Veronica Vaulina
Organization of work with underachieving and underachieving students in the classroom
Recently, psychologists and educators, together with doctors, have noted a steady increase in the number of children with problems in general behavior and learning. Let's try to figure out what it is connected with?
Experts note that negative changes in the environmental and socio-economic situation in the country worsen the somatic and neuropsychic health of schoolchildren, and in the context of intensified training and overloaded school programs, the number underachievers.
However, the socio-psychological factor cannot be discounted. underachievement. After all, the child learns in a team in which there is a constant comparison of children among themselves, reinforced by the teacher's assessments. underachieving the student is exposed as if on "review" peers and experiences the situation almost daily failure. All this, of course, does not contribute to his personal formation and development. It becomes obvious that part of the blame for such a large number of losers falls on our educators.
More ancient sages spoke: "To see and understand the problem is to half solve it, but if you do not see the problem, it means that it is in yourself." The current problem of our school is "not to lose", "don't miss out" students with poor learning opportunities.
Let's look at the features underachieving students
Peculiarities underachieving students
Low level of knowledge as a result of a low level of intellectual development
Lack of cognitive interest
Not formed elementary organization skills
students require an individual approach with psychological and pedagogical (in terms of training) points of view
No support from parents
Children from antisocial families
Lack of adequate self-esteem students
Frequent skips lessons without a good reason, which leads to a lack of a system in knowledge and, as a result, a low level of intelligence
The student's lag in the assimilation of a particular academic subject can be detected by the following featured:
1. Low level of mental development.
The reasons:
Pedagogical neglect.
Frequent illnesses.
Class absences.
organic violations of the central nervous system and the brain.
Manifested:
Unable to establish cause and effect relationships.
Take into account all the signs of an object or phenomenon.
See common and d.
2. Lack of education skills.
The child does not know how to study:
work with text;
Highlight the main, essential;
Can not organize their time and distribute efforts, etc.
3. Attention deficit with hyperactivity.
Characterized:
Distractibility;
Mobility;
restlessness, etc.. d.
4. Lack of cognitive interest.
Due to:
No one worked with the child, did not develop his cognitive abilities;
He is not interested in anything, he does not attend circles and sections, does not read books, but prefers empty pastime.
5. Unformedness of an arbitrary sphere.
It manifests itself in the fact that the student does what he likes and is not able to make volitional efforts to complete educational tasks.
6. Conflict relations
with peers;
teachers;
Refusal of efforts in educational activities.
7. Low cognitive interest
Punishment doesn't work (deuces, punishments, etc.)
Needs:
In support
Showing that he is wealthy in other activities
It is useful to include entertaining tasks and puzzles, interesting stories, to provide a “novelty effect” when solving educational problems.
8. Low level of development of verbal-logical thinking
It is necessary to place great emphasis on clarity in the solution and presentation of educational material, ensuring the implementation of the principle of accessibility of educational material.
9. Low performance
In fatigue
Exhaustibility
Slow pace work
It is necessary to find out the reason for the lag, determine the actual level of his knowledge, and then “return him” to the level of education where he will meet the requirements of the program, the State Educational Standards.
From the above summary, the following can be inferred: conclusions:
To prevent underachievement it is necessary to timely identify gaps in knowledge, skills and abilities students and organize addressing these gaps in a timely manner.
It is necessary to establish the correctness and reasonableness of the methods of educational work applied students and, if necessary, adjust these methods. Need to be taught systematically students general knowledge and skills.
Need so organize the educational process, life students at school and in the classroom to evoke and develop students internal motivation of educational activity, persistent cognitive interest in learning.
We provide assistance underachievers learners through the following methods and forms:
Diversify activities.
Cards for individual work.
Questions with a choice of answers.
Deformed tasks.
“Cut” theorems.
Punch cards.
Cards - trainers.
Creative tasks.
"information cards"
“cards with sample solutions”,
"card notes"
To consolidate, we try to use a longer time.
The teacher for himself and for the student must formulate a minimum of knowledge and skills that the student must learn.
In teaching we try to apply
Advanced learning
Various forms of group work
Interrogation, self-control
Abstracts-blocks on different topics, their use at different stages of learning
When setting goals lesson include as a priority correctional and developmental aspect ( Work on the development of over-subject methods of activity, the development of mental processes)
Rationally distribute educational material (difficult at first)
Apply frequent change of activities to lesson
Repeat and reinforce material lesson
Strive for the algorithmization of activities
AT working with weak students The teacher must adhere to the following rules developed by psychologists:
1. Do not bet weak in a situation of an unexpected question and not require a quick answer to it, give the student enough time to think and prepare.
2. It is desirable that the answer is not verbal, but in writing.
3. It is impossible to give a large, diverse, complex material for assimilation in a limited period of time, you need to try to break it into separate pieces of information and give them gradually, as you assimilate.
4. You should not force such students to answer questions on new, just learned material, it is better to postpone the survey for the next lesson allowing students to study at home.
5. Through the correct tactics of surveys and rewards (not only by evaluation, but also by comments such as "Great", "well done", "clever" etc.) it is necessary to form in such students confidence in their abilities, in their knowledge, in the opportunity to learn. This confidence will help the student in extreme stressful situations of passing exams, writing control works, etc. d.
6. You should be more careful in assessing the failures of the student, because he himself is very painful about them.
7. During the preparation of the answer by the student, you need to give him time to check and correct what has been written.
8. You should distract the student to a minimum degree, try not to divert his attention, create a calm, not nervous environment.
Students love it that they understand what they succeed in, what they know how to do.
Here you can not do without a differentiated approach to learning.
A differentiated approach can be implemented at any of the stages lesson:
When pinned.
When checking homework.
With independent work.
A differentiated approach to learning involves the use of appropriate didactic materials:
Special training tables, posters and schemes for self-control;
Cards - tasks that determine the condition of the proposed task,
Cards with the texts of the information received, accompanied by the necessary explanations, drawings;
Cards showing examples of how decisions should be made;
Instruction cards that give instructions for completing tasks.
Rational organization of differentiated work of students in the classroom and when doing homework.
1. Three-variant tasks according to the degree of difficulty - light, medium and advanced (option is provided student) .
2. A common task for the whole group with a proposal for a system of additional tasks of increasing difficulty.
3. Individual differentiated tasks.
4. Group differentiated tasks, taking into account different training students(option determined by the teacher).
5. Equivalent two-variant tasks in rows with a proposal for each variant of the system of additional tasks of increasing complexity.
6. General practical tasks indicating the minimum number of tasks and examples for mandatory implementation.
7. Individual group assignments of varying degrees of difficulty based on already solved problems and examples.
8. Individual-group tasks offered in the form of programmed cards.
I also often use a differentiated approach when learning new material. After explaining the topic, and showing 2-3 examples on the topic, I call 3-4 people to the board, give them an individually differentiated task, class works in parallel with 1-2 students, then the solution is parsed, goes processing new concepts.
In his work is important, I consider, (and I'm trying to do it)- what needs to be created lesson situation success:
To help a strong student realize his potential in more labor-intensive and complex activities;
weak- perform a feasible volume work.
The solution to these and other problems can serve correctly organized teacher lesson system work based on a student-centered pedagogy and the use of such basic technology as collaborative learning. The main idea of collaborative learning is to learn together, not just do it together. Method of learning in a team - as a variant of learning in cooperation. According to this method, the class is divided into 3-4 teams of different levels. A captain is chosen to count the points, earned each student and the entire team as a whole. “Awards” teams receive one for all in the form of an assessment in accordance with the number of points scored. The “individual” responsibility of each student means that success or failure of the entire group depends on the success or failure of each member. This encourages the whole team to follow each other's progress and come to the aid of their comrade. Equal opportunities for success are provided by the fact that each team receives tasks of a different level. This gives strong, average and poor students an equal opportunity to earn points for their team. Allows lagging students to feel like full members of the team and stimulates the desire to learn. Even individual independent work for the weak students becomes, as it were, a particle of an independent collective work. They use the knowledge gained and processed by the whole group.
Often, many students face the problem of student-teacher communication. It is difficult for them to ask a question, to ask to explain again because of the individual characteristics of the individual. It’s easier to ask classmates for incomprehensible things, get advice and ask for an explanation. So you need organize the work so that a classmate can come to the rescue at the right time, so that you can ask, find out, and at the same time not be afraid to get an unsatisfactory grade. This is facilitated by the group form work. The class is divided into several groups of 4 people. Children in groups organized with different levels development: medium-low, high-medium. A leader is appointed in the group, who helps the teacher in organization of work, gives grades. All groups receive assignments. Tasks are performed by everyone in the group, while there is a discussion, questioning each other, solving the problem in various ways, followed by a discussion, etc. Everyone participates in work, makes a feasible contribution; strong explains weak, everyone goes up a notch. The group should then defend their decision to the class. After listening to all groups or part of the groups, students come to a common conclusion.
Thus, absolutely all students spent all the useful time to achieve the main goal. lesson. The teacher guides work, partially helps, corrects.
Favorable conditions are being created for:
- understanding of the student and respect for the student (the student feels significant and useful, they consult with him, talk);
- help from outside students and teachers as needed (help imperceptible, competent, feasible);
- so that the student at the end lesson received satisfactory marks for his work.
At the same time, with a group work student work is evaluated in two ways estimates: self-assessment, group assessment. The student grades himself work at some stage of the lesson, the criterion of self-assessment is offered by the teacher. The group grade is given after the group members discuss each student's contribution to the study of an issue.
To diversify the everyday life of teachers, teachers often use a variety of forms and genres. lesson. For example:
game lesson
performance lesson
lesson-journey
detective lesson
fairy tale lesson
power all-around lesson
concert lesson
picture lesson
A modern teacher in his practice needs to use technologies that meet the needs of society. One of these technologies is project-based learning. The project method is considered as a way of updating and stimulating cognitive activity students. What is so necessary in working with underachieving and underachieving students.
At student project work not only systematize and generalize the acquired knowledge on lessons, but also develops attention. Design and research activities allow students to put into practice the knowledge gained at lessons.
How often do you hear question: "Why are we studying this?"
You can answer it working on a project.
For example, find out the height of a building, or measure the distance to an inaccessible point, study the traffic load on the streets, estimate the amount of carbon monoxide released into the environment with car exhaust, or find out “How much does a class repair cost?”
In conclusion, I would like to touch briefly on another modern technology - the technology of “full assimilation”.
For three hundred years, the ideal for all levels of the educational ladder are the words of Ya. A. Komensky “Teach everyone everything!”. But is it really possible to solve this problem? How not to lose weak and not harm the strong?
The essence of the “full assimilation” technology is expressed in the following. According to scientists, depending on the intellectual abilities, different students need different time to master the same educational material. However, traditionally organized the educational process ignores this reality and requires that all students learn all the material by a given deadline, the same for all. But many do not have time to learn, and therefore not everyone fully assimilates the material. Lack of time is the main reason for “limping” knowledge. As a result, it is necessary to individualize the lessons in such a way that each student gets as much time as necessary for the complete assimilation of the material.
The purpose of such training is to create a system of psychological and pedagogical conditions that allow in a single class team work with a focus not on the "average" student, but with each individual, taking into account individual cognitive abilities, needs and interests.
If we assume that the block lessons is a part of the learning process during which students learn some separate portion of the educational material, then the stages of mastering the studied material can be represented in the form of the following table.
Stages of mastering the studied
material Organizationally-pedagogical orientation
1. Learning new material. Individualization of the educational process.
2. Diagnostic testing. Checking the baseline.
3. Lessons correction and development.
Correction: repetition (at a qualitatively new level)-> pinning -> re-diagnostic Work.
Development: repeated level -> advanced level. Differentiation of the educational process.
4. Final control.
Required level -> advanced level -> advanced level. Verification of learning outcomes.
It should be noted that the technology allows the student, if possible and if there is interest, to move to a higher level at any stage of learning. Thus, differentiation contributes to the individualization of learning, and, accordingly, by the end of the study of the topic, everyone finds himself at the level at which he can or wants to be in the time allotted for this topic.
All our children are very various: some bright, talented, others not so much. But every child must fulfill himself. And I sincerely wish you this.
Working with underachieving children in elementary school
One of the main problems that school teachers have to solve is working with poorly performing students. Poor students are considered to be students who have weak mental abilities and weak learning skills, a low level of memory, or those who lack effective learning motives. It is no secret that the number of such students in schools is approximately 10-15%. To prevent this category of students from becoming underachieving, it is necessary to work systematically with underachieving students from all services of the educational institution.
Underachievement is understood as the inconsistency of student preparation with the requirements of the content of education, fixed after any significant segment of the learning process - a chain of lessons devoted to the study of one topic or section of the course, academic quarter, half year, year.
A backlog is a failure to meet the requirements (or one of them) that occurs at one of the intermediate stages within that segment of the educational process that serves as a time ramp for determining progress. The word "backlog" also means the process of accumulation of non-fulfillment of requirements.
Failure and backwardness are interrelated. In poor progress, as a product of the synthesis of individual lags, it is the result of the process of lag. Diverse delays, if they are not overcome, grow, intertwine with each other, and ultimately form poor progress. The challenge is to prevent the intertwining of individual lags to eliminate them. This is the failure warning.
The failure of schoolchildren is always a consequence of some reason. It does not arise on its own. Modern science (psychology, physiology, medicine) shows that people are born with great opportunities for mental development, but these opportunities are far from being exhausted completely. Psychologists believe that a person uses 10% of his natural data, the other 40%. In both cases, it is obvious that a person has more inclinations than he realizes them. The exceptions are sick children. At school, we often meet with children who bring a lot of worries and require a lot of effort from the team, but the results are insignificant.
In the presence of potential opportunities for all children, we have children in schools who are not doing well, who are difficult. Why? First of all, it should be borne in mind that in recent years children (6-8 years old) have entered school, whose development after birth is aggravated by difficulties and concomitant diseases. Among these reasons are birth injuries, oxygen starvation of the brain, diseases of the nervous system. Overcoming these diseases leads in the first months and years of life to mental retardation, due to which the child enters school will have insufficiently formed mental functions, such as attention instability, a limited range of ideas, memory lags, and others.
In working with students, the following reasons for failure can be identified:
Internal in relation to the student
* Disadvantages of biological development:
Defects of the sense organs;
Somatic weakness;
Features of higher nervous activity;
Psychological deviations.
* Disadvantages of mental development:
Weak development of intelligence;
Weak development of the will;
Poor development of the emotional sphere of the personality;
Lack of educational interests.
* Disadvantages of upbringing of the individual
Deficiencies in the development of the moral qualities of the individual;
Shortcomings in the relationship of the individual with the teacher, team, family;
Shortcomings in labor education;
External to the student
* Disadvantages of the educational experience of the individual:
Gaps in knowledge;
Special skills;
Gaps in learning skills;
* Disadvantages of school influence:
Shortcomings of the learning process, teaching aids;
Disadvantages of the process of educational influences on the part of teachers, teams, students.
*Disadvantages of influence outside the school environment:
Disadvantages of family influence;
Disadvantages of peer influence;
Disadvantages of the influence of the cultural and industrial environment.
Knowing the causes of failure, a program has been drawn up to prevent the failure of elementary school students.
The first and important link in the work is the definition of the category to which the student who does not succeed belongs in order to reveal the causes of failure.
Deep and general lag | Partial but persistent failure | Episodic underachievement |
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the reasons |
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Algorithm of activities to prevent poor progress
Type of work | When? | What for? | What? | How? |
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Lesson work | When identifying the stage of development at which the student is | To prevent mental retardation for the modern assimilation of the subject. | Creating a microclimate in the classroom. Algorithmization of actions. Prevent gaps in knowledge associated with omissions. Retention of interest. Formation of motivation for learning. | Control card. Include in the work (frontal survey). Group work. Preparation of consultations. Knowledge correction lessons. Basic outlines. Notes on subjects. Cards. Work in pairs |
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Extracurricular activities | In case of difficulty: 1. In the study of new material; | For: 1. Failure warnings; | Individual-personal approach in work with underachieving students. | Individual and group consultations; Providing assistance with homework (cards, instructions, help from strong students; participation in subject circles, creative tasks. |
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Individual sessions | In case of lagging behind in studies, missing classes, not doing homework; | Formation of the student's personality; formation of motivation. Interest in learning. Providing professional and pedagogical assistance to parents; establishing uniform requirements for the knowledge of students. | Individual-personal approach; creation of a cultural environment. Helping parents improve their child's progress. Formation and consistency of internal and external motives. | Involvement of KTD circles, for self-government; Conducting class hours; creation of a subject-spatial environment of the school that meets educational tasks. Pedagogical education of parents. |
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The program of the teacher's activities with weak students and their parents.
- Carry out diagnostics at the beginning of the year in order to identify the level of student learning.
- Use in the classroom various types of surveys (oral, written, individual, etc.) for the objectivity of the result.
- Interrogate regularly and systematically, giving grades in a timely manner, avoiding the accumulation of grades at the end of the quarter, when the student no longer has the opportunity to correct them (the number of respondents in the lesson should be at least 5-7 students).
- Comment on the student's assessment (it is necessary to note the shortcomings so that the student can eliminate them in the future
- The teacher must eliminate the knowledge gaps identified during the tests, and then re-control the ZUN.
- The subject teacher must determine the time during which a poorly performing student must master the topic, in case of difficulty, give advice.
- The subject teacher is obliged to notify the class teacher or the student's parents directly about poor academic performance if there is an accumulation of unsatisfactory grades (3 or more “2s”)
- The teacher should not lower the student's grade for bad behavior in the lesson, in which case he should use other methods of influence.
- If paragraph 1.-.9 is fulfilled and there is no positive result, the teacher reports to the school administration about the student's poor performance and about the work done in the following form:
F.I. student | Reasons for failure (the teacher indicates self-identified reasons) | Survey types used | Forms of filling gaps. | Information to the class teacher (date) | Information for parents (date) | The result of the work |
The program of activities of the class teacher.
- The class teacher is obliged to identify the reasons for the student's failure through individual conversations, if necessary, contacting a psychologist, a social teacher (methods of work: questioning students, parents, interviews), given that possible reasons include:
- absenteeism (for good or bad reasons)
- insufficient home preparation
- low ability
- unwillingness to learn
- insufficient work in the classroom
- bias in grading in class
- a lot of homework
- high level of material complexity
- other reasons
- In the event that poor academic performance is the result of missing lessons, the class teacher must find out the reasons for the absence (respectful, disrespectful)
- Valid reasons are:
a) an illness confirmed by a doctor's certificate or a note from the parents for a period not exceeding 3 days.
b) Events confirmed by certificates, calls, orders of the institution conducting the event.
c) Exemption from the lesson of the student in case of poor health with a warning from the subject teacher or class teacher.
d) For family reasons (upon application addressed to the director of the educational institution)
- Dishonest reasons are considered:
a) Absence of a lesson or lessons without appropriate documents confirming a good reason for the student's absence.
- The class teacher must immediately inform the parents about skipping lessons through a diary entry (if the case is single), through a conversation with the parents (if the absences are repeated), through a small teachers' council (if the absenteeism is systematic)
- In case of revealing dishonest homework or insufficient work in the lesson, the class teacher is obliged to carry out preventive work with the student's parents, seeking help from a social pedagogue or psychologist in case the parents evade their duties.
- In the case of fulfillment of paragraphs 1-6 and the absence of a positive result, the class teacher reports this student to the school administration with a request to hold a small teachers' council.
Student Activity Program
1. The student is obliged to do homework, timely submit written assignments to the teacher for verification.
2. The student is obliged to work during the lesson and perform all types of exercises and tasks in the lesson.
3 A student who missed classes (with or without a valid reason) is obliged to independently study the educational material, but in case of difficulty, the student can contact the teacher for advice.
Parenting program.
1. Parents are required to come to school at the request of a teacher or class teacher.
2. Parents are obliged to control the student's homework and his attendance at the educational institution
3. Parents are obliged to help the child in mastering the missed educational material through self-study or consultation with the subject teacher in the event of the child's absence from classes due to illness or other valid reasons.
4. Parents have the right to attend lessons in which the student shows a low result.
5. Parents have the right to seek help from the class teacher, psychologist, social pedagogue, administration of the educational institution
6. In case of parents evading their duties, materials are drawn up on the student and his parents to the commission for minors and the protection of children's rights in order to take administrative measures of punishment against parents.
1. To educate students in a personal awareness of the importance and necessity of moving forward along the path of expanding their knowledge, which is an important link in improving the effectiveness of learning.
2. To diversify the MO, SO, FO of the student, directing them to the individualization and differentiation of the educational process, to the activation of the mental activity of the student, taking into account the correlation of each student to one of the 6 pedagogical systems, one of the 5 levels of knowledge. Use modern learning technologies in the work with the allocation of humane-personal technologies.
3. Current control should be comprehensive, timely highlighting gaps and gaps in students' knowledge and based on self-examination and mutual verification of the level of knowledge.
4. The effectiveness of learning, the nature of the student's attitude to learning activities depend on his active life position. When educating it, it is necessary to take into account the mandatory interconnection of all structural links of the educational process that affect the personality of the student (see diagram); consider the importance of creating a “success situation” in the process for the student to understand his own merits. A student who does not achieve success in school becomes a failure. Therefore, the life of a student at school: lessons, extracurricular activities should be so interesting that every child wants to take part in them, so that the student's work is independent, creative.
Tell me and I will forget
Show me and I will remember
Involve me and I'll get carried away!
Explanatory note:
This methodological development is devoted to the problem of organizing activities with lagging behind children in a lesson in elementary school. The form of work with students is individual and group.
For work, a young specialist is offered practical tasks and exercises aimed at eliminating difficulties in teaching poorly performing children.
I hope that applying the techniques I used, the methods of working with underachieving children, will help the young specialist organize the educational process in a better and more productive way.
Information sheet:
Every teacher has to meet with students who experience great difficulties in mastering the educational material.
For poorly performing children, a low level of performance of educational and extracurricular tasks, shortcomings in the development of cognitive interests, increased distractibility, inertia, passivity, and unstable attention are characteristic.
those who have weak mental abilities
those who have weak learning skills;
those with poor oral and written skills;
those who do not know the norm of reading the text; (30%)
those who do not know the technique of oral counting; (60%)
those with low memory levels; (let the school psychologist determine by testing)
those who have not developed the skills of executive labor; (30%)
those who have not formed diligence - consciously
formulated attitude to a difficult task; (25%)
low motivation for learning:
Can it be like this classify the underachievers:
1) “I don’t want to and that’s all ...” - this is not systemic, but only isolated cases in
academic year, are possible due to overload, emotional
states of others;
2) “I don’t want, because ...” - the real reason is that the student is no longer
can fill gaps in knowledge.
Poor academic performance should be considered comprehensively - within the framework of the entire school and family.
According to Yu.Z. Gilbukh, academic failure can be divided into general and specific. General underachievement is a persistent, relatively long lag of a student in the main subjects: mathematics and the Russian language. Specific lag affects only one of these items. Moreover, the student can be satisfactorily engaged in other subjects of elementary school.
School programs are designed for the average child, but in the classroom there are usually children with different preparation for learning activities, with different opportunities and abilities for learning. Poor students, as a rule, are passive in the classroom, do not seek to gain knowledge, and avoid difficulties. The abilities of these children do not find full realization, their mental development improves more slowly than it could be.
Most often, in working with children, due to the necessary performance indicators, the teacher focuses on the average and strong student. The work of a teacher with poorly performing students usually comes down to conducting individual and additional classes, through additional explanation, multiple repetitions, memorizing the rules, thereby creating an additional burden on the student. So I tried to build my work. But I noticed that with this method of work, it is impossible to achieve success. The child gets tired, performs the task mechanically, negative feelings, emotions are generated in him, a feeling of uncertainty in his abilities is fixed.
Forms and methods of work with low achievers:
Personally-oriented approach: learning to build, taking into account the development of individual abilities and the level of formation of skills of educational work - these are differentiated training tasks, invariant laboratory work, differentiated control work, work of choice.
To acquaint with new material gradually, using samples of knowledge and rules for the implementation of educational activities. Weak students cannot immediately assimilate a large amount of new material and apply both old and new knowledge in tasks at the same time.
Organize systematic testing of knowledge and skills. Only knowledge of the gaps makes it possible to provide urgent and correct assistance. Each training module is completed with a knowledge control for assimilation. Gaps in students' knowledge lead to a loss of interest in the subject being studied and, of course, to a lack of knowledge. In order to eliminate gaps in knowledge, it is necessary for all students to be taught to immediately seek advice from the teacher.
The school journal is not sufficient to take into account the knowledge of students. Therefore, it is necessary to monitor for all the years of teaching the subject, in which the main sections-themes take into account the theoretical knowledge and practical skills of students on the day of the test on the topic. In the future, over time, note the changes that have occurred in the knowledge of the student. This account shows the "growth of the student", the strength of his knowledge.
Help cards are handy for additional activities. This is a sample task with a solution and a similar task. For typical problems, compose solution algorithms.
You can use exercises with games. Such classes provide an opportunity to work at the subconscious level.
Diligence is associated with confidence in success, therefore it is necessary to create a situation of success.
Forms and methods of work with students with low motivation in educational and cognitive activities can be divided by purpose:
1) develop positive motivation;
2) to train in conditions of low motivation.
Methods for developing positive motivation for learning:
interest in the subject;
assignments with a condition reflecting an important practical application;
material important for the future life;
To study the topic may encourage:
desire to acquire knowledge in the process of independent activity; therefore, in the lesson, from 50 to 70% of the time can be devoted to independent differentiated work in groups, in pairs or individually.
the desire to be the first in the competition, in the game, not to let the team down; the influence of the team was relevant in the Soviet era, but even now the sense of responsibility and mutual assistance remain our values and are included in the code of honor.
After analyzing this situation, I found the following Problems learning activities of students:
Children experience difficulties in writing, allowing for the replacement, rearrangement of letters and syllables (“hat” - “hat”); add or skip vowels ("grass" - "tarava", "street" - "ulta")
Sloppy writing, dirt in notebooks, non-compliance with the line;
Low reading speed; "mechanical" reading, difficulty in retelling; reading the end of words with distortions, inability to substantiate the meaning of proverbs, sayings;
Making spelling mistakes (knowing the rules, they do not know how to apply it in writing);
They do not like to work on their own, they prefer the easy way - cheating from the board.
Having studied the state of the problem, the best experience of the work of leading psychologists: N.P. Lokalova, A.F. Anufrieva, S.P. Kostromina when working with weak children, using their methods, firstly attempted to identify a number of difficulties and their causes,
Secondly, to select material for classes with children, taking into account an individual and differentiated approach to each student.
Difficulties and causes of their occurrence in teaching a younger student:
№ p/n
Difficulty
Cause
1.
The impossibility of correct reproduction of the graphical sample of a letter, number (in height, inclination).
imperfection in the development of micromotor skills of the hand;
2.
Skipping letters and syllables.
low level of development of phonemic hearing, poor concentration of attention
3.
Difficulty writing letters. Replacement of letters, syllables ("he" to "but", "cat" to "current")
unformed spatial representations
4.
Difficulties in solving mathematical problems
logical thinking is poorly developed, a low level of development of figurative thinking
5.
Difficulties in retelling the text, inability to highlight the main idea of the text.
poor development of logical memorization, low level of speech and figurative thinking
6.
Difficulties in learning new knowledge
low degree of perception and arbitrariness
7.
Difficulty doing tasks on your own
low level of development of arbitrariness, low self-esteem, unformed self-control
8.
Poor knowledge of addition (multiplication) tables
low level of development of mechanical memory
9.
Inattention, distraction
low level of development of arbitrariness, low level of stability and concentration of attention
In psychology, various approaches to the development of mental actions are known. At one time, the famous psychologist P. Ya. Galperin created the theory of the gradual formation of mental actions. This process has a series of stages:
Stage 1- stage of preliminary acquaintance with the action. The child needs to explain the purpose of the action, show what to focus on when completing the task;
Stage 2- performing an action in an extended form. The child must learn the content of the action;
Stage 3- teach the child to pronounce all the actions he performs;
Stage 4- performing an action in the form of speaking "to oneself"
Stage 5- performing an action. The child performs and controls himself.
First of all, cognitive interest generates the imagination of students, contributes to the development of such processes as perception, memory, thinking, attention. Cognitive interest is one of the most important motives for the teaching of schoolchildren. Under his influence, weak students begin to work more productively. It is important that the lessons are interesting and rich. Children with poor academic performance need more visibility, playful moments, then interest in learning will also be shown.
I . Every teacher knows how important the organization of educational activities is. Therefore, I try to set a good pace of the lesson, clarity, accessibility, a variety of types and forms of tasks. To do this, I use the following methods:
Topic message. Setting lesson goals.
The most valuable and significant is the setting of lesson objectives.children themselves . It is difficult for an underachieving student to remember the topic of the lesson, and even more so the goals and objectives. Most of the time he doesn't care. I recommend applying"knowledge portfolio" (fig.1) , which we take with us at every lesson. It contains three pockets with cards:
1 - "we will learn", 2 - "we will develop",
3 - "we educate in ourselves".
Having announced the topic of the lesson, I ask: “Guys, what do we need to take with us to the land of knowledge?” I take out a card in turn from each pocket, and the students themselves set the goals and objectives of the lesson. This technique helps children feel more confident, more responsible. They try to correctly build a sentence, correctly formulate their thought. Summing up the lesson, we again return to the “knowledge portfolio”, and the children, having taken out a card, sum up: what they studied, what they learned, what to pay attention to next time.
II . For the development of cognitive interest, perception, attention, imagination, memory in children with learning difficulties, I suggest using the following tasks:
Task for strengthening the micromotor skills of the hand, for writing correction.
Work on additional notebooks in a box (Fig. 2), where I prescribe elements of small figures for each of the guys. The tasks are simple at first: circle the box, draw oblique lines, etc. Assignments become more difficult as the student progresses. The teacher, keeping such notebooks, has the ability to track the skills and abilities of the student. Tasks are selected individually for each student. 
Figure 2 Figure 3 Figure 4
Hatching of small and large figures in various directions (Fig. 3)
Stroke elements of letters, numbers, syllables according to the finished sample.
These tasks contribute to the improvement of handwriting, accuracy of writing.
2. Tasks aimed at developing the concentration of voluntary attention and its stability:
- from a number of letters, find and underline the necessary letters, for example: the letter B with one line, and the letter P - circle.
FPITZIMABFKPARKBEGUCHH
BALLBROTSZLESPYEARCABS
JABZONTCLNVOLKPDLISBEETLE
Gradually I complicate the tasks:
Find hidden words in each line of letters and underline them.
"Guess who's hiding?" Children are given a card with pictures superimposed on each other. Task: to consider and name the objects depicted on the card. (Fig. 4) or, for example, "The letters are hidden"(Fig. 6)
The development of voluntary attention, ingenuity contributes to the game "Collect the words." The words are spelled wrong. We need to get the word out. (fig.5)
Figure 5
Figure 6
Figure 7
For the development of visual analysis, the formation of the ability to master the operation of comparison, I propose the following tasks:
I give students images, pictures that differ in a certain number of details. To them - tasks: "Find differences",(fig.7) "Read Fast" Children are given cards with pairs of words that differ in one or two letters:
Legs - spoons daughter - barrel
Egorka - hill city - peas
girl - grandfather picture - basket
"Find and circle an extra object, symbol"(Fig. 8a, b)
Figure 8a Figure 8b Figure 9
4. To develop spatial relationships, I suggest using the following exercises:
Game "Flight".
Target: Attitude correction (right, left, diagonal).
I distribute geometric shapes to children: triangles and sheets of white paper. “Guys, you are the captains of your planes. Our flight starts from the lower right corner of the sky. We keep heading to the upper right corner, etc. ”
I propose tasks to identify the ability of children to correctly use verbal designations of spatial features of objects.
"Read the word."
I show a poster with a chaotic arrangement of letters. The task of the guys is to make a word out of them (Fig. 9)
For the development of thinking I use games: "Silence", "Ladder", "Collect the train".
Build it yourself game. Children have patterns of colored geometric shapes and a white sheet of paper. This task helps the children to concentrate, apply their imagination, consolidate their knowledge of geometric shapes, and consolidate their orientation in space. For example: put a square in the middle of the sheet, a triangle on it. Above the triangle is a circle, to the right of the square is a rectangle, to the left are 2 triangles. What image did you get? ( house, sun, fence, herringbone). You can give the task to draw in a notebook. You can also give children the task of making a boat, a car, a house, etc. out of geometric shapes.
Vocabulary and spelling work is important in working with underachieving children. Usually, the memorization process is organized taking into account the characteristics of the memory and attention of students. I suggest the following memorization techniques:
Selective dictation
The method of selective dictation is simple. The teacher reads the text aloud in which there are words with unverifiable spellings, and the students, after listening to the sentences, write down the words encountered in it with these spellings. In the future, this type of work can be complicated: in one column from the given text, students write down words with checked used vowels, in the other - with unchecked ones.
In the course of such work, children not only learn to distinguish words with checked and unchecked used vowels, but also fix the spelling of both.
Selective response.
The essence of this technique is that several answers are given to a task (question), and one of them is correct. We need to find and highlight it. After checking the spelling of these words in the dictionary, students choose answers and put +.
Selection of single-root words - other parts of speech.
Task for the formation of some parts of speech from others. This work can be subordinated to teaching unchecked spellings. Example: the word birch is dictated, write down the adjective word (birch) for it.
Selection and recording of synonyms and antonyms.
One of the effective methods of vocabulary and orthographic work is the selection by students of words that are close or opposite in meaning. Among the synonyms and antonyms selected and recorded by students, as a rule, there are many words with unverifiable spellings. Example: synonyms for the word Fatherland - Motherland, fatherland, and antonyms for the word interfere - help, help.
Making sentences with these words.
This type of work is practiced very widely in the school. It helps to consolidate the spelling skill, to consolidate and enrich the dictionary, to master the syntactic structure of speech, to consolidate unverifiable spellings.
Adding spelling tables.
This technique can also be used to fix unchecked spellings. Example: pick up words for a certain spelling.
Written retelling of the text using these words.
Students briefly, in writing, convey the content of a text, using the words written on the board with unverifiable spellings (second-hand vowels, doubled consonants).
III . For the development of memory, diction, clarity of speech, I recommend using tongue twisters, tongue twisters, sayings, short poems, riddles.
a) To establish the correct pronunciation of sounds, speed up the pace of speech, increase the productivity of memorization.
Figure 12
For example:
Os-os-os - severe frost Ivashka has a shirt,
Os-osch-os - the frost is cracking in the yard. The shirt has pockets.
Os-os-os - frost froze us
Os-osch-os - froze cheeks, nose.
Since memory reveals a number of features, on the whole its formation and development depends on the general development of the specific differentiation of memory. Therefore, it is possible to increase the productivity of memorization by synthesizing different types of memory, in particular, auditory and visual.
b) For the development of memory, attention to mathematics lessons exercises can be used:
"Remember and draw
».
Figure 13
Children are shown a simple drawing. Within 10 sec. they study it on their own. I remove the drawing and ask you to reproduce it from memory. Then I show, the children compare (Fig. 13).
The game "What has changed?»
There are many objects on the teacher's table (for example: a ruler, a notebook, a book, pens, pencils, an eraser, etc.). At the command of the teacher or leader, the guys close their eyes. At this time, 2 items are swapped. Students should notice what has changed.
"Find a pattern." Children draw the necessary figures in empty cells (Fig. 14).
Figure 14 Figure 15 Figure 16 Figure 17
It is difficult for underachieving students to remember the rules. I use in class memo cribs (from Irina Aseeva). Children quickly memorize and assimilate them (see Appendix No. 1)
In Russian I use a sign« Vowels. Consonants (according to sonority, softness) ”(Fig. 16)
In mathematics, children find it difficult to memorize the signs of expressions " >» and " <» . For this I use the image of a bird. The beak is closed - the sign "more", the beak is open - the sign "less" (Fig. 17).
AT) Fluent reading is required in elementary school.
Poorly successful children can repeat letters, syllables several times, “swallow the ending”.
I recommend using sets of cards from simple to complex. I use these cards daily as a buzz reading. Cards must be read vertically, then horizontally. There is a visual fixation of letters, their stable perception, the pace of reading increases (Fig. 15, Appendix No. 2).
Exercise "Read the Rule"
aimed at development voluntary attention, to slow down the pace of speech. Tasks can be different (for example: skip every second word when reading, read text through a word, etc.) IMPORTANT: texts should be simple, small in volume.
You can use reading by roles, stage a dramatization of fairy tales. The guys are liberated, trying to pronounce the text expressively.
V . For the development of a general outlook, the development of speech, imagination, stability of attention, thinking
- The game "Do you know animals?"
I suggest using cards with the classification of objects (for example, animals). Questions are asked: Which of them live in hot countries, which in cold ones? Which of them is a predator, which is a herbivore? Children color (Fig. 18).
The next game develops attention span.
- "Funny danetki"- puzzles. For example:
Funny danetki - without candy wrappers -
Only "yes" and only "no" - give the correct answer!
If you run to the buffet,
So are you hungry? …(Yes)
In the sky, a month and a star -
So it's noon?...(no)Figure 18
-"Attention Game" For example: Attention! Attention!
word game
Book princesses - Fingernails
They dream of becoming ... (girls) They only paint ... (boys)
They love sports, cars, racing - Seeing a gray mouse,
Real ... (boys) Squeal in fear ... (girls)
- The game "Moms and Cubs" contributes to the development of horizons, imagination. The teacher names the mother, the students name their children. For example:
Fox - fox cub cow - calf chicken - chick
hare - hare horse - foal goose - gosling
a lion - lion cub dog - puppy duck - duckling
-The game "One is many"
(for example: chair - chairs, window - windows, tree - trees)
-The game "Say one word"
For example:
maple, birch, poplar - trees snow, rain, dew - precipitation
cranberries, blueberries, blueberries - berry bus, tram, trolleybus - transport
-The game "Speak the opposite"
The teacher names the words, the children pick up antonyms for them. For example:
Happy - sad big - small
Hot - cold narrow - wide
Sweet - bitter deep - small
-The game « Find the extra word.
For example: brave evil, bold, courageous
apple, plum, cucumber, pear
hour, minute, summer, second
milk, sour cream, bread, cottage cheese
VI. Let's listen to the "Queen of Silence"
As a rule, poorly performing children quickly get tired, begin to be distracted by foreign objects, and become passive. I recommend using the following approach:
As soon as I notice that the children are tired, they begin to create noise in the classroom, I propose to invite the “Queen of Silence” to visit. The class freezes. Children sit comfortably, close their eyes, rest. The children really like to listen to the "Queen of Silence". Be sure to say in a quiet, calm voice: “Queen Silence” praised all the guys, and especially ... (I name the noisy, disorganized child) and sat down next to him. And we’ll see if she stays in our class until the end of the lesson, or goes to other children.”
I also suggest using "mood cloud"
If extraneous noise begins in the class, I quietly post a “mood cloud” on the board. (The image of a cloudlet from two sides. On the one hand - tears-rain, on the other - a smile). “Look, guys, the weather in the classroom is getting worse. Looks like it's going to rain." As soon as the guys calm down, I change the cloud to the other side. Such small tricks help to tune the children to the organization of educational activities, contribute to concentration.
I have presented the main points, forms of work with low-performing students, but it also includes children with more high level preparation. Therefore, I try to find an individual and differentiated approach to the guys. As children learn, didactic, training cards in the lessons of mathematics and the Russian language are distributed taking into account individual capabilities. Lagging children, most often, are reluctant to complete independent tasks. Therefore, I select both control and independent work according to the level of complexity.
CONCLUSION:
Every teacher wants the child to study well. To do this, you need to follow four important rules:
1 . Interest in the learning process;
2. Psychological comfort, friendly atmosphere in the classroom;
3. Inclusion in the educational work of all students, activation of the initiative of children;
4. Creative approach, skill of teachers working with children.
List of used literature:
Gribova O.E., Bessonova T.P. Didactic material for the examination of written and connected speech. - M. "Akti", 2000
Lokalova N.P. How to help a low performing student. – M. Os-89, 2005
Tikhomirova L.F. Formation and development of the intellectual abilities of the child. Junior students. –M.: Rolf, 2000
Cheremushkina L.V. Development of children's attention. A popular guide for parents and educators. - Yaroslavl: Academy of Development, 1997
Lyublinskaya A.A. A teacher about the psychology of a younger student. A guide for the teacher. M. "Enlightenment", 1977
Olshanskaya E.V. Development of thinking, attention, memory, perception. Game tasks. M. "First of September", 2004
Rybina A.F. Correction of sound pronunciation in children. Speech material for primary school age. - Volgograd: Teacher, 2003.
Shabanova A.A. Correctional and developmental classes with students in grades 1-2 of elementary school. - Volgograd: Teacher, 2007
Order. Skylight and other intellectual games for children aged 6-10. M., 1993
Attention games. .
Irina Aseeva “If you want to learn…” School portal http://sonnet.ee/
System of work with low-achieving students
Teacher of Russian Language and Literature
ALDISHEVA GALIYA BESENALIEVNA
Be yourself both human and baby, in order to teach the child.
V.F. Odoevsky.
Today, the state is faced with the task of restructuring the system of general education schools for a twelve-year education, which will radically differ from the system of current education in schools.
The teachers of the country face difficult tasks: (Slide 3) through training and education, the socialization of a person who is educated, with a high culture, who critically comprehends the entire objective reality, who owns basic competencies (informational, communicative, social, etc.) and who has the skills to solve real problems.
In today's complex and rapidly changing world, characterized by the globalization of the socio-political and economic spheres of society, high demands are placed on the education system, which should ensure a high level of preparedness of school graduates for real life conditions. The rapid pace of development of social life, science and technology, market relations place high professional demands on each person: the ability to learn throughout life, to be communicative, tolerant, require a decision to be made on rapid and qualitative changes in the field of teaching the younger generation at school.
Thus, we must form a personality independent of other people's opinions and views with our own vision of the surrounding reality. Students must have such a set of qualities as a critical understanding of everything that happens around, motivation, responsibility, they must understand digital technologies and freely express their thoughts in many languages, and they must also be a highly moral, spiritually enriched, aesthetically developed personality.
In connection with the above requirements of the state for the upbringing and education of students with a set of the listed qualities of a student of the new time, the question arises whether we are ready to train such students and whether everything is in order in our school today.
Actual problem schools of our time is increasingly declining academic performance and the level of education of students. (Slide 4) The decrease in academic performance is proved by the results of the UNT, which we observe every year, the results of international studies TIMSS-2007 and PISA-2009, which showed that our students do not have the skills to apply the acquired knowledge in real life situations.
Recently, psychologists and educators, together with doctors, have noted a steady increase in the number of children with problems in general behavior and learning. Experts note that negative changes in the environmental and socio-economic situation in the country worsen the somatic and neuropsychic health of schoolchildren, and in the context of intensified training and overloaded school programs, the number of underachievers increases significantly.
Features of underachieving students (Slide 6)
low level of knowledge, as a result of this low level of intellectual development
lack of cognitive interest
lack of basic organizational skills
students require an individual approach from a psychological and pedagogical (in terms of learning) point of view
there is no reliance on parents as allies of the teacher - subject teacher
children, mostly from asocial families
lack of adequate self-esteem on the part of students
frequent skipping lessons without a good reason, which leads to a lack of a system in knowledge and, as a result, a low level of intelligence.
The subject of our study(Slide 7) is a poorly performing student, as a student with weak mental abilities and weakly expressed motivation for learning.
The statement of the problem is expressed in the search for ways to promote the activation of cognitive activity and motivation for learning in students with poor academic performance, since the increase in the number of poor and poorly performing students is one of the main problems of modern school.
The purpose of the work is to find ways to optimally solve the problem of increasing underachievement among students in our schools in order to develop an increase in the level of learning and the quality of education of individual students and school students as a whole, and to develop a clear motivational attitude of students.
To achieve the goal, we put forward the following tasks: (Slide 8)
Identification of possible reasons for the low academic performance and quality of students' learning and learning;
Show how diagnostics can be carried out in order to identify the level of student learning;
Show how it is possible to form an integrated system of work with low-performing students;
Demonstrate a set of measures aimed at improving student achievement and the quality of students' learning;
Draw up and present the Program of activities of the teacher with the weak student and his parents.
So, as we mentioned, the growth in the number of underachieving and poorly performing students is one of the main problems of the modern school.
A student may lag behind in learning for various reasons depending on him and beyond his control: (Slide 9)
absenteeism due to illness;
poor general physical development,
the presence of chronic diseases;
mental retardation (MPD).
The class teacher must first of all know about the reasons for poor progress (Slide 10). School specialists (doctor, psychologist, speech therapist, social pedagogue), the student himself, his parents and classmates should help him determine these reasons.
Diagnosing a failing student. (slide 11)
The teacher at the beginning of the year can conduct diagnostics in order to identify the level of student learning in the form of a questionnaire-characteristics of an underachieving student. (app. 1)
The class teacher can draw up a "Psychological and pedagogical characteristics of the student" (Appendix 2). Subject teachers use it when organizing work with underachieving and underachieving students.
Helping these categories of students is the task of every teacher. It is advisable for the teacher to draw up an "Individual student card" (Appendix 3), which is used by subject teachers. It describes the optimal system of measures to assist underachieving students.
Subject teachers draw up an individual work plan to fill gaps in the knowledge of a lagging student. "Individual student card" allows you to track the effectiveness of work with weak and unsuccessful students.
In the event that the program material is not assimilated by poorly performing children, the subject teacher reports to the school administration about the student's low academic performance and about the work done in the following form:
| F. I. student | Reasons for failure (the teacher indicates self-identified reasons) | Survey types used | Gap Filling Forms | Deadlines for submission of materials | Information to the class teacher (date) | Information for parents (date) | The result of the work |
Evaluation of the teacher's work with low-performing students is carried out through attendance at lessons and interviews, which are conducted by the Deputy Director for OIA.
Let us dwell on the causes of student failure in more detail.
There are 3 main reasons for failure: (Slide 12)
1. Physiological;
2. Psychological;
3. Social
Physiological reasons - frequent illnesses, general weakness of health, infectious diseases, diseases of the nervous system, impaired motor function.
Psychological reasons - features of the development of attention, memory, thinking, slowness of understanding, insufficient level of speech development, lack of formation of cognitive interests, narrowness of outlook.
Social causes - unfavorable living conditions, unworthy behavior of parents, lack of home regime, neglect of the child, financial situation of the family.
Failure occurs as a result of pronounced functional stress, poor health, impaired socio-psychological adaptation, reduced learning success (increased level of dissatisfaction with grades in basic subjects).
At the same time, the basis of academic failure is not one of these reasons, but several and quite often they act in combination. Hence, the student has a number of problems: in communication, in behavior, in learning.
From the point of view of psychology (slide 13), the reason for poor progress is divided into 2 groups:
1. Disadvantages of cognitive activity
Unformed methods of educational activity;
Deficiencies in the development of mental processes, mainly the mental sphere of the child;
Inadequate use by the child of his individual typological features.
2. Shortcomings in the development of the motivational sphere of the child.
I . Disadvantages of cognitive activity (Slide 14)
To overcome academic failure in intellectually passive schoolchildren, it is necessary to form intellectual skills in the form of training a number of mental operations: abstraction, generalization, analysis, classification, comparison. In this case, it is necessary to determine which particular operation is suffering, and bring it to the level of awareness.
Inadequate use by the child of their individual typological features
Here we consider the strength of the nervous system, which is responsible for the endurance, performance of the child. The higher the strength of the nervous system, the higher the level of performance.
Therefore, the student who has a weak strength of the nervous system and who gets tired from long hard work will become an unsuccessful child. As a rule, these children often make mistakes, slowly learn the material. Such children do not feel comfortable, and therefore do not cope with the task in a situation where the teacher requires an immediate response .; in a situation that requires the distribution of attention or its switching from one type of activity to another (example: survey + entry in a notebook) .; in a situation where it is necessary to assimilate a material of diverse content.
It is necessary to form an individual approach to such students when dosing homework, determining options for class and test work, and taking into account the degree of their preparedness. As well as:
Give the student a small amount of time to think about the question;
Do not force you to answer new material that has just been learned in the lesson;
Through the correct tactics of surveys and incentives, to form self-confidence in their knowledge, in the opportunity to learn;
Student failures should be carefully assessed;
It is desirable that the answers of such students be written, not oral.
II . Deficiencies in the development of the motivational sphere of the child.
1. The efforts of the teacher should be directed to the formation of a sustainable motivation for achieving success, on the one hand, and the development of learning interests, on the other.
2. The formation of a stable motivation to achieve success is possible with an increase in the student's self-esteem (thus, self-esteem plays a positive role in asserting the child's personality as a student in activities that are feasible for him).
3. Overcoming the student's self-doubt, i.e. it is recommended to set the student such tasks that will be feasible for him, doable and correspond to his capabilities.
4. Try to figure out those areas of activity in the course of which the student can take the initiative and earn recognition in the school.
6. It is useful to encourage, distinguish and record the slightest successes of the child in educational activities (thus preventing new failures from gaining a foothold).
7. A detailed justification of the assessment, as well as highlighting the criteria by which the assessment is carried out so that they are clear to the student himself.
8. Formation of educational interests (additional developmental material, appeal to direct life experience, extensive use of one's own observations, use of visual material in the lesson).
HELP FOR A LOW-PERFORMING STUDENT
Let's see how you can help a weak student: (slide 15)
For consolidation, a longer time is needed and a larger volume of tasks to be solved.
The teacher for himself and for the student must formulate a minimum of knowledge and skills that the student must learn.
How to improve performance:
Diversify activities.
Ventilate the office.
Conduct physical exercises.
Always remember to respect the principle of necessity and sufficiency.
Types of work with low-performing students (slide 16)
Cards for individual work.
Questions with a choice of answers.
Deformed tasks.
Punch cards.
Cards - trainers.
Creative tasks.
"information cards"
“cards with sample tasks”,
"Summary Cards".
The teacher should: (slide 17)
Know the mental development of the child:
Perception (channels - kinesthetic, auditory, visual)
Attention (voluntary, involuntary, postvoluntary)
Memory (verbal, non-verbal)
Strive to understand and accept every child
Create a calm environment and a favorable psychological climate in the classroom.
manifest
Reasonable exactingness
Endless Patience
fair severity
I believe in the student's abilities
Be able to take the position of a student
NO mocking tone!
Know how to have an open dialogue
Strive for external entertainment
Use the means of non-verbal communication (reference signals, drawings, tables, diagrams, plan)
Learn to work with dictionaries and other reference material
Apply in teaching
Advanced learning
Various forms of group work
Interrogation, self-control
Abstracts-blocks on different topics, their use at different stages of learning
When formulating the objectives of the lesson, include as a priority correctional and developmental aspect (work on the development of over-subject methods of activity, the development of mental processes).
Rationally distribute educational material (difficult - at first!)
Apply frequent change of activities in the lesson
Repeat and reinforce lesson material
Strive for the algorithmization of activities
These were algorithmic excerpts. Ways of action are outlined. And now a little more and more specifically.
In working with weak students, the teacher should rely on the following rules developed by psychologists: (Slide 18)
Do not put the weak in the situation of an unexpected question and do not require a quick answer to it, give the student enough time to think and prepare.
It is desirable that the answer is not verbal, but in writing.
It is impossible to give a large, diverse, complex material for assimilation in a limited period of time, you need to try to break it into separate pieces of information and give them gradually, as you assimilate.
Such students should not be forced to answer questions on new, just learned material, it is better to postpone the survey for the next lesson, giving students the opportunity to study at home.
Through the correct tactics of surveys and rewards (not only assessment, but also remarks like “excellent”, “well done”, “clever”, etc.), it is necessary to form in such students confidence in their abilities, in their knowledge, in the opportunity to learn. This confidence will help the student in extreme stressful situations of passing exams, writing tests, etc.
You should be more careful in assessing the failures of the student, because he himself is very painful about them.
During the preparation of the student's answer, you need to give him time to check and correct what has been written.
You should distract the student to the minimum extent, try not to divert his attention, create a calm, not nervous environment.
Students love what they understand, what they succeed in, what they know how to do. Any student is pleased to receive good grades, even the violator of discipline. It is important that with the help of comrades, teachers, he achieves the first successes, and that they are noticed and noted, so that he sees that the teacher is happy with his successes, or upset by his failures. How to achieve this?
Here you can not do without differentiated approach in learning. (slide 19)
A differentiated approach can be implemented at any of the stages of the lesson:
When pinned.
When checking homework.
When working independently.
The solution to these and other problems can be a lesson system of work properly organized by the teacher, based on personality-oriented pedagogy and the use of such basic technology as collaborative learning. The main idea of collaborative learning is to learn together, not just do it together.
For a variety of educational everyday life, teachers can use a variety of forms and genres of the lesson. For example:
game lesson
performance lesson
lesson-journey
detective lesson
fairy tale lesson
concert lesson
picture lesson
A modern teacher in his practice needs to use technologies that meet the needs of society. One of these technologies is project-based learning. The project method is considered as a way of updating and stimulating the cognitive activity of students. What is so necessary in working with underachieving and underachieving students.
When working on a project, students not only systematize and generalize the knowledge gained in the classroom, but also develop attention. Design and research activities allow students to put into practice the knowledge gained in the classroom.
Critical Thinking Technology is today the basic technology, as it most optimally develops the logical thinking of students and helps the child, using critical thinking, to solve all the pressing problems not only in school, but also in life, which allows him to more confidently become a socially adapted member of society.
Thus, we have seen that low-performing students in school are a topical urgent problem that requires urgent intervention and the search for its effective solution, since reforms are underway in our country to improve the level of education in all educational institutions, twelve-year education is being introduced in schools. Great hopes are placed on teachers so that children have an incentive and a clear motivational attitude to comprehend knowledge at school.
Trying to understand the problem of underachieving children, we often shift the burden of responsibility and the cause of this problem to parents who do not properly monitor the student, we try to shift the burden of responsibility to the course at the primary level, when they had poor basic reading, writing, math skills, the child's speech was not developed, and psychologists in our schools cannot do a good job of trying to arouse in him a desire to learn.
Problem solving should begin with a clear systemic organization of work with underachieving students. A well-designed plan of work with such students will allow consolidating the work of subject teachers with the class teacher and the school psychologist, will allow you to establish close ties with parents, whose influence and control is an important link in the child's desire to learn.
(Slide 20) Identification of the causes of poor progress, monitoring and diagnosing the progress of poorly performing children, a variety of lesson types, forms and methods of pedagogical activity, creating a favorable psychological climate in the classroom and a friendly attitude towards the child on the part of the teacher, when the child is not an object of the learning process, but a partner and an important subject of learning, all this together should instill in students a desire and interest in comprehending knowledge, form in them a clear understanding of why they need knowledge and how it will be useful in life.
Work organization
with underachievers
and underachieving students
Recently, psychologists and educators, together with doctors, have noted a steady increase in the number of children with problems in general behavior and learning. And as noted at the previous teachers' council, there are already more than 60 underachievers in our school, and even more underachieving ones. Let's try to figure out what it is connected with?
Experts note that negative changes in the environmental and socio-economic situation in the country worsen the somatic and neuropsychic health of schoolchildren, and in the context of intensified training and overloaded school programs, the number of underachievers increases significantly.
However, the socio-psychological factor of poor progress cannot be discounted. After all, the child learns in a team in which there is a constant comparison of children among themselves, reinforced by the teacher's assessments. An unsuccessful student is exposed, as it were, to the “display” of peers and almost daily experiences a situation of failure. All this, of course, does not contribute to his personal formation and development. It becomes obvious that part of the blame for such a large number of losers falls on our shoulders, the shoulders of teachers.
Even the ancient sages said: “To see and understand the problem is to half solve it, if you don’t see the problem, it means that it is in yourself.” The actual problem of our school is “not to lose”, “not to miss” students with low educational opportunities.
To do this, however, as always, taking into account our profession, it is necessary to answer at least three questions:
Who to teach? What to teach? How to teach?
Who to teach? Let's look again at the characteristics of underachieving students
Features of underachieving students
low level of knowledge, as a result of this low level of intellectual development
lack of cognitive interest
lack of basic organizational skills
students require an individual approach from a psychological and pedagogical (in terms of learning) point of view
there is no reliance on parents as allies of the teacher - subject teacher
children, mostly from asocial families
lack of adequate self-esteem on the part of students
frequent skipping lessons without a good reason, which leads to a lack of a system in knowledge and, as a result, a low level of intelligence
The student's lag in the assimilation of a particular academic subject can be detected by the following signs:
Low level of mental development.
The reasons:
Pedagogical neglect.
Frequent illnesses.
Class absences.
Organic disorders of the central nervous system and brain.
Appears:
Unable to establish cause and effect relationships.
Take into account all the signs of an object or phenomenon.
See common and d.
2. Lack of education skills.
The child is unable to learn
work with text
highlight the main, essential;
cannot organize his time and distribute efforts, etc.
3. Attention deficit with hyperactivity.
Characterized by:
distractibility;
mobility;
restlessness, etc.
4. Lack of cognitive interest.
Due to:
no one worked with the child, did not develop his cognitive abilities;
he is not interested in anything, he does not attend circles and sections, does not read books, but prefers empty pastime.
5. Unformedness of an arbitrary sphere.
It manifests itself in the fact that the student does what he likes and is not able to make volitional efforts to complete educational tasks.
6. Conflict relations
with peers;
teachers;
denial of effort in learning activities.
7. Low cognitive interest
Punitive measures do not work (deuces, punishments, etc.)
Needs:
in support
showing that he is wealthy in other activities
It is useful to include entertaining tasks and puzzles, interesting stories, to provide a “novelty effect” when solving educational problems.
8. Low level of development of verbal-logical thinking
It is necessary to place great emphasis on clarity in the solution and presentation of educational material, ensuring the implementation of the principle of accessibility of educational material.
9. Low performance
In fatigue
Exhaustibility
Slow work pace
What to teach?
It is necessary to find out the reason for the lag, determine the actual level of his knowledge, and then “return him” to the level of education where he will meet the requirements of the program, the State Educational Standards.
How to teach?
Design and implement a personalized learning plan.
From the above brief overview, the following conclusions can be drawn:
In order to prevent academic failure, it is necessary to timely identify the resulting gaps in the knowledge, skills and abilities of students and organize the timely elimination of these gaps.
It is necessary to establish the correctness and reasonableness of the methods of educational work used by students, and, if necessary, correct these methods.
It is necessary to systematically train students in general educational skills and abilities.
It is necessary to organize the educational process, the life of students at school and in the classroom in such a way as to evoke and develop in students the internal motivation for learning activity, a persistent cognitive interest in learning.
Let's see how you can help a low performing student:
For consolidation, a longer time is needed and a larger volume of tasks to be solved.
The teacher for himself and for the student must formulate a minimum of knowledge and skills that the student must learn.
How to improve performance:
Diversify activities.
Ventilate the office.
Conduct physical exercises.
Always remember to respect the principle of necessity and sufficiency.
Types of work with underachieving students
Cards for individual work.
Questions with a choice of answers.
Deformed tasks.
“Cut” theorems.
Punch cards.
Cards - trainers.
Creative tasks.
“informer cards,
“cards with sample solutions,
“summary cards.
The teacher must:
Know the mental development of the child:
Perception (channels - kinesthetic, auditory, visual)
- attention (voluntary, involuntary, post-voluntary)
- memory (verbal, non-verbal)
Strive to understand and accept every child
Create a calm environment and a favorable psychological climate in the classroom
manifest
Reasonable exactingness
- inexhaustible patience
- fair severity
- faith in the student's abilities
Be able to take the position of a student
NO mocking tone!
Know how to have an open dialogue
Strive for external entertainment
Use the means of non-verbal communication (reference signals, drawings, tables, diagrams, plan)
Learn to work with dictionaries and other reference material
Apply in teaching
Advanced learning
- various forms of group work
- interrogation, self-control
- abstracts-blocks on different topics, their use at different stages of learning
When formulating the objectives of the lesson, include as a priority correctional - development aspect(work on the development of over-subject methods of activity, the development of mental processes)
Rationally distribute educational material(difficult at first!)
Apply frequent change of activities in the lesson
Repeat and reinforce lesson material
Strive for the algorithmization of activities
These were algorithmic excerpts. Ways of action are outlined. And now a little more and more specifically.
In working with weak students, the teacher should rely on the following rules developed by psychologists:
Do not put the weak in the situation of an unexpected question and do not require a quick answer to it, give the student enough time to think and prepare.
It is desirable that the answer is not verbal, but in writing.
It is impossible to give a large, diverse, complex material for assimilation in a limited period of time, you need to try to break it into separate pieces of information and give them gradually, as you assimilate.
Such students should not be forced to answer questions on new, just learned material, it is better to postpone the survey for the next lesson, giving students the opportunity to study at home.
Through the correct tactics of surveys and rewards (not only by evaluation, but also by remarks like “excellent”, “well done”, “clever”
etc.) it is necessary to form in such students confidence in their abilities, in their knowledge, in the opportunity to learn. This confidence will help the student in extreme stressful situations of passing exams, writing tests, etc.
You should be more careful in assessing the failures of the student, because he himself is very painful about them.
During the preparation of the student's answer, you need to give him time to check and correct what has been written.
You should distract the student to the minimum extent, try not to divert his attention, create a calm, not nervous environment.
Students love what they understand, what they succeed in, what they know how to do. Any student is pleased to receive good grades, even the violator of discipline. It is important that with the help of comrades, teachers, he achieves the first successes, and that they are noticed and noted, so that he sees that the teacher is happy with his successes, or upset by his failures. How to achieve this?
Here you can not do without a differentiated approach to learning.
A differentiated approach can be implemented at any of the stages of the lesson:
When pinned.
When checking homework.
When working independently.
A differentiated approach to learning involves the use of appropriate didactic materials:
special training tables, posters and schemes for self-control;
cards - tasks that determine the condition of the proposed task,
cards with the texts of the information received, accompanied by the necessary explanations, drawings;
cards showing examples of how decisions should be made;
instruction cards that give instructions for completing tasks.
How is it most rational to organize differentiated work of students in the classroom and when doing homework? We can offer the following recommendations for the rational application of the differential approach.
Three-variant tasks according to the degree of difficulty - light, medium and
advanced (the choice of option is provided to the student).
A common task for the whole group with a proposal for a system of additional tasks of increasing difficulty.
Individual differentiated tasks.
Group differentiated tasks, taking into account the different preparation of students (the option is determined by the teacher).
Equivalent two-variant tasks in rows with a proposal for each variant of the system of additional tasks of increasing complexity.
General practical tasks indicating the minimum number of tasks and examples for mandatory completion.
Individual group assignments of varying degrees of difficulty based on already solved problems and examples.
Individual-group tasks offered in the form of programmed cards.
I also often use a differentiated approach when learning new material. After explaining the topic and showing 2-3 examples on the topic, I call 3-4 people to the board, give them an individually differentiated task, the class works in parallel with 1-2 students, then the solution is sorted out, new concepts are being processed.
In my work, the main thing, I think (and I try to do it) is what needs to be created in the lesson success situation:
to help a strong student realize his potential in more labor-intensive and complex activities;
weak - to do a feasible amount of work.
The solution to these and other problems can be a lesson system of work properly organized by the teacher, based on personality-oriented pedagogy and the use of such basic technology, how collaborative learning. The main idea of collaborative learning is to learn together, not just do it together. Team learning is a variant of collaborative learning. According to this method, the class is divided into 3–4 teams of different levels. A captain is selected who counts the points earned by each student and the entire team as a whole. “Awards” teams receive one for all in the form of an assessment in accordance with the number of points scored. The “individual” responsibility of each student means that the success or failure of the whole group depends on the success or failure of each of its members. This encourages the whole team to follow each other's progress and come to the aid of their comrade. Equal opportunities for success are ensured by the fact that Each team receives tasks of a different level. This gives strong, average and poor students an equal opportunity to earn points for their team. Allows lagging students to feel like full members of the team and stimulates the desire to learn.
Even individual independent work for weak students becomes, as it were, a particle of independent collective work. They use the knowledge received and processed by the whole group.
Often, many students face the problem of student-teacher communication. It is difficult for them to ask a question, to ask to explain again because of the individual characteristics of the individual. It’s easier to ask classmates for incomprehensible things, get advice and ask for an explanation. So, it is necessary to organize the work in such a way that a classmate can come to the rescue at the right time, so that you can ask, find out, and at the same time you won’t be afraid to get an unsatisfactory grade. This contributes group form work. The class is divided into several groups of 4 people. Children organized into groups with different levels of development: medium-low, high-medium. A senior is appointed in the group, who helps the teacher in organizing work, puts down grades. All groups receive assignments. Tasks are performed by everyone in the group, while there is a discussion, questioning each other, solving the problem in various ways, followed by a discussion, etc. Everyone participates in the work, makes his own contribution; the strong explain to the weak, each goes up a step. The group should then defend their decision to the class. After listening to all groups or part of the groups, students come to a common conclusion.
Thus, absolutely all students spent all the useful time on achieving the main goal of the lesson. The teacher directs the work, partially helps, corrects.
Favorable conditions are created for:
– understanding of the student and respect for the student (the student feels significant and useful, they consult with him, talk to him);
- assistance from students and the teacher, if necessary (help is imperceptible, competent, feasible);
- so that the student at the end of the lesson receives a satisfactory assessment for his work.
At the same time, in group work, the student's work is evaluated by two types of assessment: self-assessment, group assessment. The student marks himself for the work at some stage of the lesson, the criterion of self-evaluation is offered by the teacher. The group grade is given after the group members discuss each student's contribution to the study of an issue.
To diversify their daily routine, teachers often use various forms and genres of the lesson.
For example:
game lesson
performance lesson
lesson-journey
detective lesson
fairy tale lesson
power all-around lesson
concert lesson
picture lesson
In most cases, such lessons really increase the effectiveness of learning, but turning each lesson into a firework of miracles and entertainment is fraught with a loss of a responsible attitude to learning in general. Such lessons lose their effectiveness if the teacher and students are carried away by the external, plot side of the lesson to the detriment of the teaching component.
I developed and conduct the math lessons that my children and I call Blitz Lessons. Problem solving is carried out in the form of blitz tournaments: a certain number of problems must be solved within the allotted time limit (3-5 problems in 1-2 minutes). In a blitz lesson, students are invited to solve problems throughout the lesson. At first glance, the idea is boring and ineffective. Diversity and interest are introduced by internal and external differentiation: the teacher selects tasks of 3 levels of complexity, and leaves the right to choose the complexity of the task to the students. Evaluation for the lesson is carried out by rating, depending on the complexity and number of tasks solved. For a high rating, the student must solve, for example, 3 complex or 6 simple tasks - the choice is his. Strong students, having quickly scored the right points, act as consultants for weaker students, learn by teaching. Even the weakest students feel their success, because tasks with low level difficulties are up to them, and, in case of difficulty, you can always take another task or use the help of a friend. This form of the lesson is most effective when fixing the solution of problems of one type (for example, on the topic “Perimeter” or “Area”).
A modern teacher in his practice needs to use technologies that meet the needs of society. One of thesetechnologies is project-based learning . The project method is considered as a way of updating and stimulating the cognitive activity of students. What is so necessary in working with underachieving and underachieving students.
When working on a project, students not only systematize and generalize the knowledge gained in the classroom, but also develop attention. Design and research activities allow students to put into practice the knowledge gained in the classroom.
How often do you hear the question: “Why are we studying this?”
Answer it by offering to work on the project.
For example, ask to know the height of a building, or measure the distance to an inaccessible point, study the traffic load on the streets, estimate the amount of carbon monoxide released into the environment with car exhaust, or ask “How much does it cost to repair the class in which they study?”
The relevance of choosing the topic of the last project is dictated by life itself, since every year school teachers, students and their parents face the problem of repairing school classrooms.
Many losers spend all their free time, and often study time, at the computer, consider themselves computer geniuses. topics of the school curriculum? See what can come of it.
I will bring to your attention pieces of presentations prepared by children, which can later be used in the classroom.
In conclusion, I would like to touch on one more modern technology in passing - technologies of "full assimilation".
For three hundred years, the words of Ya.A. Comenius "Teach everyone everything!". But is it really possible to solve this problem? How not to lose the weak and not harm the strong?
The essence of the “full assimilation” technology is expressed in the following. According to scientists, depending on the intellectual abilities, different students need different time to master the same educational material. However, the traditionally organized educational process ignores this reality and requires that all students learn all the material by a given deadline, the same for all. But many do not have time to learn, and therefore not everyone fully assimilates the material. Lack of time is the main reason for “limping” knowledge. As a result, it is necessary to individualize the lessons in such a way that each student gets as much time as necessary for the complete assimilation of the material.
The purpose of such training is to create a system of psychological and pedagogical conditions that allow working in a single class team with a focus not on the “average” student, but with each individual, taking into account individual cognitive capabilities, needs and interests.
If we assume that a block of lessons is a fragment of the learning process, during which students learn some separate portion of educational material, then the stages of mastering the studied material can be represented in the form of the following table.
Stages of mastering the studied
material
Organizational and pedagogical orientation
1. Learning new material.
Individualization of the educational process.
2. Diagnostic testing.
Checking the baseline.
3. Lessons of correction and development.
Correction: repetition (at a qualitatively new level) -> consolidation -> repeated diagnostic work.
Development: repeated level -> advanced level.
Differentiation of the educational process.
4. Final control.
Required level -> advanced level -> advanced level.
Verification of learning outcomes.
It should be noted that the technology allows the student, if possible and if there is interest, to move to a higher level at any stage of learning. In this way, differentiation contributes to the individualization of learning, and, accordingly, by the end of the study of the topic, everyone finds himself at the level at which he can or wants to be in the time allotted for this topic.
All our children are very different: some are bright, talented, others not so much. But every child must fulfill himself. And I sincerely wish you this.
Reminder for working with underachieving students
What subjects are you failing in?
Student behavior.
Reasons for poor performance.
What means (didactic, educational, educational, extracurricular, additional classes) are used in working with the student.
Who is involved in the work of overcoming student failure.
How long has this work been going on?
What changes are observed, are there any results of work.
Surname, name, patronymic of the student.
Methods of stimulating students in order to prevent lagging and underachievement
1 group
through content
2 group
through the organization of activities
3 group
through educational influences in terms of communication, attitude, attention
A special approach to the coverage of educational material, the nature of its presentation:
a) emotional-figurative;
b) analytical (explanatory);
c) business;
d) unusual.
Using, showing, emphasizing various elements, attractive aspects of the content:
a) the importance of individual parts;
b) difficulty, complexity;
c) novelty, cognition of the material;
d) historicism, modern achievements of science;
e) interesting facts, contradictions, paradoxes.
Tasks with interesting content, entertaining questions.
Showing the importance of knowledge, skills:
a) public
b) personal
5. Interdisciplinary connections
Target setting for work, its brief description, setting goals
Making demands on students. By content: to discipline, to work; in form: expanded, folded (instructions, remarks, facial expressions); single and individual-group, general and detailed, direct and indirect.
Nature of activity (copying, reproductive, creative)
Creation of situations of a different nature: intellectual, playful, emotional.
Analysis of errors and provision of necessary assistance.
control over the activities of the student (thorough, fluent), mutual and self-control, evaluation.
Clear use of TSO, visualization, didactic materials, colorful manuals, etc.
Showing achievements and shortcomings in personality development, showing confidence in the strengths and capabilities of students.
manifestation of the teacher's personal attitude to the student, class, expressing one's own opinion.
The manifestation by the teacher of his own qualities, given personality (in terms of communication, erudition, attitude to the subject, business qualities ...) and encouraging students to such manifestations
Organization of friendly relations in the team (mutual verification, exchange of opinions, mutual assistance)
Helping a failing student in class
Lesson stages
Types of learning assistance
In the process of monitoring the preparedness of students
Creating an atmosphere of special goodwill during the survey.
Decrease the pace of the survey, allowing longer preparation at the blackboard.
Offer students an approximate response plan.
Permission to use visual aids that help to express the essence of the phenomenon.
Stimulation by evaluation, encouragement, praise.
Application of measures to maintain interest in the assimilation of the topic
More frequent appeal to weak students with questions, clarifying the degree of their understanding of the educational material.
Involving them as assistants in the preparation of instruments, experiments, etc.
Involvement in making sentences in problem-based learning, in conclusions and generalizations, or in explaining the essence of the problem expressed by a strong student.
When organizing independent work
The choice of the most rational system of exercises for groups of weak performers, and not a mechanical increase in their number.
A more detailed explanation of the task execution sequence.
Warning of possible difficulties, use of consultation cards, cards with a guiding action plan.
A reminder of the reception and method of completing the task.
Instruction on rational ways to complete tasks, requirements for their design.
During independent work in the classroom
Breakdown of tasks into doses, stages, selection of a number of simple ones in complex tasks.
An indication of the need to update a particular rule.
Stimulation of independent actions of the underachievers.
More thorough control over their activities, pointing out errors, checking, correcting.
The system of work on the formation of a positive attitude towardsteaching at underachieving students
Formed relationships
Stages of work
Attitude to the content of educational material
The easiest entertaining material, regardless of its importance, significance
Entertaining material relating to the essence of the studied
Essential, important, but unattractive material
Attitude towards the learning process
(acquisition of knowledge)
The teacher acts - the student only perceives
The teacher remains the leader, the student participates in separate parts of the process
The student becomes the leader, the teacher participates in separate parts of the process
The student works independently
Attitude towards oneself, towards one's own strengths
Encouragement of success in studies, work that does not require effort
Rewarding success in work that requires some effort
Encouragement of success in work requiring significant effort
Attitude towards the teacher (team)
Emphasized objectivity, neutrality
Benevolence, attention, personal disposition, help, sympathy
The use of condemnation along with benevolence, help, etc.
Prevention of academic failure
Lesson stages
Emphasis in teaching
In the process of monitoring the preparedness of students
Specially control the assimilation of questions that usually cause the greatest difficulties for students. Carefully analyze and systematize the mistakes made by students in oral answers, written works, identify typical ones for the class and focus on their elimination. Monitor the assimilation of the material by students who missed previous lessons. At the end of the assimilation of a topic or section, summarize the results of the assimilation of basic concepts, laws, rules, skills and abilities by schoolchildren, identify the reasons for the lag.
When presenting new material
Be sure to check during the lesson the degree of understanding by students of the main elements of the material presented. Stimulate questions from students in case of difficulties in mastering the educational material. Apply means of maintaining interest in the assimilation of knowledge. Provide a variety of teaching methods that allow all students to actively learn the material.
During the independent work of students in the classroom
Select tasks for independent work on the most essential, complex and difficult sections of the educational material, striving for a smaller number of exercises, but submitted in a certain system, to achieve a greater effect. Include in the content of independent work exercises to eliminate errors made in the answers and in written work. Give instructions on how to do the job. Stimulate the formulation of questions to the teacher in case of difficulties in independent work. Skillfully assist students in their work, develop their independence in every possible way. To teach the skills to plan work, carry it out at the right pace and exercise control.
When organizing independent work outside the classroom
Ensure that during homework a repetition of what has been covered, focusing on the most significant elements of the program, which usually cause the greatest difficulties. Systematically give homework to work on typical mistakes. Clearly instruct students on the order of doing homework, check the degree of understanding of these instructions by poorly performing students. Coordinate the amount of homework with other teachers in the class, excluding overload, especially for poorly performing students.
MEMO FOR TEACHER
Working with underachieving students in the classroom.
When interviewing underachieving students:
give more time for preparation, offer a short answer plan, allow you to have your own answer plan
issue diagrams, posters that help to systematize the answer
ask more questions in face-to-face conversations
It is useful to combine a survey of weak students with independent work of other students, so that you can carry out individual work, help show your knowledge with leading questions, and prevent a new lag.
Explanation of the new material:
apply special techniques to maintain attention
clearly formulate the goals and objectives of the upcoming classes, achieve understanding of the material by each weak student
highlight objects on which students' attention should be focused, eliminate all extraneous stimuli
diversify teaching methods and types of learning activities, create problem situations
increase students' interest in the topic
prevent student fatigue.
3. Organization of independent work:
divide tasks into stages, doses using specific instructions
to encourage the first independent steps, so that the student feels the joy of learning, pleasure, and not difficulty and grief.
When reporting homework:
find a specific paragraph of a textbook
read the text of the task, the description of the experience, the task for the exercise ...
invite questions
give cards of an advisory nature with a plan for the implementation of work, indicating where to read explanations in the textbook in case of difficulty
take into account the dosage of homework /reproductive level/.
The use of multi-level control work.
Reflection of work with underachievers in lesson plans.
Availability of thematic accounting of knowledge. Revealing reasons underachievement.
Keeping notebooks of systematic accounting of knowledge.
Individual work to eliminate gaps in students' knowledge .
One of the main problems that the teachers of our schools have to solve is the work with low-achieving students. Poor students are considered to be students who have weak mental abilities and weak learning skills, a low level of memory, or those who lack effective learning motives. It is no secret that such students exist in schools. To prevent this category of students from becoming underachieving, systematic work with underachieving students is necessary. I would like to focus on working with students who are lagging behind in Russian.
"Working with lagging behind students in the Russian language and warning
underachievement."
In the big and important problem of combating student underachievement and improving the quality of knowledge, I see two sides: the problem of preventing underachievement and the problem of filling gaps in students' knowledge.
The failure of students is generated by numerous and varied reasons, depending both on the teacher himself (his experience, training, his methodology), and on the student himself. The efforts of all teachers should be aimed at eliminating the causes that result in student failure. The prevention of failure is carried out by staging classes as a whole.
Working with lagging students implies a mandatory individual approach to students, as well as individual tasks for individual students. These tasks should be considered as supplementary to what is given to the whole class.
A lagging student has to do more work than a successful student. Therefore, these tasks should be small. For example, a small card from didactic material.
In every class, as you know, there are students who have serious gaps in knowledge and skills. These students experience great difficulties in working on educational material and need constant attention from the teacher both in the classroom and outside the classroom. Only under this condition can such students eliminate gaps in knowledge and rise to the level of the whole class.
The first thing individual work begins with is the study of students, gaps in their knowledge and the causes of these gaps, psychological characteristics, etc.
Carefully studying my students, I see that some have unstable attention, it is difficult for them to concentrate on educational material, others tend to memorize rules and conclusions mechanically, and others are slow in work.
Some students have more developed visual memory, others - auditory, and others - motor. In any class there are students who do not know the discipline of mental labor. This manifests itself during the presentation or repetition of the material, and even more so in the process of independent work. The task of the teacher is to learn individual characteristics students and provide them with timely assistance, facilitate their work on educational material. When organizing individual work with students, it is important to arouse their interest in classes and the desire to eliminate gaps in knowledge, and for this it is necessary to instill in them faith in their own strength. It is necessary to reveal to the students the reasons for their lagging behind and indicate ways to close the gaps; it is necessary to closely monitor the students, help them in the classroom and in homework, and note their slightest successes. The desire to learn is formed in the process of successful work on the material, so it is important to organize individual assistance in such a way that the student constantly feels his progress. As experience shows, often even a slight advance inspires students, excites them to work more intensively and increases their interest in classes, and this ensures their successful assimilation of the material. Some believe that individual assistance to students is only work with them outside the classroom. This, of course, is not true. Individual work with students is, first of all, constant attention to each of them during the lesson: during the survey of students, in the process of presenting and consolidating the material, as well as in explaining
homework.
Group additional classes are organized only in the most exceptional cases.
Such groups should be small in terms of the number of students involved in them. These are mainly those students who missed classes for any reason or those who do not understand something.
How do I organize individual work with students?
First of all, I try to identify the strengths and weaknesses of each student, I keep track of which students are lagging behind in what, which rule they make mistakes.
When doing written exercises, when checking homework, I pay special attention to those who are lagging behind: I give them individual tasks, I work with each student on the mistakes made. When analyzing mistakes, I pay special attention to typical mistakes that many students make in control dictations. These errors are discussed in class.
The main thing is individual work with each lagging behind. To account for mistakes in the Russian language, I start a special notebook in which a page is allocated where the topic of the lesson is fixed (which is difficult for children to give and put + or - next to each surname). Having established what mistakes this or that student makes, I give the task according to the textbook or card for this rule. After each control dictation, the words for those rules that the students have already learned are crossed out in his card, and new words, in the spelling of which mistakes were made in the dictation, are entered in the card. Valuable in this form of organization of individual homework of students in the Russian language is that it does not require cumbersome accounting. Preparation for this work is also not time-consuming for the teacher. In my work, I also use individual cards. Individual additional work of students gives a great effect. But it requires hard work of the student and the teacher, since the student needs to do additional work, and the teacher needs to check.
A very good technique for working on errors is, in my opinion, such a method. I write out errors from 2 - 3 control dictations with their explanation. After the children meaningfully learn the rule and learn the words in which they made mistakes, an independent task is given: write a creative dictation or essay using words and sentences with errors.
Control work in the wake of your mistakes is very useful. The forms and methods of individual work in Russian language lessons are diverse. In preparation for the lesson, I plan which of the students during the survey should be given more time to prepare, and who should be given less time, whom to ask at the table, at the blackboard, to whom to give a card.
When interviewing 1 student, I focus on the practical part of the material, on the ability to apply the rule, from another I demand an explanation of the meaning of the rule, from 3 - to achieve a clear, consistent retelling according to the plan. As additional material 1 - analysis by composition, 2 - explanation of the spelling of words, 3 - declension or conjugation of words.
An important role is played by individual work with students during the explanation of the material. It can take a variety of forms: I address some students with questions, I offer others to give examples, and I involve others in the analysis of illustrations. This activates the learning process, involves all students in the work and helps those who are lagging behind to learn the material. The question of which of the students to offer which task, I also decide taking into account their individual characteristics.
If a student is characterized by instability of attention, i.e., inattentive, I turn to him with questions, involve him in analyzing examples, suggest repeating the relevant position, for students who memorize the material mechanically, I suggest picking up their own examples, explain spelling or punctuation marks, retell the rule in your own words.
As didactic material during the presentation, I use examples in which students made mistakes in written work.
Learning spelling is a complex process. There are many ways to master spelling. They arise not only from the specifics of the educational material, but also from the psychological characteristics of children. The teacher must take into account these features and, above all, all types of students' memory.
In practice, this means that in the process of explaining the teacher must combine the word with
clarity, a story with elements of a conversation, an analysis of the examples written on the board, with an analysis of the examples selected by the students, because the memory of children is different: visual, auditory, motor. Consolidation of spelling material is one of the most important stages of the lesson.
One of the common shortcomings in the teaching of the Russian language is the underestimation of auditory tasks, especially when reinforcing. When doing classwork or homework, students usually perceive the spelling visually, reinforcing its visual image only with motor perception. The sound image, as a rule, does not participate in this process. It is not surprising, therefore, that even successful students make mistakes in auditory dictations for this rule. This is explained simply: in the process of working on the material, the students were focused on the visual and motor perception of orthograms, and during the dictation - on the auditory, that is, on the type of memory that did not participate in the work on the material. This shows that when working on a spelling, the teacher must combine tasks in such a way that all types of students' memory participate in its assimilation. To this end, I practice the preliminary pronunciation of individual words (words with unpronounceable consonants, unverifiable vowels, etc.) I conduct warning, explanatory dictations.
I carry out an individual approach to students in preparation for the test. I start preparing for the dictation a few days before it. Before the dictation, I inform you what needs to be specifically repeated. I give words for memorization that are difficult and can be found in dictation, I train in punctuation marks, we analyze words by composition. When the dictations are written, the students check them. The audit is carried out purposefully, under my direction. For example, I suggest that they first find and check the spelling of all nouns, then find adjectives and verbs. After such a check, they read the text again and hand over the notebooks. Sometimes, when the work is handed over, I ask what seemed the most difficult. Then I write difficult spellings on the board. Following fresh footsteps, the correct spellings are better fixed in the memory of students.
I begin individual work with students from the very beginning of the school year. And I conduct classes after lessons only when the student missed a lot or did not understand the material. If the student treated the task in bad faith, I demand that he perform it again, sometimes I leave it after class. In other cases, I work individually with each lagging student. I practice keeping notebooks for additional work. Depending on the nature of the mistakes, I put a card with the task in the student's notebook. You should not give several cards at once - so as not to burden students with work. Students willingly work on their mistakes with the help of cards - tasks. Each independent work to correct errors is checked by the teacher and grades are necessarily given in the journal on a par with grades for control work.
