational work.
And above all, judging by the questionnaires, this concerns the relationship of the class teacher to the interaction of pupils with social reality.
Class teachers state: “There is no feeling of citizenship, the habit of separating oneself from the state...”, “Competitive relations of the market system are transferred to school...”, “There is no protection from aggressive media”.
But even in this situation, the teacher can not only go with the flow, but also show an internal approach: interaction with social realities is the same resource as, for example, relationships with parents. In fairness, we note that the problem is not only in the subjective image of unscrupulous media in the minds of teachers, but also in a number of objective difficulties. And yet, it seems that, as in the case, for example, with subcultures, it is necessary to work with the media, develop a methodology for working, and not just “take into account” their existence.
Consider line of interaction between the class teacher and parents. If we follow the external logic, parents appear to be “not active enough”, “do not want to participate in solving problems”, “do not want to go to school”, “stop taking care of the child”.
And absolutely blatant facts of parental behavior: children are abandoned or beaten, they are sent to work or beg. Words are redundant here. One can only hope that there are not very many such parents.
There are also answers in the internal logic (we take responsibility): “the school does not always attract parents”, “live communication is often replaced by sending e-mails”. In a responsible logic, class teachers state the insufficient “efficiency of finding a dialogue with parents”, the need to “establish uniform requirements for the child on the part of teachers and parents”.
A special place in the activities of the class teacher is interaction class teacher - students. It is not so easy to interpret the situation here. On the one hand, we should recognize the unfavorable changes in the generation of modern schoolchildren. Few will argue with the fact that "the general level of culture and outlook has decreased." The following remark sounds more alarming: “In younger adolescents, there is an increased contact aggressiveness: they can grab a classmate by the hair, start beating.”
However, there are also internal statements: "... it is possible to break through to the hearts, although this requires colossal dedication."
Grade relations between the class teacher and school reality also suffers from externality. For example, the poor work of the canteen is outraged. Class teachers negatively perceive the shortcomings in the organization of school self-government, the absence of public children's and adolescent organizations. Teachers are critical of educational policy guidelines: “Older teenagers are focused on friendship, communication, and we focus on profiling and the Unified State Examination for them.”
At the same time, the question arises: maybe adolescents can meet the needs for friendship and communication at the class level, without blaming the state or the school?

We blame the reflection, the mirror and ...

It is very significant that class teachers are aware of the own problems: “lack of desire of teachers to think in new, economic categories, while developing the psychology of poverty in themselves and in children”, “low motivation for self-change”, inability to hear adolescents.
At the technological level, there are also many difficulties: “the use of modern technologies, and various ones…”. Teachers admit that events are held in the old fashioned way, while at the same time, “the influence of mass culture is such that many educational activities at school are perceived by children as unnecessary games.” School educators note that the tasks of everyday regulation of schoolchildren's behavior cause difficulties: “How to cope with fights, obscenities, beer, smoking?” The following phrase regarding the self-relationship of a school teacher sounds very alarming: “There is no work in the future, no faith in the future.”
The thesis about the difficulties caused by "educational methods and technologies in the context of the humanization of school education" is very indicative. This is an obvious manifestation of the mythologization of pedagogical activity. The word "humanization" is everywhere. Leaders demand at least to talk about it, and even better - to demonstrate. But in a simulacrum situation, this is practically impossible. One can learn to call trends trends, but it is extremely difficult for a teacher left alone with the problem of designing and building Potemkin villages to show something that does not exist.
Another myth of modern school reality is associated with a psychological panacea: “The question is very serious, only a psychologist is able to solve it ... We all stop, sit down and start waiting for a psychologist in a blue helicopter ...” I won’t argue, there are cases when the help of a professional psychologist is required, but there were a time when no one had heard of psychologists, but in an everyday way psychological problems were solved. When they thought and took responsibility, they more often resolved complex conflicts.
Another hot topic that I would like to support - interaction of the class teacher with the leadership in the field of regulation of activities. Replicas sound like a cry for help: “Filling out a bunch of unnecessary papers by both the class teacher and the teacher. Let work!!!”, “Paperwork…”, “Paper and electronic reports take up a lot of time that could be given directly to work with children.” There are constructive suggestions: "The requirements for the work of each class teacher cannot be the same, since children in different classes are not the same." Teachers also complain about the "lack of interaction in the school methodological association of class teachers, psychologist, social teacher, head teacher." Administrators also note: “Inconsistency in the actions of services and structures that should be involved in raising a child ...” I think that from the lips of ordinary educators, with some reservations, complaints about insufficient coordination can be accepted. Although I am convinced that the task of the class teacher is precisely in coordination, and his activity is the management of school resources and environment for the implementation of the tasks of educating students. As for the dissatisfaction of administrators with inconsistency, who else can solve the problem of coordination?
Another trend can be called quite alarming - "The rollback of the apparatus of officials to the times of dictatorship and strict regulation ...".
Teachers are seriously experiencing the situation of relations with the school administration: “The administration has too many powers, and the teacher is becoming more powerless. What kind of person can be brought up by a teacher who cannot defend himself!”

Without images of the future?

The opinions of school directors, demonstrating the complexity of goal-setting school education: "The so-called secular humanism has demonstrated complete failure in all countries of the world where it dominates", "Lack of an ideological base (what are we educating?)", "The family has not formed a request to the school for education", "Education based on academic subjects , has no access to the educational aspect”, “Introducing specialized education and reducing the hours for the main subjects that form the personality of a person (literature, music ...)”, “Uncertainty of the final product of education”.
Another topic that worries administrators is the staffing of education and training. You feel anxiety especially when thinking about the fact that a person can work at school without teacher education. Maybe I'm wrong, but I doubt it!
Very eloquent is the opinion of B.I. Khasan about the absence of “images of a desirable future, which can be oriented in education. There are no intermediaries - adults, through which connections are made with the older generation, with a positive society.
In general, the situation is reflected astonishingly: no one really orders education; ideologically, it is completely incomprehensible what to focus on; the content of education in this aspect is also not a tool; There are no professional educators ... Maybe, really, well, this is education: we can’t educate, what to worry about ... And only such exaggeration allows us to see that in reality everything is not so bad.

The problems of modern schoolchildren should be of full interest to teachers, class teachers and parents. After all, many problems of students can become the reason for their failure in the future.

Thanks to the school, the child learns in society, receives the necessary skills and knowledge, which will become the basis for building his future life. But at the same time, during the much-needed socialization, the student faces many difficulties due to the peculiarities of age, the specifics of behavior, etc.

A particularly difficult period of adaptation is primary school age, especially grades 1-2.

For children 6-7 years old, the stage of schooling is a completely new period in life. In addition to the fact that the child has to get used to the new environment, he is additionally charged with a great responsibility. Joining the educational process is not an easy task, even if the kid went to kindergarten and a preparatory group.

Fulfillment of unusual requirements and a heavy study load often become the causes of a child’s poor health, health and mood problems. In primary school students, the nervous system is still actively developing, muscles are growing, and the skeleton is getting stronger. In order for all processes in the child's body to proceed properly, and adaptation to school to be minimally traumatic, teachers must take care of the correct organization of the educational process, and parents of the rational organization of the working day.

But the problems of schoolchildren do not end in the primary grades, but only begin. After all, on each age stage pupils are expected to have a higher degree of socialization and more severe requirements are set for their educational activities and behavior.

It would seem that the calm rhythm of life of students in grades 3-4 suddenly disrupts the transition to a more complex level of middle classes. New subjects, teachers and criteria, the student should get used to all this. In addition, he should be able to rebuild in the shortest possible time, because by slowing down a little, you can miss the material and fall behind in your studies.

Children of middle school age, barely getting used to the daily routine, fall into the location of a teenage crisis. Study fades into the background, the student is trying to find himself and show his importance. Next comes the turn of the senior classes. An example in the 9th grade, in addition to the progressive crisis of adolescence, the child will have a difficult choice, to stay or leave school, and if you leave, then where. A more calm and balanced grade 10 is soon replaced by a tense grade 11, where each student must decide on his future life, choosing a profession, preparing for the most important exams in his life.

One of the most striking problems that worries the schoolchildren themselves, their parents and teachers is academic failure. Difficulties in educational process, can significantly prevent the child from mastering the knowledge that the school curriculum provides. Failure in school age is especially dangerous.

The initial period of study is the foundation on the basis of which a further system of knowledge is formed, acquired in subsequent years of study at school. If this foundation is partially or completely absent, further training becomes excessively difficult. As a result of misunderstanding and lack of learning in the elementary grades, some children in the middle grades simply drop out of education. But it is the duty of teachers and parents to prevent such a course of events. In order to prevent and eliminate academic failure, teachers and parents must be able to determine the causes of such an undesirable phenomenon. Knowing all the circumstances will help eliminate the failure and correct its consequences.

Student failure may be due to the following reasons:

- unpreparedness of children for schooling (in the extreme form, unpreparedness can be based on social and pedagogical neglect);

- somatic weakness of the child, which may occur as a result of prolonged illness in the preschool period;

- speech defects that have not been corrected in preschool age;

- deficiencies in hearing and vision;

- mental retardation (it happens that mentally retarded children enter the 1st grade of mass schools, and only after a year of unsuccessful training, according to the conclusion of the medical and pedagogical commissions, they are sent to specialized schools);

- lack of understanding with the teacher or classmates.

Failure can also be due to short-term or long-term causes. They may be certain circumstances in the life of a student. At the same time, the causes of short-term action cause short-term failure, and the causes of long-term action become the basis of long-term and stable failure.

Causes of short-term failure.

Lack of skills for rational distribution of time and organization of educational work. This type of failure is most often manifested in students of the 2nd grade.

Gaps in development. It is worth noting that this reason is not so deep and can be eliminated with the help of additional classes.

Unfavorable living conditions. It is important to consider that with a timely change in living conditions for the better, short-term academic failure can be stopped. Otherwise, it will develop into long-term academic failure.

The health status of the student. Poor health greatly affects the success of the student, especially in younger age. At the same time, it is during this period that children are prone to typical diseases.

Weak development of thinking. This reason also applies to the age of younger schoolchildren, since it is at the age of 6-8 years that a gradual transition from visual-effective and visual-figurative thinking to abstract thinking takes place.

These reasons are capable of forming a negative attitude towards learning among schoolchildren. If the gaps are not prevented from growing, they will lead to a change in the attitude of schoolchildren towards all educational activities in a negative direction.

Considering the causes of poor progress, one can notice some specifics of the lagging behind of schoolchildren of different sexes. So, according to researchers, the trend of failure is more often manifested in boys. If we analyze the failure of progress in relation to all causes, it turns out that health problems have a greater influence on the success of girls. In boys, poor progress is most often associated with a negative attitude towards learning, and also, sometimes, with a low level of upbringing. It is the complex of negativism in relation to teaching, as well as disorganization, lack of system and lack of discipline, that are the main pitfalls on the way to successful teaching.

In part, the negative complex in relation to learning in children is associated with the activities of the teachers themselves, as well as the lack of pedagogical influences. The main gap in pedagogical activity is the implementation of an individual approach to students not to the full extent, as well as the lack of interdisciplinary connections in the learning process.

An individual approach must be applied to each child, and especially to those children who do not have time to learn the material. In order to know which methods to use in each specific case, it is first of all necessary to decide to which type the child can conditionally be enrolled.

Type 1 - uninterested in school life and poorly adapted to it.

Type 2 - a mentally developed child, but physically weak and often ill.

Type 3 - physically developed, but mentally poorly developed, unable to quickly and completely adapt to school life.

Type 4 - schoolchildren who cannot fully engage in educational activities due to home conditions or strong extracurricular interests.

In each case of failure, the child requires individual assistance and approach. The task of teachers and parents is to find out the reason for poor progress and make every effort to ensure that the student successfully catches up with the missed material and fully studies the next one.

Schoolchildren's problems are often associated with the lack of positive contact with teachers and peers. In the first case, each teacher must remember that it is he, the adult, who must be the first to exhaust conflict situation and try not to create them in the future. The teacher, regardless of the situation, must be fair and open to children. He must use the best methods to interest students in his subject, and never use methods that will alienate students from him.

More acute is the problem of relationships between the students themselves. The process, until a collective is formed from a class of different children, is very long and cannot do without undesirable situations. One of the main roles in the process of team building is played by the class teacher, who must make every effort so that the children become friendly as quickly as possible.

But still, conflicts often arise between classmates. Sometimes a class of children is divided into small groups that either conflict with each other or live their own lives. In this case, the teacher should introduce students to common activities, involve them in competitions and activities where they will be forced to interact. Such events will not fail to improve relations in the classroom in positive side. The main thing here is the firm intention of the teacher and his effective work.

Some students are faced with the problem of not being perceived by classmates, or sharp criticism from their side. The risk group, in this case, often includes gifted children, retarded children, children with not quite adequate behavior, or children from dysfunctional families.

In order to establish the presence of students who are not perceived in the class, as well as to carry out some work to regulate this situation, it is necessary to carry out psychological research relationships in this class. This work, for the most part, should be done by a school psychologist, but it is also the direct duty of the class teacher.

In order for children to have good academic performance and positive relationships with peers, they need to be helped to adapt to school, educate the concept of the right value system, teach them to overcome difficulties and confidently go towards their goal.

Such a responsible task, first of all, falls on the shoulders of the student's parents, who must create all the conditions for the child to develop harmoniously and learn the educational material. Such conditions include a positive family atmosphere, proper daily routine, healthy eating, time for study and rest. It is important that parents pay attention to the child.

In turn, teachers should provide for children teaching taking into account individual characteristics, a good attitude towards students, their equality in the eyes of the teacher. The mentor must constantly know what is happening in the class and help resolve conflicts in the early stages. If the class teacher can organize students, explain the importance of each of them and ensure mutual understanding throughout the school period, then there is no doubt that this class will face fewer problematic situations. At the same time, each graduate will keep good relations with classmates for many years of life, even after graduation.

Being interested in the problems of schoolchildren and helping them cope with difficult situations, teachers and parents open the way for children to successfully realize themselves, the ability to communicate and be useful.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Research

Problems of modern schools

Introduction

1. Thinking about culture and nationalism

2. Problems of modern schools

3. Ways to solve problems

Appendix

Introduction

The history of the modern school is a continuous series educational reforms. As a rule, their essence comes down to the desire to change the consciousness of a person, his views and values and to educate a "man of a new formation." Understanding that religious beliefs lie at the basis of people's views, the "reformers" direct their efforts mainly to changing precisely this basis.

For many years, an atheistic worldview has been intensively introduced into our society. The policy of strengthening the state at that time led to an understanding of the need to strengthen the family and return to moral values, which are based on Christian motives. The defense of the state required such qualities as patriotism and self-sacrifice. During these years, in the educational process, much attention was paid to the education of the "new personality". In school life, we meet values that are close to traditional ones. Such as collectivism, mutual assistance, a sense of duty, responsibility, diligence, discipline, restraint. At the same time, in order to interrupt the spiritual tradition, the history of our Fatherland was rewritten. Much that is dear to the Russian heart was ridiculed, entire layers of folk and spiritual culture were withdrawn from the educational space.

The life of the state did not fit into the framework of the life of one person. Therefore, it is natural that a person, by faith and truth, creating and self-sacrificingly defending the state, took out the goals of his life beyond its earthly framework. But the problem of personal immortality was solved psychologically: it was believed that the "other being" of the individual after death continues in other people. “If a person’s personality is not reduced to its representation in a bodily subject, but continues in other people, then with the death of an individual, the personality does not “completely” die,” writes A. V. Petrovsky - The individual as a carrier of personality passes away, but, personalized in other people, he continues, giving rise to difficult experiences in them, explained by the tragedy of the gap between the ideal representation of the individual and his material disappearance. death" there is neither mysticism nor pure metaphor - this is a statement of the fact of the destruction of an integral psychological structure while maintaining one of its links.

At the heart of various pedagogical directions, as a rule, lies the search for a source of spiritual and moral growth. During the period of atheism, we meet with the most mundane form, depriving pedagogical thinking of inspiration and reducing it to the level of elementary causality - with naturalism. Naturalism searches for the driving forces of personal growth in nature, including human nature, absolutizes the role of scientific knowledge in pedagogy, reducing all manifestations of spiritual life to psychologism. In a religious sense, this approach leads to pantheism - the deification of nature, the replacement of God by His creation.

The school of this period also had some positive experience. In particular, in terms of the content of education, the school confirmed its status as a general education school. Only the basics of science were studied, all applied areas were moved beyond the framework of secondary school into the field vocational education various levels. The natural sciences and the humanities were recognized as equivalent. Such education formed a special type of thinking, which made it possible to creatively solve various problems on the basis of holistic ideas about the world. In practice, this manifested itself, for example, in the fact that, having the smallest number of computers in the world, we gave the world highly professional programmers. A graduate of an ordinary school with the same success could enter a university, a technical or humanitarian university. The school provided not only professional self-determination, but created conditions for the freedom of this self-determination.

From an educational point of view, the way of school life approached the family way of life. A student, entering school, usually studied in the same class until graduation from it. There was a special relationship in the class. The presence of pupils with different abilities made it possible for those who were lagging behind to orient themselves towards those who were more capable, and the latter, helping their classmates, helped the teachers. An individual differentiated approach, adjusting the load and complexity of the task for students, in combination with active methods learning allowed within the class to ensure the variability of learning. Many years of acquaintance and cooperation with parents helped teachers to rely on family traditions, while parents were provided with the opportunity to actively participate in the school educational process.

Putting at a glance noble goals, such as "all-round harmonious development of the personality, combining spiritual wealth, moral purity and physical perfection", the pedagogy of the Soviet period could not achieve these goals due to the denial of the existence spiritual world and recognition of the primacy of matter over spirit. This approach did not allow one to know the true nature of man as the image and likeness of God, deeply damaged by sin, which means that it was impossible to develop scientific psychological foundations pedagogical process.

The so-called democratic transformations in our society demanded new foundations for school reform. From atheism through occultism, theosophy, sectarianism, parapsychology and other teachings, collectively called non-traditional, bypassing traditional Orthodoxy, the education system for some time found its comfort in humanism. The very name of this worldview comes from the Latin "humanus", which translates as "human". In the humanistic worldview, the principles of equality, justice, respect for human dignity, concern for the welfare of people are attracted. But at its core, humanism is an anti-Christian trend disguised as atheism. Humanism deifies man, worships the creature instead of worshiping the Creator.

The process of destruction of the state was accompanied by a purposeful destruction of the traditional system of values. Patriotism was ridiculed, the education of chastity was replaced by sexual education, physical culture gave way to valueology. The family suffered the most. Stimulation of a free life of a teenager, based on disobedience to his parents, has become a favorite technique of the media.

The content of education has changed. Reduced hours in the subjects of the humanitarian cycle, such as the Russian language, Russian literature, history. Instead of the fundamentals of the sciences, their applied areas are being studied more and more. The goal of training and education is success, career, entry into a Western-type society. An adaptive type education system is being formed, which allows the student to adapt to the conditions of life in society, but excludes the conditions for his spiritual, and therefore personal growth.

The results of humanistic education can be traced to the example of America. A study conducted in schools in one of the American cities showed a sharp decline in morals among students (data taken from the book "Spiritual and Moral Meanings of National Education at the Turn of the Century" 17-18). The purpose of the study was to compare the Seven Major Problems in Fullerton schools in 1940 and 1988.

Major problems in 1940

Pupils are talking

Chewing gum

Running through the corridors

They don't follow the lines

Dressing inappropriately

Littering in the classroom

beatings

Major problems in 1988

Alcohol consumption

Pregnancy

drug use

Suicide

rapes

Robbery

A similar decline in morals is happening in our society.

The results of democratic humanistic education allowed parents to experience in practice all the sorrows of family life associated with children. The teachers realized the reform goals and, guided by their conscience, began to look for the true foundations of the educational process in the traditional way of life of our people. In the first years of the search, the tradition was considered mainly as folklore, and the entire cultural heritage was reduced to it. Life was studied as a phenomenon of antiquity, unique in our time. There were daredevils who began to call this type of school Russian.

A Russian school was opened in some cities as an experiment as a school with an ethno-cultural component, equated in rights with other national schools. These experiments were successful, but isolated.

As we understand that the people's consciousness is a reflection of the religious and that the traditional way of life of our people is determined by the Orthodox faith and Christ's

Church, there was a noble desire to create an Orthodox school.

Orthodox schools have acquired the form of Orthodox gymnasiums and are most often church schools, that is, confessional.

In our opinion, such an approach does not allow recreating the entire education system on the right footing, because all schools cannot be either confessional or national. An approach that was correct in essence turned out to be incorrect in form.

school education psychologist culture

1. Reflections on culture and nationalism

According to the Divine definition, the structure of the world is hierarchical. The younger ones are in obedience to the elder, adopting from him the science of God-pleasing life, the science of reverence and worship, the science of standing before the Highest. The elder guards and cultivates the younger ones, freeing them from the weeds so that they bear a worthy fruit. And in such a relationship, the wisdom of God and the beauty of the world He created are manifested.

Worship and cultivation are two words that define the hierarchical relations in human society coming before God. In Latin, worship, veneration and cultivation, cultivation are denoted by one word "cultus", which in Russian sounds like a cult. This is where the word "culture" comes from.

Culture as coming before the Highest, as veneration and worship reveals itself in the spiritual life of man and people and finds expression in literature, painting, architecture, science, technology, domestic and family arrangements, etc. In this sense, culture is the result of the glorification of the Creator and Creator of the world by man, the organization of society on the foundations of a God-pleasing life, on the fulfillment of spiritual and moral laws given in Divine Revelation. Having a religious origin, culture is expressed in different ways within the boundaries of the influence of the main world religions, which gives rise to various types of world culture. The nature of world culture is supranational.

The Slavic world, having adopted the Byzantine-Orthodox culture, created the Russian Orthodox culture, which became part of the world Orthodox culture.

Each people is the bearer of a special, national culture. For national cultures the Russian translation of the root "cult" in the meaning of "processing", "cultivation" is more suitable.

It is known that national cultures can develop both within the framework of one of the world cultures and in isolation from them. In the first case, national culture acquires global significance. But for this to happen, the national culture must preserve the Divine principle - those coming before the Almighty, must be cleansed of ungodly customs and manifestations (bloody sacrifices, laws of blood feud, war against infidels, witchcraft and occult rituals, corrupting and depraved acts, incest, primitive idolatry and etc.).

Communication of national cultures coexisting within the framework of world culture is its main language. In Eastern Orthodox culture, such languages were Greek and Church Slavonic, and later Russian; in the western - Latin, later English. It is through the main language that one gets acquainted with national cultures. Through a common language, national cultures can express themselves and take their rightful place in the global culture. On the territory of our state (both former and present), peoples culturally related to the Muslim or Western world entered the world culture precisely in the bosom of Russian culture. This is explained by the fact that not all world cultures are equally responsive to national cultures. By the number of surviving nationalities and languages, one can judge a more careful attitude of the Russian Byzantine-Orthodox culture to national cultures than is observed in Europe and America, where not only many national cultures, but also their carriers, independent peoples, are disappearing.

2. Problems of modern schools

The main problem, in my opinion, is the lack of staff. in schools and other educational institutions there is a lack of young specialists, as they say - fresh minds. Most students, graduating from institutes, universities and universities, do not burn with a great desire to get a job at school. This begs the question - why? Everything is very simple. Nowadays, it is not prestigious to work as a teacher: firstly, a small salary (well, if there is a big city, you can get out there, after all, but what about those who live in a small provincial town or even better, in a God-forsaken village ?). Secondly, the teacher is sleepless nights checking notebooks and control works, a busy schedule of classes (it happens that one teacher teaches five different subjects). Every day you spend your precious non-replenished nerve cells, listening, first, to the complaints of the children in the lesson, and after the remarks of colleagues and superiors about your not very high professionalism (according to them). Let us conclude which young specialist you will want to endure all this horror, while spending your health and getting nothing for it. So it turns out that mostly people working in schools are not younger than thirty years old, or even in general, who have long retired. All this, of course, is good - a great life experience, old traditions and foundations. But our generation, in the era of mobile technologies and computerization, needs fresh knowledge, we need a person who would understand us (given the manner of expression of young people), a person who, in general, was himself a teenager recently.

The second, not very big, but no less important problem is the disinterest of the children themselves. After conducting a survey in many schools, it turned out that the majority of "teenagers" go to school with great reluctance. Yes, if you look, now most of the youth spends their time going out for a drink. smoke. And then find somewhere the money for your pleasures. The next day all over again. This is how the carefree days of a schoolboy pass. What is the reason for such lack of independence. Another problem follows from this - there are very few social programs offered to children in schools. Always doing nothing but learning (many will agree with me) is pretty boring. Therefore, it is necessary to interest the child in the educational process as much as possible precisely thanks to some kind of extracurricular activities, with the help of additional classes. Circles and electives. Conduct sports competitions, go outside the settlement for several days, all kinds of sightseeing trips, etc. Perhaps then a talent will open in a person that he did not even suspect about. He will willingly do what he loves and there will simply be no time left for other nonsense.

Next. School textbooks. Every year, something new. Of course, this is a plus, books are improved, significant amendments are made, but it often happens that it is not so easy for a child to find a textbook by a new author, which will cost a lot of money. When, on the other hand, he could buy this book from a high school student much cheaper, or even better to take it from his older brother or sister.

Continuing the theme of sources of information, let's say a few words about libraries. Absolutely nowhere to take the material! Very often, in addition to the notes and notes given at school, the student has to look for additional sources. And where?! What school and village libraries offer is not enough. You have to look for dictionaries, encyclopedias, surf the Internet (which takes a lot of time). Who doesn't have it? You have to rely on your mind (and such thoughts are often erroneous)

Another main problem, especially the last two years, is the Unified State Examination!!!

The students are confused. Nobody really knows what to expect. While the experiment is going on, but this is only for now, and then what? Who do not ask, everyone is terribly afraid of the State exams.

3. Ways to solve problems

The starting point should not be the interests of the educational institution, but the interests of the child and the family. We must ask parents if they want their children to be educated selfish and ungrateful egotists? Or maybe they want to raise a practical rationalist, concerned about earthly success and career? Do they want to see their children as worthy sons of the Fatherland, or are they raising a citizen of some other state?

The school is designed to help the family in the education of the child, in the upbringing of a good citizen for our Fatherland. On what principles should the education system be based, what should be the content of the educational process so that the child pleases his parents with kindness, obedience, diligence, humility? What conditions need to be created so that the child develops correctly, so that the spiritual life awakened in the family does not fade away, so that he masters the principles of science, learns his native and world culture, so that he is a patriot of his Motherland, ready to lay down his life for her in difficult times ?

There is a need for such an education system that would allow the full transfer of knowledge, experience of creative and creative activity, values inherent in the people, experience of spiritual life from one generation to another. If we try to create such a school, we will inevitably end up with a school based on Orthodox traditions. There is no other way. It is impossible to artificially create foundations that allow one to correct the damage inherent in man from birth by original sin, to elevate human life to Divine heights, to turn on all the cognitive powers of a person, and not just his mind, to free him from the power of egoistic aspirations. The school, based on the Orthodox tradition, is the only natural and scientific one that allows children of all nationalities and concessions to enter world culture through Russian culture, while creating conditions for mastering their own national culture.

Appendix 1

Russians are not satisfied with the modern school

In August of this year, ROMIR Monitoring Research Holding conducted an online survey of Russian Internet users. On the eve of the new school year, the respondents were asked a series of questions about the school and problems modern education. The survey involved 1,450 random Internet users aged 18 and over. According to ROMIR Monitoring, more than half of Russians answered that the Soviet school was better than the modern one.

In general, the answers to the question “What is your opinion about the modern Russian school?” were distributed as follows: 17% of respondents said that the level of Soviet and modern schools is approximately the same. Moreover, more often than the average for the sample, this answer was given by survey participants living in the Urals District - 23%. 12% of the respondents answered that the modern school is better than the Soviet one. Among the Siberian respondents, 15% of respondents share this opinion - this is the highest figure compared to the sample as a whole.

The study showed that the younger the respondents, the more often they call a modern school the best compared to the Soviet one. Among the respondents of the older age categories, on the contrary, the opinion about the superiority of the Soviet school prevails. Among survey participants with higher education, the prevailing opinion is that the Soviet school was better. And respondents with secondary education more often than the average for the sample said that the Soviet school was better after all.

Survey participants were also asked to rate the quality of education in different types schools. Respondents were asked the question “What do you think, which schools provide a better education?” The responses were distributed as follows:

According to the results obtained, almost two-thirds of the respondents (61%) believe that the highest quality education is provided by public schools, but with a special focus - language, physics and mathematics, etc. Among Internet users of the Ural Federal District, 69% of respondents share this opinion. Every fifth participant in the survey (19%) said that the best quality education is provided by non-state, private schools. Among the respondents of the Central District, 23% of respondents indicated this answer - this is the highest figure in the sample.

Every tenth respondent (8%) answered that public schools provide the highest quality education. Among the survey participants living in St. Petersburg, this opinion is held by half as many respondents as in the sample as a whole - 5%. The study showed that women are more inclined to believe that the quality of education in specialized schools is superior, while men - in private schools. The opinions of respondents of different age categories are also divided: survey participants from 45 years old believe that better and more complete knowledge can be obtained in specialized schools, and young people under 24 years old prefer private educational institutions.

The better quality of education in private schools was mentioned more often than the average for the sample by respondents with secondary education, as well as survey participants with a high income level. To highly appreciated quality of education in specialized schools more often than in the sample as a whole are respondents with higher education, with an average income.

During the survey, the respondents were also asked a question about the problems of the modern school: “What are the problems of the modern Russian school Do you think it's the sharpest? The answers to it were distributed as follows (since the respondents could indicate several answers, the total may not be equal to 100%):

According to the results of the survey, the main problem of the modern school is the low salary of teachers. Three quarters (76%) of the respondents think so. Moreover, among the survey participants in the Volga and Siberian Federal Districts, four out of five (80-81%) respondents share this opinion. Every second respondent (51%) also said that modern schools are poorly provided financially - there is not enough money even for the necessary equipment and repairs. In the Urals region, this answer was given by two-thirds of the respondents (68%), which is significantly higher than the average for the country as a whole.

Every fourth respondent (26%) said about the low quality of education. Moreover, in the Central Federal District this figure reaches 31%. Another 25% of respondents spoke about the low level of moral education of children. Slightly more often than the average for the sample, this was noted by residents of the two capitals. 23% of survey participants named low professional level teachers. The list of problems was continued by the following answers: lack of teachers - 16%, lack of unified textbooks - 16%, widespread drug addiction in schools - 12%, division of schools into regular and paid schools - 7%, and penetration of religious sects into schools - 4%.

It is noteworthy that young survey participants aged 18 to 24, who themselves recently graduated from school, more often than the average for the sample spoke about the problems associated with the lack of adequate funding for education - low salaries of teachers, lack of money for repairs and equipment, lack of textbooks, lack of teachers themselves.

Respondents of the older age group (over 45 years old) more often paid attention to the low quality of education and the qualifications of teachers.

Appendix 2

Four motives for bad behavior

	To attract attention			Avoiding Failure
Social causes	Emotional coldness of parents, focusing on bad rather than good behavior	Fashion on strong personality, lack of examples of constructive submission in the environment of the child	Growing violence in society	Too high demands of parents and teachers
Essence of Behavior	Get special attention	"You won't do anything to me"	Harm in response to an insult	“I won’t even try, it still won’t work”
Strengths of behavior	The need for contact with the teacher	Courage, resistance to influences	The ability to protect oneself from pain and resentment
Teacher reaction: emotions	Irritation, resentment	Anger, resentment, maybe fear	Resentment, pain, devastation in addition to resentment and fear	Professional Helplessness
Teacher reaction: momentum	Make a remark	Stop an antics with a physical action	Respond immediately with force or withdraw from the situation	Justify and explain the failure with the help of a specialist
Student reaction	Temporarily stops		Stops the trick when he decides	Becomes dependent on the teacher; keeps doing nothing
Ways to prevent	Teach children to attract attention to themselves in acceptable ways; pay attention to good behavior	Avoid confrontation; give away part of their organizational functions	Build a relationship with the student based on the principle of caring for him	Supporting the student to change their "I can't" mindset to "I can"

Who is the most likely victim of bullying? First of all, children with obvious problems. There is always something in the victim that can alienate others, provoke attacks from them. They are not like the rest. Most likely, a child will be attacked and ridiculed: - Unusual appearance (noticeable scars, lameness, etc.); - suffering from enuresis or encoparesis; - quiet and weak, unable to stand up for himself; - untidy dressed; - often skipping classes; - unsuccessful in studies, - who is too patronized by parents; - not able to communicate, etc. Here are the types of rejected children who are most often attacked.

"Pet"

Janusz Korczak also wrote that children do not like those peers who are singled out by a teacher or educator. Especially if they can't figure out why the "favorite" is better than them. Adults, knowing about the difficult fate of their ward, pity him and give him their patronage, thereby dooming him to loneliness and insults from classmates who do not know the reason for such an attitude. Maxim is a very capable boy, he made a good impression on the teachers who took him to school. But from the first grade, problems began with studies and relationships with classmates. Maxim did not work at the lesson, he could draw or read the whole lesson, his mother fought for every line in the homework. In the classroom, the teachers had to stand over his desk all the time - then he had time to do the assignment. For a number of reasons (first of all, family problems), the school administration put up with this state of affairs. The teachers felt sorry for Maxim and looked at a lot of things "through their fingers." However, classmates did not want to accept his special position. They did not understand why he was allowed what they were not allowed, why the class teacher always protected him. They began to tease the boy, did not take him into their games, laughed at him when he answered at the blackboard. Some parents also added fuel to the fire, considering their children to be exceptional and indignant that it was not they, but Maxim, who was walking in favorites. They discussed this among themselves in front of the children, referring to the nationality of the child. Gradually, Maxim's mother also became persona non grata, many did not even greet her.

"Stuck"

Mitya was a home child, the only one in the family. Before entering school, he had no experience of communication in a team and did not know how to communicate with peers. In class, he tried to attract the attention of a classmate by grabbing his things or hugging the object of sympathy, preventing him from moving and causing pain. Naturally, the guys began to avoid him, there were often fights: the more active and independent tried to take away their things from Mitya, rushed to defend those with whom he clumsily tried to make friends. Mitya became very lonely in the class: no one wanted to sit at the same desk with him, they did not want to take him to the team, they laughed at him, they pushed him away. Coming to my office, he immediately rushed to cuddle with some soft animal, came up with a name for him and tried not to let go of him during the whole lesson.

Greeting, Mitya always tried to get into the interlocutor's field of vision, looked into the eyes, touched the hand, it didn't matter to him whether you were busy or not - an answer was required immediately. American psychologist Violet Oaklander believes that such importunity is the result of a child's feeling of insecurity. Such children literally hang on people, physically grabbing them in order to feel more secure. Naturally, others, especially children, begin to avoid them. And new attempts to get closer in this way are met with aggression. After all, the child does not know how to communicate in a different way and is often glad even for aggressive attention from others.

"Jester and Scapegoat"

Sema is an excitable, quick-tempered and very insecure boy. He often fought with classmates, because he was very obsessively and emotionally trying to get involved in their games. Desperate to attract attention, he chose the tactics of a cool jester. He shouted out various absurdities in the lessons, the guys laughed, it cheered him up, and, despite the comments of the teachers, Sema continued to try to make everyone laugh. Gradually, his every word began to cause laughter in the class. Once he put on a poster “I'm an idiot” on his sweater and walked around the class like that, amusing classmates. However, he was still avoided, not accepted into the games. He became something of a scapegoat in the class: he was blamed for all the failures of the class, all the antics were blamed on him. The guys said to the new teacher: “This is Sema, he always does this.” A child who has chosen such a tactic of behavior, as it were, prevents attacks from others. He is no longer taken seriously and therefore is not particularly offended. And he, hearing the laughter of classmates, does not feel isolated. The most dangerous thing in the chosen tactics is that it is almost impossible to get rid of the once-established reputation of a “clown”. There are two more types of children who are not specially offended by anyone, they are not bullied, but they are rejected, they are alone in their class.

"Embittered"

Some children, unable to establish contact with classmates, begin to behave as if they are taking revenge on others for their failures. Philip had learning difficulties from the first grade. He quickly became bored in the classroom, he was often distracted, trying to chat with his neighbors, play something with them. However, his classmates were more interested in what was happening in the lesson than talking with Philip. Then, in order to attract attention, Philip began to knock, rustle, creak with everything that came to hand in the lessons. Teachers were forced to constantly make comments to him, as he was very disturbing to those around him. Classmates refused to sit with him. They were angry with Philip, made remarks to him, did not want to have anything to do with him.

"Unpopular"

There is a category of children with whom no one plays. They are not offended, they are not teased - they are simply not noticed or chosen by anyone. The child does not know how to initiate communication, he is shy, does not know how to attract the attention of classmates. This usually happens if the child has come to an already established team or often misses school. No one will joyfully rush to such a child when they meet after the holidays, no one will notice that he is not in the class. It hurts no less than bullying. One second grader said: “They don’t even say hello to me!”

Hosted on Allbest.ru

...

elementary School

How do you know if your child is ready/not ready for school?

The most important parameter that I pay attention to is baby's physical development. Strong / weak constitution, how developed coordination and fine motor skills, condition nervous system, the number of permanent teeth. Simply put, how physically mature a child is for school. You probably don't remember, but just 100 years ago, children went to school only at 9 years old, before that they were considered "babies". Remember the literature of the 19th century: "A little girl about eight years old entered the room." "She was left alone with a seven-year-old baby in her arms." The norms have changed, but the physiology has not changed much. Do the so-called "Filipino test": a child who has already passed a half-height jump should cover the ear with the palm of his hand from the opposite side THROUGH the head. This confirms that the proportions of his body are no longer infantile, but closer to those of adolescence. The teeth should also begin to change, at least two holes should glow in the first grader's smile.

While parents of boys are often reluctant to heed the “keep him another year in kindergarten” advice, I still urge you to take your time. This last preparatory year could be decisive. The difference is very visible, believe me,

when a child is ready for school, he studies with pleasure and without stress, he does homework practically does not get sick.

And the little Phillipok, who seems to already know how to read and count, but is psychologically small and weak for a whole day in a stressful environment, will quickly leave the track, endless acute respiratory infections and tears begin in the morning (especially in winter). This is not a study, but one torment.

The second thing that everyone hears, but no one understands what these words mean: "learning motivation prevails over the game". In practice, this means that the child prefers to read, listen, look at, and not drive cars on the carpet, play with dolls, build towers from the designer. And at the age of 6, educational motivation is very rare, and by the full 7 years, almost everyone should (ideally) have it.

In fact, with the preparatory group kindergarten we see very assiduous, calm, attentive girls who play “to school”, and extremely mobile, loose, energetic boys, for whom it is a problem to sit still for at least 15 minutes. And no school preparation classes can change this situation, since we are talking about the state of the nervous system, and not at all about behavior and “correct habits”.

From here we move on to the third point: hyperactivity and attention deficit.

Even if your prep doesn't have an ADHD diagnosis (which, I will say right away, has the right to put only a child psychoneurologist or neuropsychologist with extensive experience, and preferably after an examination, and in no case a garden psychologist or teacher), children with hyperactivity, with immaturity of the central nervous system in the last 15 years has become much more. And in order for the child to be comfortable at school, so that he can realize his full potential, parents will have to make extra efforts.

From the field of neurological problems - dyslexia, dysgraphia and dyscalculia, those. inability to read, count and write. It is the impossibility, the extreme difficulty in recognizing characters, and not laziness, whims and unwillingness to learn. It is possible to distinguish one from the other, but it is better if a specialist does it. All of the above dysfunctions are corrected by classes with a neuropsychologist.

See what happens.

Extremely rare learning problems in primary school associated with improper behavior, upbringing or something else. Most often, the cause of failure is the neurological status of the child, immaturity or damage to the nervous system, i.e. organic problems that need to be found and fixed (if possible).

Well, what if the doctors don't find anything? Then it’s worth considering whether it’s psychologically safe enough for the child at school, in the family, are there any permanent sources of tension: someone threatens the baby, parents quarrel or go through a divorce, someone in the family is seriously ill, a new child has been born . Children themselves cannot connect, for example, lack of sleep due to a baby and poor memorization in class. Nothing new to say, but sleep and eating habits have a much stronger effect on brain function than we usually think.

high school

By the age of 11-12, children move into teenage years when relationships with peers come to the fore in their inner world (and not intra-family, as it was before). Now it is important to learn to be no worse than others. Or NOT to study - so as not to be considered a botanist. In fact, it used to be like that. In the list of priorities of modern children, study is on the one hundred and fifteenth place, approximately. Right after "obey your elders".

Now children study only in some very extreme cases, it is not possible to motivate anyone with the usual “study, otherwise you will go to vocational schools”. And there are (again) clear biological explanations for this.

From a biological point of view, adolescence is the worst time in your life to study.

The prefrontal cortex of the brain is flooded with a thick syrup of sex hormones, which makes any purposeful action, memorization, concentration on abstract objects extremely difficult. The only thing the body is busy with during this period is the search for a suitable sexual partner. All. According to the mind, teenagers should be urgently married/married into a good family, attached to any physical work, teach to lead the house and go hunting. Well, as it was done all over the world until the Second World War. And in some places it is still practiced.

Am I explaining clearly? What teachers call “laziness” or “completely blossomed” is just a complex and extremely energy-consuming operation to rebuild the whole organism from a child to an adult. It requires colossal effort, calories, building materials. And all these physicists, mathematicians, social science and great Russian literature, from the point of view of Mother Nature, are nothing more than painted daisies on a tank. This evolution is not needed.

Therefore, my most important recommendation to parents of teenagers: lower the requirements. You will save yourself a lot of nerves if for a while you stop WAITING from your suddenly grown child of the former zeal and sharpness. No, demanding that homework be done, both on time and in the proper amount, is sacred, it is simply necessary, otherwise everything will go downhill. But to expect that the boy will do all this voluntarily and I would not do it with songs. Your business is to control, force, check, and his business is to shirk, fool you, evade and wallow on the couch.

(I described the whole process in some detail in, and there will be a webinar on the same topic soon. Details on the site.)

If your child obviously has not yet entered the transformation phase, i.e. did not suddenly gain height and weight, secondary sexual characteristics did not appear, there are no sharp mood swings, but studies still moved out?

Or missed something important and setting due to illness, or conflicts with someone at school, with a teacher or class.

How to find out?

The simplest, but most unpleasant action: we take a textbook, open a paragraph and ask you to answer questions at the end. Everything immediately becomes clear. If the child answers the question “How does acid differ from salt” cheerfully “Acid is sour, and salt is salty” (as I once was), is it clear what he has been doing in chemistry lessons for the past six months? Then you can either catch up yourself, or invite someone to help. Not necessarily a professional tutor, a neighbor, a high school student, a grandfather - an engineer with experience, will completely cope with the program up to about 8th grade.

If you find that the child understands the subject, but there are only deuces in the diary, and he can’t really explain anything, you should go to a child psychologist. I don’t know if there are still epic grandparents who could send a suffering monster away for the weekend, and get a completely disenchanted good fellow. There used to be. Now their place has been taken by art and fairy tale therapists, essentially performing the same job: to listen without interrupting, without judging, to pat on the back, take a steam bath, lay on the stove and say “Morning is wiser than evening.”

A very confusing story of painful relationships with classmates, painful bullying, persecution by a teacher, but at least on a national basis, can be found. And all of this has an impact on learning.

If you are absolutely sure that from the side of psychology everything is in order - go to the doctor, take tests, just like that, for no reason, academic performance does not fall. Even simple hemoglobin can affect memory, and what can we say about vision or hearing?

senior classes

To all of the above, I want to add this: high expectations. Sadly, not all children need higher education, not everyone can handle it. Yes, it seems - what is there difficult! But, thanks to the same sex hormones, as well as the initial data that are laid down genetically, it would be more useful and healthier for many children to leave school for a profession after the 9th grade. I saw many such examples when parents fought to the last, literally by the scruff of the neck dragging the child to the university. Which then all the same rushed, because - "I do not pull!". And vice versa, very, very prosperous stories, when at the age of 18 a person already started working, and did it WITH PLEASURE, because “it turns out!”.

Sometimes we (teachers) see that, according to their intellectual data, a child could study perfectly well, but something interferes. Usually this is either depression (very common in high school), or the search for oneself. The high school student rushes about, not yet fully understanding what is expected of him, what he wants himself. Career guidance advice, with tests, with conversations, with visits to universities in various specialties will help here.

There are studies that show that the most successful are people who embody the dream of early childhood.

So remember what your little one dreamed about between the ages of 3 and 6 and try to apply it to today's reality.

In general, we can say the following: if your child has seriously decreased academic performance

First, check the age limits
Secondly, we check the state of physical health
And only thirdly do we begin to suspect psychological problems.

Excerpts from the essays of schoolchildren

1. The tractor raced across the field, smelling slightly ...
2. In the summer, the boys and I went on a camping trip with an overnight stay, and we took only the necessary things with us: potatoes, a tent and Maria Ivanovna.
3. M.Yu. Lermontov died in the Caucasus, but that's not why he loved him!
4. Plyushkin piled a whole pile in his corner and put it there every day.
5. Lensky entered the duel in pantaloons. They dispersed and a shot rang out.
6. Dantes was not worth a damn Pushkin.
7. Two horses entered the yard. These were the sons of Taras Bulba.
8. Onegin liked Byron, so he hung him over the bed.
9. Gerasim put a saucer on the floor, and began to poke his muzzle into it.
10. Onegin was hard inside, and he came to Tatyana to relieve himself.
11. Lermontov was born to his grandmother in the village, when his parents lived in St. Petersburg.
12. Chatsky went out through the anus and propped up the door with a stick.
13. Gerasim poured some cabbage soup for Mume.
14. Poor Liza tore flowers and fed her mother with this.
15. Khlestakov sat in the britzka and shouted: “Drive, my dear, to the airport!
16. Chatsky's father died in childhood.
17. Pierre was a man of the world and therefore urinated with perfume.
18. In his old age, he was bedridden with cancer.
19. Suddenly Herman heard the creak of springs. It was the old princess.
20. The boar found Katerina's soft spot and put pressure on him every day.
21. The Rostovs had three daughters: Natasha, Sonya and Nikolay.22. Taras got on his horse. The horse bent over, and then laughed.
23. Tatyana's soul is full of love and can't wait to pour it over someone
25. Onegin was a rich man: in the mornings he sat in the restroom, and then went to the circus.
26. Peter the Great jumped off the pedestal and ran after Eugene, loudly clattering his hooves.
28. Deaf-mute Gerasim did not like gossip and spoke only the truth.
29. Neither fathers nor children satisfy Turgenev.
30. Girls like Olga have long been tired of Onegin, and Pushkin too.
31. I met Mikhail Yurievich Lermontov in kindergarten.
32. Gerasim ate for four, and worked alone.
33. Pechorin kidnapped Bela in a fit of feelings and wanted through her love
get closer to the people. But he didn't succeed. He did not succeed with
Maksim Maksimych.
34. Chichikov has a lot positive traits: he is always shaved and smells.
35. Pugachev helped Grinev not only in work, but also in love for Masha.
36. Silky, blond curls knocked out from under her lacy apron.
37. The sons came to Taras and began to get acquainted with him.
38. Famusov condemns his daughter for the fact that Sophia has been with a man since the very morning.
39. Thus, Pechorin took possession of Bela, and Kazbich - Karakez.
40. Natasha was a truly Russian nature, she loved nature very much and often went to the yard.
41. Gerasim left Tatyana and contacted Mumu.
42. Grushnitsky carefully aimed at the forehead, the bullet scratched the knee.
43. Poets of the 19th century were vulnerable people: they were often killed in duels.
44. Here he first learned colloquial Russian from his nanny Arina Rodionovna.
45. The first successes of Pierre Bezukhov in love were bad - he immediately got married.
46. As a result, not a man grew out of Tikhon, but a real sheep.
47. Kirsanov was sitting in the bushes, but he saw everything that was not necessary.
48. At first, Tatyana passionately loved Onegin, but he did not see her in the eye. But when she got cold, Eugene decided to start all over again. Was late.
49. The chairman took the milkmaids to the quick so much that the milk yield immediately increased.
50. When I read Gorky's novel "Mother", I myself wanted to become a mother.
51. The groans of the wounded and the dead were heard on the field.
52. There was an extraordinary aroma in the forest, and I also stopped to stand.
53. Flying on crutches is not easy, but he learned. 54. The Decembrists accumulated great potency and poured it out on Senate Square.
55." A girl was sitting on the shore, a dog was sitting next to her, she was dressed in a blue dress and a polka dot scarf.
56. “No sooner had the collective farmer left the podium than the chairman of the collective farm climbed up on her”
57″The princess rode in a carriage with her butt raised up”
58″The boy in the boat quickly rowed the yokes”
59 "Natasha Rostova wanted to say something, but the door that opened closed her mouth"
60″ A Negro, ruddy from the frost, entered the room”
61 “The seal had fluff on its head and a small tail”
62 “Geese flew with bare legs”…
63 “Finally, the dream of a flower came true - it became blue” ...
64 “The coachman pushed the horse's backside.
65 Repin's painting “waiting” - the girls were sitting on the boat with the keel up
66 On the topic ‘my favorite teacher’ The teacher painted with lipstick and urinated with perfume.
67 “While Pavel Vlasov was spitting on the decaying corpse of tsarism in court, his mother was throwing leaflets at this corpse in the street.”
68 “Andriy! exclaimed Taras. “The way I gave birth to you, so I will kill you!”
69 “Dubrovsky had relations with Masha through a hollow.”
70″ The bull is swinging, cums on the go…”
71 ″ …….. Before us is Vasnetsov’s painting “Three heroes….” Looking at the horse of Dobrynya Nikitich, we see that he is from rich family.. But the face of Alyosha Popovich's horse is not visible - he bent down ...
72 "Someone was walking in Dubrovsky's bottom!"
73 “The warriors of Alexander Nevsky fought the dog-knights with rubber swords.”
74 “Lenin arrived in Petrograd, delivered a speech from an armored car, then got on it and went to storm the Winter Palace.”
75 “In 1968, the peasants were given passports and they began to travel around the country.”
76 “The army of Ivan the Terrible approached Kazan and besieged it”
77 “In the cave of primitive man, everything was made of animal skins, even the curtains on the windows.”
78″…When gas was brought to our village, all residents were connected to the gas pipeline.”
79 "The girl ate the pie along with the dog that ran after her."
80 From an essay on Virgin Soil Upturned. -During the riot, women stole the entire seed fund of Davydov.
81 "The elk went out to the edge of the forest and howled in annoyance."
82 “Chelkash was walking along the road. From his torn trousers, his proletarian origin was visible.”
83 “Swallows flew across the sky and croaked loudly”
84 “Otel raged and killed Desdemona.”
85 “Dubrovsky stood near the window, his hands folded
87 “A milkmaid was speaking on the podium. Then the chairman climbed on it.”
88 “The Seven Dwarfs loved Snow White very much, because she was kind, clean and did not refuse anyone”
89 Raskolnikov woke up and sweetly reached for his axe. A corpse lay on the floor and barely breathed, the wife of the corpse sat next to it, and the brother of the corpse lay unconscious in another room. 90 On the bank of the river a milkmaid was milking a cow, but the opposite was reflected in the water.
91 Anna Karenina did not find a single real man and therefore lay down under the train.
92 The poem is written in rhyme, which is often observed in the poet.
93 Suvorov was a real man and slept with ordinary soldiers.
94 Pushkin was sensitive in many places.
95 The great Russian painter Levitan was born into a poor Jewish family.
96 Of all the feminine charms, Maria Bolkonskaya had only eyes.
97 Anna got along with Vronsky in a completely new way, unacceptable for the country.
98 “Pushkin did not have time to dodge and Dantes emptied the entire clip into him”
99 The bears saw that the cub's bed was wrinkled, and they understood: Masha was here.
100 It was quiet all around, as if everyone had died out… What a beauty!
101 The sundial ticked loudly in the room.
102 “Since Pechorin is an extra person, then writing about him is a waste of time”
103 “The train driver himself could not really explain how he ended up on Anna Karenina” 104 “The old prince Bolkonsky did not want his son to marry Natasha Rostova and gave him a year probation”
105 “I really like the heroine of Leo Tolstoy’s novel “War and Peace”, especially when she dances at the ball with Stirlitz”
106 “Chickens, ducks and other household utensils walked around the yard”
107 “Denis Davydov turned his back to the women and fired twice”
108 “When the Russian warriors entered the battlefield, the Mongol-Tatar yoke jumped out from behind the mound”
109 “Prince Oleg was predicted that he would die from a snake that would come out of his skull”
110 “Pierre Bezukhov wore pantaloons with a high frill”
111 “The rider spits the horse”
112 “Grandfather cured a hare and began to live with him”
113"His eyes looked at each other tenderly"
114 Papa Carlo knocked Pinocchio out”
115 “Gogol's work was characterized by triplicity. With one foot he stood in the past, with the other he stepped into the future, and in between he had a terrible reality ”
116 “My feathered friend, a hamster, is sitting in a cage”
117 “It was quiet in the forest, but wolves howled around the corner”
118 “Vasya got himself a dog when he was still a puppy”
119 “The eyes of the goalkeeper, like his legs, ran after the sword”
120 “The girls walked and crunched their feet together”
121 “Anna, sitting on a chair, slept, and casually ate a bun”
123 “A cow is a large animal with four legs at the corners”
124 Between his legs hung a saber.
125 We slept, but we couldn't sleep.
126 Arsenic is used as a good sedative.
127 At balls he courted the ladies, but soon he got tired of these jokes.
128 There were many pigeons on the roof. Forty man.
129 An ordinary head was dangling on a thin, sinewy neck.
130 There were scattered dirty footprints on the school floor
131 Our distant ancestors made the revolution naked, barefoot, in bast shoes.

What are the most serious problems of school education?

Pedagogical tasks are real. And imaginary

Difficulties that can become a resource for development

Send your good work in the knowledge base is simple. Use the form below

"Pet"

"Stuck"

"Jester and Scapegoat"

"Embittered"

"Unpopular"

Similar Documents

elementary School

high school

senior classes

ecosystems

Zoology

Biology

Long 19th century

recent history

Middle Ages

new time

Interwar period