Recently, they have increasingly begun to scold the modern school, which does not always meet the expectations of parents and schoolchildren. Can this be changed? Child. BY saying il with Lyudmila Petranovskaya, a well-known psychologist and specialist in the field of education, who will speak in Minsk on March 17 at the Belarusian educational forum “ProSchool: It’s possible!”.

Photo source: matrony.ru

For reference

Lyudmila Petranovskaya is a member of the Family for a Child Association of Family Care Specialists, a laureate of the Russian Presidential Prize in the field of education, the author of the books How You Behave, 10 Steps to Change Difficult Behavior, Difficult Age.

1. What is the main problem of the modern school?

The school does not keep pace with the times and does not allow the child to fully develop and learn. Children know very little. It seems that the program is extensive: they are trying to cram more into it, but even at the basic level, the knowledge of schoolchildren is weak.

And the task of the school, first of all, is to teach basic and general things and help find a development trajectory for each child individually, based on his abilities and interests.

It's no secret that the job market is changing. Soon there will be a demand for uniqueness, not standardization, and those who are well versed in a certain area will be ahead. Even knowledge in a very narrow segment will be valued above general knowledge about everything.

And we continue to teach everyone according to the same scheme, not paying attention to individuality. There are few options for these people.

2. Will specialized training solve the problem?

Profiles are not a solution to the problem, they drive a person into several possible corridors, essentially not giving a choice. These corridors are formed on the basis of the day before yesterday.

Who said that it is chemistry and biology or mathematics and physics that should be studied together, and not literature and biology, mathematics and languages? Who determined this combination of objects? Today there are many professions that require completely different variations of knowledge.

3. How to build a quality education system?

Literally after elementary school, a child should have the opportunity to choose what he studies at a basic level, and what subjects he wants to know at an advanced level.

But the basic level is not a level for weak students and the same teachers. Strong teachers should work there, able to teach children a little, but the most important. A humanist must also know the periodic table, and a mathematician must write correctly.

The advanced level, in turn, does not simply mean the complication and training in university programs. This is an opportunity to go deeper, an opportunity to learn more, and it is normal if for some topic it will be at the level of the school curriculum, and for some it will be almost postgraduate.

Give the child the opportunity to independently choose from a huge layer of information the one that interests him most. He may not be interested in all biology equally, but it is genetics that inspires, say. Or he is fascinated by the structure of the human brain and longs for deep knowledge about it, or maybe he wants to be a doctor and wants to learn how to do blood tests. It is impossible to know everything very deeply, physically there is not enough strength.

4. Why is such a system difficult to implement?

The class-lesson system was not invented out of nowhere. This is a very convenient and cheap training system, not focused on an individual approach. It allows you to put one adult in front of a group of children and somehow teach everyone to read and write.

But the modern world requires a transition from teaching simple literacy to developing learning, when a person finds the trajectory of his development. And this is a different approach and, of course, completely different costs. One teacher for 30 people is not enough here, we need tutors, coaches.

All this fundamentally breaks the usual system. This is a departure from the concept of a teacher - an employee, a teacher - an official; a departure from standardization, from the fact that all children should sit at their desks evenly. This is a complete revolution in the minds and huge material resources needed to translate such a system into reality.

But those countries that invest in such training will be far ahead. Every decade, the difference between countries that have found the opportunity to reform the education system, and those who have not come to this, will increase. We will definitely notice this.

Photo source: paig.com.au

5. Does a modern school need an assessment system?

Ratings now do more harm than good. But the rejection of them in itself is not yet a step towards the school of the future.

What is an assessment? This is when your result was compared with some single sample for all. Therefore, in the context of a conversation about developing education, it is not necessary to think about the importance of grades. The number of works performed according to the model should be reduced. I do not argue that there are situations when all students need to be driven out according to the general scheme and a quick decision should be made. For example, when obtaining a driver's license, some common to all standard exams.

But such a system cannot be applied to education all the time. It doesn't make any sense, it doesn't teach anything. The person who failed the task and got a C needs help in sorting out the mistakes and doing their analysis, and not the message that his work does not match the model.

6. What are the prospects for the modern school?

Schools are a living phenomenon, if they are allowed to develop and live, they will be able to adapt to a changing environment.

But schools in authoritarian countries have their breath cut off because authoritarian regimes are always nervous about the views of young people. The diversification of education is being destroyed, schools are not allowed to be different, and private education is being stifled.

My prediction is that "catacomb" schools will begin to develop in Russia and Belarus. Parents will formalize family education and unite to look for good teachers and teach children at the request of the time.

Of course, we still have a lot of those who are satisfied with today's school: after all, this is an excellent storehouse for children. But there are more and more conscious people who are beginning to understand that the education system in this form not only does not provide the necessary knowledge, but can also injure the child. These are the parents who will create alternative schools, and since this process is now as complicated and regulated as possible, we will have to create “catacomb” schools.

If they were given the opportunity to create alternative schools legally, of course, it would be better, modern education would gradually be born, then it could be transferred to a mass school.

But so far in Russia, for example, instead of diversification, there is bureaucratization; the so-called “optimization”, when schools are combined into huge complexes that cannot be managed. As a result, not the status of the teacher is growing, but the burden on him. And although teachers are gradually beginning to realize their rights, and society is beginning to understand the fact that a humiliated person cannot be a good teacher, the situation with the education system is still not encouraging.

You can get acquainted with the views of Lyudmila Petranovskaya in more detail at the Educational Forum "ProSchool: It's Possible!" , which will be held in Minsk on March 17. Experts and practitioners in the field of school education from 5 countries of the world will gather at one site and discuss topical issues with Belarusian teachers and parents. You can register for the event

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The modern system of Russian education is rapidly improving: new technologies are being introduced, programs are regularly updated, and assessments of students' knowledge are being revised. But the success of education is associated not only with technological and software innovations. The social adaptation of schoolchildren, which temporarily faded into the background with the destruction of the Soviet system of education and upbringing, returned to the attention of teachers again.

The relationship between education, upbringing and the formation of the personality of the child, which falls on the period schooling, really exists, and it is impossible to dismiss the solution of this problem. And in order to develop the most successful strategy for overcoming problematic barriers, it is necessary to carefully study the situation from all sides, including from within. That is, to get the opinion of students.

The results of the sociological survey - for the upcoming reforms!

Recognizing a child as a person from the moment of birth, in accordance with the most advanced approach in education, it is quite logical to be interested in the attitude of children to school, teachers, learning problems and the role of school in life.

The data obtained in the course of a sociological survey of schoolchildren and first-year students speak eloquently of the importance of the inseparable upbringing and teaching process at school.

1. The importance of school in life

• Gaining knowledge 77%
• school friends 75%
• Acquisition of self-education skills 54%
• Communication skills 47%
• Ability to understand people 43%
• Personal development 40%
• Formation of citizenship 33%
• Disclosure and development of individual abilities 30%
• Ability to independently organize leisure 27%
• Formation of character, ability to overcome difficulties 18%
• Household skills 15%
• Self-knowledge and self-esteem 13%
• Choice of profession 9%

The conclusion is obvious: school helps to acquire knowledge and friends, but the level of preparation for entering adulthood is far from up to par.

2. Relations "teacher - student"

Relations " teacher - student”suggest not only the assessment of students' knowledge, but also a subjective attitude towards the teacher. The results of the answers to this question were obtained anonymously, but their generalization allows us to determine the general trend and think:

• Teaching Excellence 97%
• Practical Psychology 93%
• Assistance in revealing individual abilities 90%
• Interest in exciting problems of students 90%
• Knowledge of the subject 84%
• Respect for the personality of the student 81%
• Fair estimate 77%
• Erudite 73%
• Organizational skills, productivity 64%
• Demanding 49%

The result of the second survey turned out to be rather unexpected: the overwhelming majority of schoolchildren consider the teacher's professionalism to be the primary criterion, but at the same time they do not attach importance to exactingness, which, as you know, is the “final chord” in achieving the goal.

3. What do graduates regret?

• Superficial level of teaching the subject 68%
• Acquired knowledge turned out to be useless in practice 66%
• Poor preparation for life 63%
• Unwillingness of the teacher to find contact 81.5%
• Didn't want to go to school 29%
• Real life took place outside of school 21%
• Didn't find friends 15%
• Regret the wasted time 11%

If we put together the answers to the second and third questions, then before education system serious tasks are set, in which much attention should be paid to educational methods, assessment of the personality of the teacher and his role in the formation of the personality of the student.

Psychologists on the need to educate the personality of a student

Famous psychologist L.S. Vygotsky noted the need to study the environment in which the child is located. At the same time, he argued that it is important to pay attention not only to "absolute indicators" - the presence of younger students or adolescents within the walls of the school, but to the study of the extracurricular environment. According to the researcher, this approach gives the most objective assessment, since "the environment determines development ... through experience."

The older generation remembers how much attention was paid to the education of patriotism, spiritual development, the comprehensive development of the student's personality and preparing him for an independent adult life. The 90s, associated with the social instability of society and political changes, unfortunately, had a devastating effect on the integrity educational system- the unity of education and upbringing, which are the basis of harmonious development.

It is natural that children are the first to intuitively feel historical and social upheavals, when adults are forced to focus more on momentary material stability than on thoughts about raising the younger generation.

With the onset of positive changes in the state, the upbringing of the character and active life position of the future generation again becomes an important task for educators and an active civil society.

Topical issues of education: goals and objectives

As psychologists who have studied the features of the development of modern schoolchildren note, “gaps in education” over the past 2-3 decades are expressed, first of all, in a lack of patriotism. This is a consequence of the decline in the political role of the state on the world stage. According to psychologist D.I. Feldstein, “it is the feeling of human history, of one’s direct involvement in this process that allows a person to find the place of his era, his society and himself in relation to its integrity. Such a perception of reality forms the moral responsibility of the individual for his decisions and actions, i.e., forms him as a person.

From this follows the first task facing the current education system: fostering love for the Motherland, pride in its history, awareness of ownership, ties between generations.

An equally important task is the education of personal self-esteem. The child becomes a personality, evaluating himself through the prism of the attitude of others around him - peers, parents, teachers. Correct moral guidelines will help to adapt more easily in society, to realize that a person is ultimately judged by his actions.

The second task is moral education. For successful socialization, it is necessary that the generally accepted model of behavior become a childhood habit, and not a heavy burden of forced conformity "for the species." It is equally important to educate a child in humanism, a fair assessment of others, the ability to find contact with people. Aesthetic education in the development of moral qualities is an additional and effective tool, which, moreover, raises the cultural level, broadens horizons and opens up new horizons for communication.

Returning to the positive experience of the Soviet school, psychologists note the need to revive labor education as a serious part of preparing for adulthood. Teachers of the “old school” agree with the opinion of psychologists and sociologists, who, referring to the experience of working in a modern school, notice the lack of practical skills for self-service due to “gaps” in labor education. Teachers believe that the revival of individual technology and the system of early choice of a working specialty solve two problems at the same time: the acquisition of labor skills - the ability to do something with one's own hands, and an increase in students' own self-esteem.

By the way, labor education, the lack of which was noted by schoolchildren themselves, was reflected in the “May decrees” of the President.

In addition to the areas of future work to improve school curriculum, there is a need for serious retraining of teachers - the formation of personnel who are tuned not only to "proofreading the subject", but also to an equal dialogue with students. Today, schools need teachers who love their profession and "give their heart to children."

Problems of education and solutions

In fairness, it should be noted that the child's personality is formed long before the child crosses the threshold of school, and even kindergarten. That is, the responsibility for its formation equally falls on both teachers and parents.

It is the parents who form the first idea of ​​the world, and the kindergarten and school have to work mainly with difficult periods of adaptation, behavior correction, etc.

It is no secret that more than 50% of parents, bringing the child to school, completely shift the responsibility for his upbringing to the teacher. At the same time, they consider it possible to discuss and question the actions of the teacher, forgetting about the most important principle of pedagogy - the unity of requirements.

As a result, the modern school has to not only educate/educate children, but also fill in the gaps in pedagogical knowledge of parents.

As for the role of the state, today there is finally a real hope for comprehensive support reforming the education system by those in power. In addition, the moods existing in modern society allow us to hope that social and public life will not lead to the decline of the education system in the near future.

The problems of schoolchildren are a rather serious test, both for our children and for us, their parents, because each of us wants to see our child cheerful and happy. It’s one thing if the problematic issue is “homework” in English, and it’s completely different if the child doesn’t want to go to school at all, which becomes for him a symbol of trials, humiliation and a synonym for bad mood. What to do if parents realize that the child's attendance at an educational institution has turned into torture? Let's discuss and try to find a solution to the most important school problems in our material today.

Child being bullied by classmates

Unfortunately, in almost every children's team there is a child who, for one reason or another, plays the role of an "outcast". They offend him, laugh at him, mock him, at best, they simply do not make friends or collectively do not pay attention.

Often the reason for such an attitude of classmates becomes some very noticeable external feature of the child.

And often not all the guys in the class are opposed to the child. In such groups, it only takes a leader to dislike someone for one reason or another (even if the child is simply much smarter than the genius recognized by society), and he becomes an outsider.

Agree, it’s not very pleasant to feel in such a role, and the understanding that every day brings you another portion of bullying does not cause the slightest desire to cross the threshold of the class.

Often the child is even afraid to admit to himself in the fact that he found himself in such a dead-end situation from his point of view.

Because of this, he actively ignores the problem, and as a rule, if he complains, it is not about rejection by classmates, but that he cannot find a common language with or says that school is just boring.

However, every day it becomes more and more difficult to persuade a child to get out of bed in the morning. Often included in the work and: literally "out of the blue" the child may start to have a headache, stomach, the temperature rises.

What to do if your child is bullied by classmates

1. They suspected something was wrong - the main thing is not to interfere "directly".
   If you, in the heat of the moment, fly into the classroom in order to deal with the offenders of your son or daughter once and for all, the situation will only worsen.
   After all, you can’t always be with him, and as soon as you leave, they will tease him with a vengeance, now also because he is a “sissy” and “sneak”.
2. Of course, we all love to give each other advice, but our "cleverness" will not make it easier for a child. Adult advice is still completely ineffective for the simple reason that a 10-year-old person does not yet have our 30-year-old confidence and strength, as well as our ability, honed over the years, to fence off problems with a monolithic wall or ignore offenders with icy silence.
   If he could do this, he would not have problems with feelings due to the attitude of his classmates at all.
3. The best thing to do is to give your child maximum support. Listen to him when he complains, say that you understand and love him.
   Perhaps this situation is temporary. In the role of an outcast, according to psychological research, every fourth child has been to one degree or another. And safely out of it!
   Therefore, do not deprive your son or daughter of a unique chance to gain valuable experience in overcoming the unfriendly attitude of others. This will definitely come in handy in life.
4. In parallel with parental understanding, try to increase the child's self-esteem. To do this, he needs to feel recognized and popular.
   And not only by parents, but by children like himself. You need to find a children's society , in which his individuality will be valued, not rejected.
   The theater studio will help to talk the silent and find a use for too chatterbox, the basketball section will show that growth is cool for a child who is a head taller than his peers, and a nerd and nerd, whose love for encyclopedias is laughed at in a regular school, will be an indispensable shot in a team of young intellectuals during the What? Where? When?".
5. Seeing that one can be proud of his peculiarity, he will be much less offended by the ridicule of his classmates, which, in fact, had to be achieved.
6. If the situation is not developing so rosy, and relations with classmates are getting worse and even reaching the point of assault, you should think about transferring the child to another school.
   In order not to step on the same "rake" again, it is better to first clarify whether the place of an outcast is occupied in the new class, and also to understand how strong the group is in the new children's team, aimed at studying, and not at persecuting objectionable children.

Child worries too much about bad grades

How long has it been since your child came home from school in tears or hid his diary from you, in fear that his parents would see his poor grade? Does he care about performance at all? Of course, slovenliness is also a form of protection from the outside world, but too strong worries about one's own academic performance are also a signal that not everything is going as it should.

What to do if your child is too worried about bad grades

In 99% of 100, this attitude of a child is a mirror of your adult subjectivism. After all, it is we, the parents, who categorically tell our children that it is necessary to study only “excellently”, we hint that “Helen has long mastered the tasks in physics” or we scare that in case of poor grades, the child will have a future janitor.

But, you see, it is not always possible to complete training tasks for the highest score. After all, you and I are also not always in “full combat readiness” at work.

Sometimes you want to relax, chat with a colleague, take a little longer walk at lunchtime or look at the Internet instead of filling out the ill-fated report for the authorities.

Is it true, after all, we allow ourselves such liberties at least from time to time? But our children, like steadfast tin soldiers, must always be “on top”.

Why are there tin - tin is a rather fusible metal, rather titanium .. Our children should be titans in the world of knowledge. Don't be distracted, don't be naughty, don't relax, complete tasks only "excellent"! And for non-compliance - severe punishment ...

Do you think the child is comfortable in such conditions? Can he fall in love with the learning process itself, if parental words “and just try to bring me a different assessment” sit in his head as an unbearable thorn in his head. Grade…

It is on her that all the attention of the child is focused. It should be the maximum, because otherwise he will face a harsh trial at home, cold contempt from a perfectionist mother or a scandal from a quick-tempered father.

But is it supposed to be like that? Parents are obliged to convey to the child the idea that yes, good grades are wonderful and very important, but much more important is interest in the subject and study in general. Praise the child for the efforts made and compare not with the excellent student Katenka, but with him only a year, a month, a day, a week ago. Emphasize that his handwriting has improved, that he is already able to read a poem with expression, to solve such a difficult problem (and he didn’t succeed in the last quarter!).

Psychologist Natalya Karabuta tells:

“Often, it is precisely such parents, who are fundamentally uncompromising in relation to the child’s grades, that grow out of those very children who themselves regularly received scolding for academic performance in childhood. Do you want your child to also be afraid of your righteous anger, and then, 30 years later, still shake the diary over the head of an unreasonable child, often not understanding why he is doing this? It is unlikely ... After all, this is how we deprive the child of the most important thing - the understanding that parents love them not for something, but just like that. That parental love is unnecessary to deserve - it is unconditional. And grades are, of course, important, but warm relations between daughter and mother, son and father are much more important. You, the parents, just have to believe it yourself.”

The child has no friends at school

Problems with relationships at school are not always related to the fact that someone offends the child - sometimes the surrounding guys simply ignore him. Most often, this problem is encountered in two cases:

• the child is quite modest, hardly enters into a conversation, does not initiate communication, in modern terms - an introvert;
• when the child was forced to change the school team and move to another class or school.

If a lively and sociable new student comes to a new group, it is often not difficult for him to make new friends. He just starts talking at once and with everyone. On various topics. Constantly. It works!

And if the newcomer stands and huddles quietly in a corner or shyly walks past the playing mess of classmates, although sincere interest in the process is read in his eyes, he is unlikely to be called. In such cases, it is important to take the initiative yourself. And if it is difficult to immediately enter into the thick of things, then at least speak in a friendly manner with a couple of the same quiet ones like him - a child can. It just needs to be set up for it.

What to do if the child does not have friends at school

To begin with, make sure that the child generally wants to make new friends. Of course, unsociable children are the exception to the rule, but this happens.

However, most children feel the need to be part of a team and communicate freely with classmates. And parents can help him with this. A few simple situations can help break the ice between your child and classmates.

Course for children.

Arrange some small fun event - a trip to nature, a master class, a picnic, a short hike, an excursion. Invite children from your child's class. Outside the walls of the school, in a situation where everyone is relaxed and resting, children are more disposed to contacts, so it will be a little easier for the child to establish communication.

We wish you fewer problems and more happy school days!

The problem of the modern school is the loss of interest in learning by many students. Why is this happening? The reasons for this negative phenomenon are ambiguous:

• overload with monotonous educational material;
• imperfection of methods, techniques and forms of organization of the educational process;
• limited opportunities for creative self-management. Today, the idea that the school should provide, first of all, knowledge, abilities, skills, i.e. to serve as a kind of distribution point, a warehouse of ready-made knowledge, is recognized as irrelevant. task modern school should be the formation of a person who improves himself, is able to independently make decisions, be responsible for these decisions, find ways of implementation, i.e. creative in the broadest sense of the word. This task is feasible for our school.

The elementary school is able to solve the new tasks set for Russian education, first of all, to provide conditions for the development of the child as a subject of his own activity, a subject of development (and not an object of the teacher's pedagogical influences). This is how the tasks of primary education are formulated in the Federal State Standards of General Education.

Teaching is a joy, not just a duty; learning can be done with passion, and not just out of obligation. Achieving high results in primary education according to the Federal State Educational Standard is impossible without the conditions for the implementation of the main educational program, in which a special place is occupied by educational, methodological and information support.Primary school age is characterized by brightness and immediacy of perception, ease of entering into images. Children are freely involved in any activity, especially in the game.

One of the effective means of developing interest in a subject is a didactic game:

• helps relieve the feeling of fatigue;
• reveals the abilities of children, their individuality;
• enhances involuntary memory. That's whygaming technology- the most relevant for an elementary school teacher, especially when working with 1st and 2nd grades. The first year of study is the starting and extremely important for the formation of universal educational activities, because. It is during this year that children have a smooth transition from play activities to learning. This transition is possible only with the intensive formation of all types of universal actions. At the literacy lessons, games are used that improve auditory perception: “Claps”, “Hard - soft”, “Let's go to the Birthday”. For mathematics lessons - games for working out the composition of the number “Houses”, “Collect the Christmas tree”, etc.

Dramatization games

Dramatization games in primary school lessons form a recreative imagination, making the content of the text more spectacular and visual. When staging, children depict, draw characters with the help of intonation, facial expressions, postures, gestures.Dramatization is very important for the development of speech and emotional development of the child. Acquaintance with the technique of dramatization can begin with the staging of fairy tales.

Working with simulators

In the lessons of mathematics and the Russian language, primary school teachers often use simulators. Improving the quality of students' knowledge is unthinkable without well-developed skills. The simulator is training exercises of the same type, selected on one topic, and aimed at developing skills brought to automatism. Work with simulators can be included at various stages of the lesson:

during oral counting (at mathematics lessons);

• when fixing new material;
• in the behavior of independent, verification work;
• during game moments of a competitive nature, etc.

Students are given personal notebooks (simulators), after a while (3-5 minutes) the teacher collects notebooks with answers, and after the lesson counts and fixes the number of correct answers in a special “Success Table”.

The guys really like to work in exercise books and after several works the result improves significantly, as the knowledge gained is practiced and brought to automatism.

Development of universal learning skills

The formation of educational and intellectual OUUN can be assessed in the course of performing special tasks with subject content. Assignments are given after studying a particular topic, after a test, that is, after students have mastered the content of the topic, since it is required to measure the level of mental skills. You can offer children to assess the level of mastery of OUUN by themselves, to do this, conduct a survey. The level of educational and organizational, educational and communicative OUUN can be determined by the method of observation, evaluating in a point system.

Problem-dialogical technology

Problem-dialogical lessons contribute to the emergence of students' interest in new material, the formationcognitive motivation. An understanding of the material is achieved by the students, since he thought of everything himself.

group work

As one of the forms of activation of students in the classroom is usedgroup work.Children learn to work in groups, in teams with a leader, learn to obey and lead. When using the method of group work, the teacher regulates intra-collective relations. The guys adhere to the basic rules of working in a group, which they "work out and approve themselves":

• full attention to a classmate;
• serious attitude to the thoughts, feelings of others;
• tolerance, friendliness (for example, no one has the right to laugh at the mistakes of a friend, because everyone has the "right to make a mistake").

The situation in the classroom at such lessons exactly corresponds to the image introduced into didactics by K.D. Ushinsky: “It is necessary to allow the class to seethe freely, to worry, but to keep it every time within the limits that are necessary for the success of the teaching, dead silence in the lesson is unacceptable. Important allow students to ask questions to the teacher, to express themselves, to talk, to sit in the classroom freely and naturally.

Demonstration training session

It involves a phased introduction of students to the spelling rule, the performance of spelling analyzes based on this rule.

Primary school is the foundation on the quality of which the further education of the child depends. And this imposes a special responsibility on primary school teachers. Its task is not only to teach reading and writing, but also to lay the foundations of the child's spirituality, develop his best qualities, and teach him ways of learning activities. The latter is especially important now in our rapidly changing world, the world is overflowing with information. Teach the child to work with information, teach to learn.

Academician A.P. Semenov “To teach a person to live in the information world is the most important task of the modern school, it should become decisive in the work of every teacher. To achieve these goals, it becomes necessary to apply in practice the work of a primary school teacherinformation and communication technologies.Informatization of primary school plays an important role in achieving the modern quality of education and the formation of the information culture of the child of the XXI century. From here follow the goals of using ICT:

• the transition from the explanatory and illustrative way of teaching to the activity one;
• activation of the cognitive sphere of students;
• increasing positive motivation for learning;
• use as a means of self-education;
• increasing the level of knowledge;
• implementation of project activities of younger students.

The spectrum of using the possibilities of ICT is quite wide. However, when working with children of primary school age, it is necessary to remember the commandment: “Do no harm!” The organization of the educational process in elementary school, first of all, should contribute to the activation of the cognitive sphere of students, the successful assimilation of educational material and contribute to the mental development of the child. Therefore, ICT should perform a certain educational function, help the child understand the flow of information, perceive it, remember it, and in no case undermine health. ICT should act as an auxiliary element of the educational process, and not the main one. The use of ICT in the classroom should be gentle. When planning a lesson in elementary school, the teacher should carefully consider the purpose, place and method of using ICT.

One of the distinguishing features of the Federal State Educational Standard is a new approach to the assessment system, which involves the transition to a criteria-based, meaningful assessment. For this, our teachers use scales for self-assessment, tables, cards with “+” and “-” signs. The teacher can invite children to evaluate their own work, the work of another child or a group of children according to certain criteria.

Thus, the inclusion in the lesson of techniques that make the learning process interesting and entertaining, creates a cheerful working mood in children, makes it easier to overcome difficulties in mastering educational material. A variety of game activities, during which one or another mental task is solved, support and enhance children's interest in the subject. Having carried away, children do not notice that they are learning. Even the most passive of children are included in the learning process with great desire, making every effort. Children need success. The degree of success largely determines our attitude to the world, well-being, desire to work, learn new things.

By the time he finishes elementary school, in accordance with the Federal State Educational Standards for Primary General Education, a junior student will be able, first of all, to be socially competent.

Psychologist at school

Fragments of the book Mlodik I.Yu. School and how to survive in it: the view of a humanistic psychologist. - M.: Genesis, 2011.

What should be the school? What needs to be done so that students consider education an interesting and important matter, leave the school ready for adult life: self-confident, sociable, active, creative, able to protect their psychological boundaries and respect the boundaries of other people? What is special about the modern school? What can teachers and parents do to keep children interested in learning? You will find answers to these and many other questions in this book.

Psychological problems at school

Everything I know about teaching I owe to bad students. John Hall

Not so long ago, people knew almost nothing about psychology as a science. It was believed that a Soviet citizen, and even more so a child, does not have any internal problems. If something doesn’t work out for him, his studies go wrong, his behavior changes, then this is due to laziness, promiscuity, poor education and lack of effort. The child, instead of receiving help, was subjected to evaluation and criticism. Needless to say, how ineffective such a strategy was.

Now, fortunately, many teachers and parents are ready to explain the difficulties that a child has at school by the presence of possible psychological problems. As a rule, it is. A child, like any person, strives to realize his own needs, wants to feel successful, needs security, love and recognition. But on his way there can be a variety of obstacles.

Now one of the most common problems that almost all teachers note: hyperactivity children. Indeed, this is a phenomenon of our time, the sources of which are not only psychological, but also social, political, and environmental. Let's try to consider the psychological ones, I personally had a chance to deal only with them.

First, children who are called hyperactive are very often just anxious children. Their anxiety is so high and constant that they themselves have long been unaware of what and why bothers them. Anxiety, like excessive excitement that cannot find a way out, makes them make many small movements, fuss. They fidget endlessly, drop something, break something, rustle something, tap, shake. It is difficult for them to sit still, sometimes they can jump up in the middle of the lesson. Their attention seems to be distracted. But not all of them are really unable to concentrate. Many students study well, especially in subjects that do not require accuracy, perseverance and the ability to concentrate well.

Children diagnosed with ADHD require more participation and are best served in smaller classes or groups where the teacher has more opportunity to give them personalized attention. In addition, in a large team, such a child is very distracting to other children. On educational tasks, it can be very difficult for a teacher to maintain the concentration of a class in which there are several hyperactive students. Children who are prone to hyperactivity, but without an appropriate diagnosis, can study in any class, but on condition that the teacher does not increase their anxiety and does not constantly upset them. It is better to touch a hyperactive child, seating him in his place, than to point out a hundred times the obligation to be disciplined. It is better to let go for three minutes from the lesson to the toilet and back, or run up the stairs, than to call for attention and calmness. His poorly controlled motor excitation passes much easier when it is expressed in running, jumping, that is, in wide muscle movements, in active efforts. Therefore, a hyperactive child must move well during the break (and sometimes, if possible, during the lesson) in order to remove this disturbing excitement.

It is important to understand that a hyperactive child does not intend to demonstrate such behavior "to spite" the teacher, that the sources of his actions are not at all promiscuity or bad manners. In fact, such a student simply finds it difficult to control his own arousal and anxiety, which usually disappears by adolescence.

A hyperactive child is also hypersensitive, he perceives too many signals at the same time. His abstract appearance, the wandering gaze of many is misleading: it seems that he is absent here and now, does not listen to the lesson, is not involved in the process. Very often this is not the case at all.

I'm in an English class and I'm sitting on the last desk with a guy whose hyperactivity teachers don't even complain about anymore, it's so obvious and tiring for them. Thin, very mobile, he instantly turns the desk into a bunch. The lesson has just begun, but he is already impatient, he begins to build something out of pencils and erasers. It seems that he is very passionate about this, but when the teacher asks him a question, he answers without hesitation, correctly and quickly.

At the call of the teacher to open workbooks, he only after a few minutes begins to look for what he needs. Break everything on his desk, he doesn't notice how the notebook falls. Leaning over to the neighbor's desk, he looks for her there, to the indignation of the girls sitting in front, then suddenly jumps up and rushes to his shelf, receiving a strict reprimand from the teacher. When he runs back, he still finds a fallen notebook. During all this time, the teacher gives the task, which, as it seemed, the boy did not hear, because he was fascinated by the search. But, it turns out that he understood everything, because he quickly begins to write in a notebook, inserting the necessary English verbs. Having completed this in six seconds, he begins to play something on the desk, while the rest of the children are diligently and intently doing the exercise in complete silence, broken only by his endless bustle.

Next comes the oral test of the exercise, the children take turns reading sentences with inserted words. At this time, something constantly falls on the boy, is under the desk, then attached somewhere ... He does not follow the check at all and skips his turn. The teacher calls him by name, but my hero does not know what sentence to read. Neighbors tell him, he answers easily and correctly. And then he again plunges into his incredible construction of pencils and pens. It seems that his brain and body cannot stand rest, he just needs to engage in several processes at the same time, at the same time it is very tiring for him. And soon, in the strongest impatience, he jumps up from his seat:

- May I go out?

- No, there are only five minutes until the end of the lesson, sit down.

He sits down, but now he is definitely not here anymore, because the desk is shaking, and he is simply not able to hear and write down his homework, he frankly suffers frankly, it seems that he is counting the minutes until the bell rings. With the first trills, he breaks off and runs around the corridor like a catechumen throughout the whole change.

It is not so easy to cope with a child's hyperactivity even for a good psychologist, not like a teacher. Psychologists often work with the problems of anxiety and self-esteem of such a child, teach him to listen, better understand and control the signals of his body. They do a lot with fine motor skills, which often lag behind the rest of development, but by working on which, the child learns better to control his gross motor skills, that is, his larger movements. Hyperactive children are often gifted, capable and talented. They have a lively mind, they quickly process the information received, easily absorb new things. But in school (especially elementary school), such a child will be in a deliberately losing position due to difficulties in calligraphy, accuracy and obedience.

Hyperactive children are often helped by all kinds of modeling with clay and plasticine, playing with water, pebbles, sticks and other natural materials, all types of physical activity, but not sports, because it is important for them to make any muscle movement, and not just the right one. The development of the body and the ability to throw out excess excitement allow such a child to gradually enter his own boundaries, from which he always wanted to jump out before.

It has been noticed that hyperactive children absolutely need space for such a vain manifestation of themselves. If at home it is strictly forbidden, through constant pulling or other educational measures, to behave in this way, then they will be much more hyperactive at school. Conversely, if the school is strict with them, they will become extremely active at home. Therefore, parents and teachers should keep in mind that these children will still find a way out for their motor excitement and anxiety.

Another problem that is no less common in modern schools is unwillingness to learn or lack of motivation, as psychologists say. This, as a rule, matures in secondary school and by the beginning of the senior reaches its climax, then gradually, with the realization of the connection between the quality of knowledge and the picture of one's own future, it subsides.

The unwillingness of the child to learn, as a rule, is completely unrelated to the fact that he is “bad”. Each of these children has their own reasons for not wanting to learn. For example, early love, which takes all the attention and energy to experiences or dreams. It can also be problems in the family: conflicts, the imminent divorce of parents, the illness or death of loved ones, difficulties in relations with a brother or sister, the birth of a new child. Perhaps failures with friends, inadequate behavior of others, due to their personal or family crisis, are to blame. All this can take the energy and attention of the child. Since many troubles can turn out to be protracted, or half-concealed, and therefore impossible to constructively resolve, over time they devastate the child, lead to failures in school, as a result, even greater depression appears, and the circle closes. It is often difficult for parents to take responsibility for unresolved problems at home, and they take it out on the child, accusing him of laziness and unwillingness to learn, which, as a rule, only worsen the situation.

Perhaps the child does not want to learn and out of a sense of protest about how he is taught, who teaches him. He may unconsciously resist parents who force him to study, and because of poor grades he is limited in some way (they do not let him go for a walk, do not buy what they promised, deprive him of holidays, trips, meetings and entertainment). Parents and teachers often do not understand that even if there are mandatory universal education, knowledge can be obtained only voluntarily. As the proverb says, you can lead a horse to water, but you can't make him drink. You can learn by force, but you can learn only if you want to. Pressure and punishment in this matter are much less effective than interesting and exciting training. Although, of course, it is easier to press and punish.

Another reason for the lack of motivation to acquire knowledge is low self-esteem of students. Constant criticism and fixation on failures does not help everyone move forward, learn effectively and grow. Too many people (depending on the psychotype and character) are deprived of energy by failures. Constant non-compliance with someone's requirements gives rise to total self-doubt, disbelief in one's own strengths, the inability to discover the resources, abilities and desire to achieve success in oneself. Such children can easily “give up” and come to terms with the stigma of a passive and incapable “C” student, whose motivation, of course, will be buried under the weight of failures, other people’s negative assessments and their own helplessness to change something. At the same time, it is quite obvious that there are no hopeless or absolutely hopeless children, everyone has their own resource, their own talent and a huge, but sometimes carefully concealed, need to be noticed.

Another reason children don't want to learn is the way they learn. Passive types of learning, when a student can only be a recipient, a listener, absorbing a certain amount of information, and then presenting it (not always learned) in test papers, reduce the child's own learning motivation. Lessons devoid of at least a fraction of interactivity are practically doomed to the passivity and lack of involvement of the majority of students. Information that has not become knowledge is forgotten within a few hours. Knowledge gained without involvement and interest is forgotten within a few weeks or months. Education that does not give the opportunity for personal participation, does not arouse personal interest, is doomed to meaninglessness and soon oblivion.

Most children find it difficult to have an equally keen interest in all school subjects. There are individual inclinations and predilections. Perhaps parents and teachers should not persist in the fact that the child joyfully, with great enthusiasm and, most importantly, success, studies, for example, the Russian language, although he has technical inclinations. Or, by all means, I got "five" in mathematics, being carried away by drawing and modeling.

A psychologist, together with a teacher and parent, can help such an unmotivated student find his interest, deal with family difficulties, increase his self-esteem, resolve difficulties in relationships with others, realize his own resistance, discover talents, and begin to enjoy school.

Another problem that seriously complicates the life of almost any teacher is misbehavior of students. Many teachers complain about rudeness, rudeness, provocations, disruption of lessons. This is especially true in grades 7-9 and, of course, also has several reasons and reasons.

We talked about one of them - the inevitable, during the passage of the teenage crisis, the tendency to separate from the entire adult world, accompanied by manifestations of various forms of aggression. Teachers often take the students' hostile attacks very personally and, as they say, "close to the heart." Most of the teenage "frills" are aimed at the adult world as a whole, and are not aimed at a specific person.

Sometimes sudden comments in the lesson cause in the class a violent and not always necessary reaction for the teacher. This is a manifestation of the demonstrativeness of a teenager, the need to be in the center of attention all the time, which is explained by the characterological features of the child, which have become accentuations at a certain age (that is, very pronounced personality traits). And again, the behavior of such a demonstrative teenager is by no means aimed at destroying the authority of the teacher and is motivated not by the desire to offend or humiliate him, but by the need to satisfy his own need for attention. In such situations, they act differently: you can strictly put him in his place, ridiculing his desire to be an “upstart”, or vice versa, with humor, understanding, use the demonstrativeness of the student for peaceful purposes: in performances, projects, performances, shows. Satisfying the need to be the center of attention will interfere much less in the lesson.

Again, if in a family with a strict upbringing, the demonstrativeness of such a child is "in the pen", then the school will become the very place where this quality of character will inevitably manifest itself.

In some cases, the school is the place where the child realizes the accumulated aggression. As a rule, everyone: teachers, classmates, and the teenager himself - suffer from such unfair behavior. It can be quite difficult to figure this out if the child does not want to trust one of the adults, which happens infrequently, since aggression is an indicator of fear and distrust.

Sometimes a teacher is faced with an aggressive outburst in the classroom due to their own injustice, disrespect, incorrect comments addressed to students. The teacher, absorbed in the content of the lesson, and not noticing the processes taking place in the class (boredom, showdown, enthusiasm for a topic that is not related to the subject), will also not avoid an aggressive attack: for ignoring the needs of the class.

Children, as a rule, also test new teachers with a simple provocation for the stability of psychological boundaries. And it’s not at all because they are embittered “fiends of hell”, they need to understand who is in front of them and navigate in a situation of uncertainty. A teacher who reacts sharply to provocations with shouting, insults, insults will be subjected to aggression again and again until he can, with dignity and respect for himself and children, defend his borders.

As a rule, it is difficult for a teacher to help a teenager deal with inappropriate behavior, since he himself becomes a participant in what is happening. The resentment or anger of an adult prevents him from discovering and eliminating the causes of aggression. It is much easier for a psychologist to do this, since, firstly, he was not included in the incident, and secondly, he knows about the peculiarities and complexity of the personality of a teenager. The psychologist is able to build a non-judgmental, equal contact that will help the child to better understand the origins of his hostility, learn to control his own behavior and express his anger in acceptable circumstances and in an adequate form.

The problem for teachers can be strong emotional manifestations children: tears, fights, tantrums, fears. Often educators experience great confusion when faced with situations like this. In each case, there is, as a rule, its own background. Often only the tip of the iceberg is seen. Without knowing everything that is hidden under water, it is easy to make a mistake. In any case, without finding out all the causes of the incident, it is better to avoid any conclusions and assessments. This can hurt the student because of injustice, worsen his condition, deepen his psychological trauma.

The basis of such behavior can be the widest range of events: from purely personal and very dramatic, to illusory ones that take place only in the children's imagination. In order for these reasons to be voiced and eliminated, the child sometimes lacks trust and a sense of security.

If the teacher does not have a trusting relationship with a student who finds himself in a difficult situation, it is worth entrusting him to the adult with whom communication is most beneficial. A psychologist can also be such a person, because he does not participate in teacher-student relations, but, as a rule, he has important information about this child, knows how to establish contact, inspire confidence and get out of a difficult situation.

Another set of problems: learning difficulties. The inability of individual children to meet the requirements of the school curriculum can also be caused by various reasons: physiological, medical, social, psychological.

A student may have, for example, an individual pace of perception and processing of information. Often, inevitable at school, the average pace can prevent children from meeting the general requirements of the system. Guys with a phlegmatic temperament, for example, do everything slowly but thoroughly. Melancholy people sometimes fall behind because they are focused on their experiences and trying to do everything “super-excellently”. For choleric people, the pace may seem too slow, they inevitably begin to be distracted, wanting to save themselves from boredom, interfering with the rest of the children. Perhaps only sanguine people are most adapted to the average pace, provided that today is not the day of their energy decline. Changes in the weather, the quality of food, rest and sleep, physical well-being and past illnesses can also greatly affect a child's ability to comprehend material or respond to tests.

Some children are unable to concentrate in large classes. Some are knocked out of a state of psychological stability by the constant change of teachers, frequent changes in the schedule, continuous innovation and changes in requirements.

Psychological reasons also include: difficulties in communication, a difficult family situation, low self-esteem and lack of faith in oneself, high anxiety, strong dependence on external assessments, fear of possible mistakes, fear of losing the respect and love of parents or other significant adults. To neuropsychological: underdevelopment of certain areas of the brain and, as a result, a lag in the normal development of mental functions: attention, logic, perception, memory, imagination.

A school with a personal, personal approach to learning is able to organize assistance to a child with learning difficulties: conduct consultations and classes with certain specialists, vary the composition and number of students in the class, dividing them into mini-groups of a certain level, conduct individual lessons if necessary. All these activities provide an opportunity to cope with the tasks of the educational process, without feeling like a loser and an outsider, unable to follow everyone.

Psychologist at school

Psychology has a long past, but a short history. Herman Ebbinghaus

Psychology, as a helping profession, has long accompanied social life in many developed countries. In Russia, after a long break of seventy years, it has again become not only a subject of scientific interest, but also a separate service sector, capable of professionally and purposefully performing both diagnostic and psychotherapeutic functions. For a long time, the work of psychologists at school was carried out as best they could by teachers, doctors and administration. Many of them were rescued by intuition, universal wisdom, a great desire to help. Therefore, students, most often, were not left without participation and support. But in school life there have always been and will be certain problems and difficulties that are almost impossible to resolve without a professional psychologist.

Psychological assistance, as a service, had no place in the Soviet authoritarian state. The ideology, which considered a person not as a separate person with his own rights, characteristics, views of the world, but as a cog for certain functions of the state, did not need specialists and was afraid of them. Of all the methods, theories and practical approaches that have been used in the West for many years, only one was implemented in Russia: an activity approach aimed at treating any disorders and dysfunctions with work. Everything that was not corrected by labor, or did not fit into the ideological framework, was declared laziness, promiscuity, or the object of psychiatric treatment.

Gradually, the questions of the formation of a person's personality, morality, morality and value ideas became independent and very personal. And then psychology as a science was able to continue to study the personality and its manifestations widely, not limited to the activity approach, but as a service sector began to help people understand their own values, solve issues of their individual, unique being.

At the beginning of its journey through Russia, practical psychology was mystified, it was given, in my opinion, a shade of almost secret knowledge, capable of penetrating into the depths of the human soul in some special ways and exerting a dark or light effect on it. A psychologist was equated with a shaman or an esoteric, a magician, capable of mysterious manipulations to solve all problems and cope with the difficulties of life. Psychology seemed like an unknown land where anything could grow. And, perhaps, that is why she inspired such different feelings: from awe and unlimited faith in her abilities to distrust and declaring all psychologists sectarians and charlatans.

Now, in my opinion, psychology is gradually freeing itself from its mystical trail and becoming what it is called to be: a field of knowledge and a service sector, it inspires confidence and opens up opportunities to use scientific knowledge and methods in search of a better life.

Gradually, even at school, the psychologist ceased to be an unusual figure, a fashionable, piquant condiment for the learning process, as it had been a few years ago. He became what he should be: a professional providing services in accordance with the needs of this school.

From the experience of colleagues in different educational institutions, I know that these requests can be very diverse: conducting universal testing sometimes with unclear goals, compiling reports that help maintain the status of a single leader or institution, individual and group work with students, helping parents, training for teachers. In any case, a psychologist who comes to work at a school must understand what his activity is aimed at and meet the tasks set.

Some young psychologists come to school and immediately try to subordinate the established system to their psychological goals. Often their undertakings do not find the support of the administration and fail, which is quite natural. The school as a system and its individual parts are clients, objects of psychological services. If it is possible to clearly and accurately determine the needs of the customer, and this is, as a rule, the school administration or representatives of the teaching staff, then the psychologist has the opportunity to decide whether he can and wants to perform the proposed work.

Sometimes representatives of the school system cannot articulate their order clearly. Sometimes they don’t know what result can be obtained from the work of a psychological service, they don’t want to sort it out in an elementary way, they trust the psychologist to choose for himself where to apply his knowledge and skills. In this case, the school psychologist has to independently outline the terms of reference and responsibilities. With which most successfully cope. But, nevertheless, it seems very important to me that periodic, or better, constant feedback from the administration and agreement on the further direction of joint work.

Beginning psychologists like to go to work in schools, but to realize oneself here is not an easy task at all. A young specialist, as a rule, comes to a team where more mature people work, occupying a completely different professional niche. Teachers who have briefly studied psychology find it difficult, and for some impossible, to give a newly minted colleague the right to take an expert position in their specialty. Willy-nilly, such teachers begin to compete with psychologists not only on questions of a general nature, but also on highly specialized topics, the study of which psychologists spend more than one year.

Another problem is that most psychologists do not teach lessons, and this activity is the main one at school. Many educators believe that a psychologist who is not involved in the educational process does not deserve encouragement, because he only engages in "nonsense talk." And this, of course, is unfair. First, the psychologist should not engage in training, if there is no special need for it, since the mixing of roles most often has a negative effect on building good psychotherapeutic, helping relationships. And secondly, verbal communication, in common parlance, conversation, is the main method of work of a psychologist, not counting games and art therapy methods (drawing, modeling, origami, etc.).

The next problem may be differences in professional position. The teaching system, adopted almost everywhere, still recognizes as effective unequal "I-Him" relationships, where there is an expert position of the teacher and an attentive position of the student. This type of relationship always builds a significant distance, it may not cause the most positive feelings for someone who is “from below”. And the “I-Thou” connection between the psychologist and those who turned to him for help is built on equality, mutual active participation and sharing of responsibility. Such equal relationships often evoke a positive response in children, a desire to communicate, gratitude, and sometimes affection. Often this gives rise to jealousy and suspicion of the teaching staff. Only a truly true Teacher succeeds in an equal position, which guarantees not only the constant interest of students in his subject, but also human closeness, deep respect, recognition.

Another difficulty arises from setting different goals. Dedicated to assisting the school and meeting its learning needs, a psychological service is often expected to provide immediate results or a final solution to all pending problems. But the psychologist works in a system where there are a lot of basic and additional variables (if you can call teachers, parents and other school employees that way). Very often, the efforts of one specialist or even the entire service cannot be crowned with success, since the participation of all parts of the system is required. The unwillingness of the parent to make changes in their own lives or the inability of the teacher to look at the problem of the child from a different angle can lead to the fact that the work of a psychologist will be ineffective.

For one child, a simple conversation or an opportunity to pour out accumulated feelings is enough; for another, it will take more than one year of weekly classes involving people from the system. Each problem is individual and does not accept typical solutions, no matter how obvious they may seem at first glance.

But all of the above issues become easily resolved if the psychologist and school representatives are in constant contact. If a psychologist is able to explain the specifics of his work, talk about its opportunities, difficulties and prospects, and teachers and administration are able to hear, take into account and establish interaction, then together they will be able to work for common goals and do their work not only effectively, but also with pleasure, allowing students to receive not only education, but in a certain sense, care and participation.