per student (s) of class SCS No.

District, St. Petersburg

Name of student date of birth

F. I. lives at the address: St. Petersburg, .... Studying at ... since 09/01/2005. Studying according to the auxiliary program of the VIII type (I option), grade 5. F.I. does not master the 3rd grade program. Cognitive processes are formed at an extremely low level. A qualitatively low level of development of the abilities of verbal and intuitive-practical thinking is determined. There is passivity and stereotyping of mental activity, a visual-effective type of thinking prevails, unformed mental operations (analysis, synthesis, comparison, generalization, classification, abstraction) are revealed. Memory is mechanical, short-term, memory capacity is significantly reduced. The learning process is unproductive and non-dynamic.

FI is very difficult to concentrate on the lesson, the attention is extremely unstable, easily distracted, the concentration of attention is low, the amount of attention is significantly reduced. Violation of spatial and constructive praxis is noted: he is very poorly oriented in the scheme of his own body, orientation in the scheme of the opposite body is not formed, he is very poorly oriented in space and on a sheet of paper. Spatial-temporal representations are not formed. There are violations of general and fine motor skills. Graphomotor skills are poorly developed. There is a pronounced motor awkwardness, clumsy demeanor, slowness. Stereotypes in behavior in the form of rocking, monotonous head turns, bouncing, tiptoeing, thumb sucking. The level of social knowledge and ideas about the world around is defined as extremely low.

Vocabulary is poor. Expressive speech is presented at an extremely low level of development. Gross underdevelopment of phonetic and phonemic processes. The rate of speech is weakened, arrhythmia. There is incoherence in speech, inability to dialogue. The voice is quiet. Speech is monotonous, sluggish, inexpressive. Speech contact is difficult. Understanding of addressed speech is limited and requires the teacher to provide simplified instructions, specific questions, and repeated repetition. Skills of inflection and word formation are not developed. Rough and persistent agrammatisms are observed in oral and written speech. Connected speech is at a very low level of development.

FI shows little interest in learning. There is no school motivation. In class, he does other things. Often gets up from his seat, crawls under desks, can hit for no reason, often pinches and bites. The girl does not respond to comments.

Game activity is formed insufficiently. Can't play on its own. Loses interest in the game quickly.

Cultural and hygienic skills are not developed. Self-service skills in the formation stage.

The emotional-volitional sphere is disturbed, often uncontrollable, emotional lability is observed (begins to cry, then laughs out loud, talks loudly with imaginary people). Cannot perform the most elementary tasks independently. Any minimal interference knocks her out of the training mood. FI does not have deep inner emotional contacts with surrounding children and adults. He is not friends with any of the children, there is no attachment to anyone. Likes to be alone.

Difficulties that arise in the assimilation of educational material are associated with a very low level of development of cognitive functions. FI is constantly in need of stimulation.

Knowledge, skills and abilities in the following subjects have not been mastered:

Mathematics.

Not accepted: size, mass, dimensions, words denoting them; the position of objects in space and on a plane relative to themselves and to each other; parts of the day, their order; days: yesterday, today, tomorrow; composition of numbers 2, 3, 4, 5 from two terms.

Didn't learn: compare objects by size, size, mass "by eye", overlay, application; evaluate and compare the number of items in the aggregate “by eye”, by establishing a one-to-one correspondence, highlight the excess, the missing; increase and decrease the number of items in the aggregate; determine the position of objects in space relative to themselves; establish and name the order of objects; classify geometric shapes; determine the shape of familiar objects; find out the number of two or three items without recalculation, perform addition and subtraction of numbers within 5; solve elementary problems on finding the amount and balance, performing independently practical actions.

Reading and writing:

Not accepted: the name of some objects of their immediate environment; names of the seasons, months, days of the week; names of many objects, phenomena, actions, signs of objects on many lexical topics. There is dysgraphia and dyslexia.

Didn't learn: write from dictation; make simple sentences on a simple situational picture; correctly pronounce sonorous, whistling sounds and affricates; highlight the first and last sound in a word, hear the given sound; use a notebook, hold a pen correctly, master the simplest ornamental drawing in a notebook, independently observe the lines, the interval between graphic images in a line, correlate printed letters with written ones. The syllable is difficult.

FI cannot be trained in class conditions. It is necessary to continue individual home-based training.

Deputy Director for SD.

A child is transferred to individual education if the child cannot study in a class at school due to illness or for some other reason. In the case of transfer to such training, a characteristic is written for the child. It is provided to the psychological-medical-pedagogical commission (PMPC).

Psychological and pedagogical characteristics are compiled by the class teacher. Sometimes it is written by the head of the educational department or the director. The document is certified by the signature of the director and the seal of the school.

The characteristic for the student is written on about half of the A4 sheet (800-900 characters).

What to write in the description?

There are several points that must be written in the description:

• General information. The surname, name, patronymic, age of the student are entered, the class in which he studies, appearance, interests outside the school, from which family (full, incomplete, large);
• Child development. The correspondence or deviation of physical indicators in accordance with the age of the child is indicated. Features of his development: whether he is fond of sports, and if so, which ones. Describe the general state of health, whether there are bad habits;
• Family. The financial situation of the family, the work of parents; relationships in the family, parents to the child. How does the child relate to parents and to learning;
• Student interests. What the child is fond of, how deeply and for how long he can get involved in one subject, occupation;
• Features of intellectual development. What type of memory prevails (visual, auditory, mixed), speed and quality of memorization. Features of thinking: the ability to analyze, the ability to work with information.

Also, in the description for transferring to individual training, the class teacher must indicate the child's temperament, communication skills, and strong-willed qualities.

Example 1. Grade 4 student profile template

The child knows all subjects equally badly, there is no favorite subject. But there is progress in mastering the program. The child went to school prepared. Poor knowledge of multiplication and addition tables, often uses hints. Theoretical material learns with difficulty, but knows how to apply the rules.

The child has a poorly developed visual memory: he cannot write a read sentence the first time, he cannot write a summary.

Average, able to retell the text, build logical chains. Able to make a plan for the read text.

Physical development corresponds to age. Parents pay due attention to the child, check homework, consult with teachers.

Example 2. Sample characteristics of a 3rd grade student

Psychological and pedagogical description of Chizhov Alexey, a student of the 3rd grade of the Moscow Educational Institution of School No. 5, Moscow.

Chizhov Aleksey Aleksandrovich, born in 2006, has been studying at the secondary school No. 5 since 2013. At present, he has been transferred to individual training at the request of his mother (Natalya Anatolyevna Chizhova) and a medical certificate. Individual training has been carried out since 2014. Approved by order No. __ dated __.

While studying at school, he did not show initiative, he did not participate much in the life of the class. The training program was satisfactorily mastered. There is no interest in studying, subjects in the exact sciences are well given. The average performance indicator is 3.5. He likes to work and rest alone. It doesn't always meet deadlines. When difficulties arise, he seeks a compromise.

Alexei is reserved, uncommunicative. The character is calm, non-conflict. Has few friends (mostly from parallel classes). At present, he does not violate discipline in his studies, he fulfills the requirements of teachers. However, he does not show any initiative.

Communicates with adults politely and calmly. Parents bring up the child well: they check the lessons, are interested in his studies, consult with the teachers and the director.

Characteristics issued for submission to ___.

Head teacher ______

Classroom teacher______

Every class teacher is familiar with the task of compiling a psychological and pedagogical description of the students in his class. And every time you don’t want to invent something anew, it’s better to have a ready-made template on the basis of which it’s easy to prepare the necessary document.

The psychological and pedagogical characteristics of the student are written with maximum consideration for the individual aspects of the development of each child, describing in detail his psychological characteristics. This is due to the fact that it plays a very important role in the educational process, greatly simplifying the interaction of the teaching staff of the school with the student. Allows the teacher to get an initial idea of ​​the student, to choose the most beneficial strategy for interacting with him.

In addition, such characteristics may be required when transferring to another school or college, they are requested by the guardianship authorities, the police and the PDN, the military registration and enlistment office.

Rules for conducting psychological and pedagogical examination

There are fairly clear rules for compiling a characteristic for a student. One of the fundamental requirements for conducting psychological and pedagogical characteristics is objectivity. It is equally important to carefully analyze the factors influencing the development of the child as a whole, with the obligatory consideration of the characteristics of the student. The child should be treated as delicately as possible, minimizing any coercion or pressure on him. Only in this case, the psychological and pedagogical characteristics of a student or student can be as objective and useful as possible.

The characteristic for the student is written by the class teacher, signed by the director of the school. When writing the psychological characteristics of the child, the help of a school psychologist, the results of testing and diagnostics may be required.

How to write a testimonial for a student

Consider what a typical psychological and pedagogical characteristic should look like, drawn up for a student of a secondary educational school. The content of the characteristic may be based on the one who requires it. The minimum length of the characteristic is 800-900 characters, the maximum length is not limited, and, as we said above, the characteristic may contain reports on work with the student, test results.

1. At the beginning, they indicate the last name, first name and patronymic of the student, the class in which he is studying, and the characteristics of his health group.
2. If desired, you can also specify the most striking external features. This data can be obtained by organizing a conversation with both the student himself and his parents.
3. It is equally important to indicate the composition of the student's family, the features of social status, and the quality of interaction.
4. After that, you can proceed to the study of the child's personal characteristics, covering his attitude to learning (industriousness, perseverance, academic performance), to others (development of communicative competencies, the ability to communicate with peers and with adults). Data can be obtained both through observation and conversation with the child, and with the help of projective techniques (drawing tests, etc.).
5. The psychological and pedagogical characteristics of the student should contain information about his stress resistance, the level of development of thinking and speech, emotionality, attention, punctuality.
6. It is necessary to indicate how high the social status of the child is, whether it is easy for him to establish social contacts.
7. At the end of the compilation of the characteristics, it is necessary to summarize the development of the student and the correspondence of his level to age characteristics. Recommendations are given related to the upbringing, training and further interaction with the child.

The characteristic, which will be transferred to a third-party organization, is written on the letterhead of the school, the date and signature of the person who prepared it, the signature of the director of the school, are put at the bottom.

Sample characteristics for a student

Ready-made characteristics for a student you can see on our website - select a sample of the characteristics below. The development will help the class teacher to quickly and accurately draw up a characterization for the student. You can make a full description according to the plan on this page.

Sample pedagogical characteristics for an elementary school student

A sample of a characteristic for a primary school student from a teacher, which is necessary when passing a psychological and pedagogical commission of any level. The characteristic is written in duplicate, signed by the teacher and director, the seal of the school is required.

Psychological and pedagogical characteristics surname first name.

Full Name:

Date of Birth:

Address of residence: ………………….phone….

School No. class

At school No. has been studying since the year (left for a second course in the classroom);

g. studied at school no.

Psychological characteristics of cognitive processes

Gross motor skills are characterized by (not) sufficient arbitrariness of control over movements, fine motor skills are well / poorly developed.

The function of perception is not sufficiently developed, the child (does not) experience minor difficulties in acting on a visual pattern / verbal instruction. Perception is developed better/worse than thinking.

Attention is (not) stable and (not) exhaustible, arbitrariness, concentration and switchability are reduced/within the age norm.

Visual memory, short-term and long-term, is (not) sufficiently developed. Arbitrary short-term memory is (not) high. Medium/high/low mechanical memory level, logical memory level lower/higher. When memorizing, he quickly gets tired / remembers (not) large / medium volumes of text.

Visual-effective and visual-figurative thinking are developed better / worse than verbal-logical / correspond to the norm of this age.

(not) Identified violations of oral speech development, phonemic hearing. Articulation (“blurred” / pronunciation of sounds in syllables and words is fuzzy / frequent agramatism / inconsistency).

The level of formation of concepts and orientation in the surrounding world are (not) sufficient / age-appropriate.

In general, the child is characterized by (increased fatigue / unstable attention / the predominance of inhibition processes over excitation processes).

Pedagogical characteristics of educational activity.

The child is studying in a mass class / is on individual training ... a year.

Literary reading. The pace of reading ... words per minute (the norm at the end of the first / second half of the year ... words). Reading (not) sufficiently conscious, but not very expressive / not expressive / expressive), without observing / observing logical pauses and intonation of the end of the sentence. Makes many mistakes (the nature of the mistakes), (but does not) repeat them when re-reading the text. Detailed/short/creative retelling of the text is difficult, skips details, descriptions, the story is little/rather emotional. He reads poems by heart with errors, (not) expressively enough. Answers to questions gives full / detailed / monosyllabic, makes (minor) mistakes, establishing causal relationships. Vocabulary limited/age appropriate.

In Russian, he (does not) know the rules poorly and (does not) understand / does not always understand how to apply them. Grapho-motor skills are (not) sufficiently developed, handwriting is different (sloppy/often very small/very large/uneven, (un) legible). The following errors appear in writing: (omissions and substitutions of letters (often similar in spelling or denoting similar sounds), extra elements of letters, as well as their underwriting, agrammatisms), which indicates a violation of writing processes.

In mathematics, difficulties are caused by the formation (graphic skills, counting skills, problem solving). Mathematical speech is (not) formed slowly/in full. It causes the greatest difficulties (the formation of computational skills that are at a low / medium level (without relying on clarity, it counts within 10), mechanical memorization of the multiplication / addition table is more successful). The specific meaning of the operations of multiplication and division / addition and subtraction is realized only when using visualization. When solving problems, difficulties arise (explanation of the choice of action, recording of explanations, omission of names).

Homework (not) performs (not) in full, but under the supervision of parents/independently.

The pace of work in the lesson is (not) sufficient / low / medium / high with independent / collective / performing simple (of the same type) tasks, exercises that require switching attention (do not) cause a decrease in pace. The child is little / active in the lessons, creative tasks (do not) cause interest.

Learning motivation is absent/low. Self-control is poorly developed/within the age norm/highly developed, skills of independent work are formed in (not) sufficient volume/are formed with difficulty.

Relations with the teacher / calm / even / benevolent; fulfills requirements and instructions formally / willingly / sometimes reluctantly / with desire. Reacts to comments and praise more often with restraint/(in)adequately.

The child's clothes are (un)tidy, writing materials and school items are in good/(un)satisfactory condition.

The child is (little) sociable, (not) friendly with other children, (does not) participate in collective games / often is a leader. Outside of school, there are no/have friends, hobbies(...), at school she is engaged in circles(...), outside of school she attends(...).

Teacher ______________ / surname acting /

Director ____________/ surname acting /

Characteristics for a difficult student

Characterization of a difficult student requires a special approach from the teacher who composes it. Not only psychological knowledge, but also the ability to analyze the situation from different angles, revealing the main reasons for his low academic performance or difficult education. The social environment has a great influence on this:

• the influence of the family (parents have addictions, criminal records, single-parent families and large families, violence and conflicts in the family);
• low material well-being in the family;
• the presence of seriously ill close relatives who are in direct contact with the child;
• difficult life circumstances

An example of a characteristic for a difficult student

Characteristics of the student __ class
MBOU SECONDARY SCHOOL

The year of birth,

residing at: _________________________

Ivanov Ivan has been studying at MBOU ________________ since class __. Consists of intra-school records from the 2nd grade for violations of discipline. He was registered with the Commission for Juvenile Affairs and Protection of their Rights under the administration of the ________ district in 2016-2017 for causing harm to the health of a student of the school _____________.

The composition of Ivanov Ivan's family: mother - __________________ and father ____________________. The parents are currently living separately. Ivan lives with his mother in a rented apartment.

The mother of ____________________ works ________________ at _______________. The father does not participate in the upbringing, does not help the family financially, and abuses alcohol.

Mother ____________________ answers the calls of the class teacher, always comes to school at the invitation of the class teacher, teachers, deputy directors, but does not always attend parent meetings. The mother overprotects Ivan, seeks to satisfy all his needs and protect him from worries and efforts, does not control Ivan's academic work and behavior enough.

Ivan is outwardly tidy, well dressed, has all the necessary school supplies and textbooks provided for him by the school.

Ivan's intellectual abilities are low. Attitude towards learning is negative. He was transferred conditionally to the 6th grade with an academic debt in mathematics. According to the results of the 1st and 2nd quarters of the 2015-2016 academic year, he had unsatisfactory marks in 6-9 subjects. He rarely does his homework. He often reacts inadequately to the comments of teachers. At many lessons, he refuses to get a textbook, notebook, diary, to complete educational tasks.

Conflict, quick-tempered, unbalanced. Has high self-esteem. During the last two years of study, he allowed numerous violations of discipline in the classroom and extracurricular time, a rude attitude towards classmates. There was a statement in an obscene form in a mathematics lesson, obscene abuse against classmates.

Refuses to participate in school activities. Performs public assignments under pressure. Treats public property with disrespect.

Shows interest in physical culture, is engaged in weightlifting in the sports and health center in +______. E

Preventive conversations were repeatedly held with Ivanov Ivan by the class teacher, members of the Prevention Council and the school administration. Preventive work was carried out with the student's mother, who was repeatedly invited to talk with the class teacher, the school administration on the issue of her son's low academic performance, but there were no changes for the better. During the 2014-2015, 2015-2016 academic year, it was considered at meetings of the small teachers' council, the teachers' council, the Prevention Council for poor progress, violations of discipline. Repeatedly, individual interviews were held with the mother and Ivan about complaints about Ivan's rough treatment of classmates. The mother was advised to increase control over Ivan's progress and behavior. Mom listens to the remarks of the class teacher, teachers, deputy directors, but believes that teachers do not pay enough attention to Ivan's education and upbringing. Mother ____________ explains the rough treatment of classmates and other students of the school by the fact that the children themselves provoke Ivan. Due to the fact that Ivan's behavior in the classroom reduces the effectiveness of the teachers' work, members of the parent committee of the class asked the school administration to take action against Ivanov Ivanov.

During the 2014-2015, 2015-2016 academic year, the class teacher, deputy director for VR conducted conversations with Ivan about the inadmissibility of rude treatment of school students, the prohibition of fights.

In vagrancy, theft, the use of alcohol and psychoactive substances at school was not noticed.

characteristics for the family of a student from a dysfunctional family

student ____class MBOU _SOSH ...,

The year of birth

A student has been studying at this school since _______ class, from ______ years.

He is brought up in an incomplete large family. In addition to the student, the family has ___________. The mother works all day. Children can remain on their own. The mother of the student does not attend parent meetings, often for a good reason (work shift). He comes to school on the call of the class teacher and subject teachers. Can't handle the child's behavior.

The student completed the first half of the 2015-2016 academic year satisfactorily. For the first quarter I had an unsatisfactory grade in algebra. During his studies, the student shows weak abilities in many disciplines of the school curriculum due to the fact that he has absolutely no desire to learn. The student does not prepare homework, in the classroom he works only with repeated reminders from the teacher. Can be rude to teachers. She does not wear school supplies, explaining this by forgetfulness. The diary does not submit marks to subject teachers.

Established friendly relations with the class. Participated in class events and competitions.

He attended the hockey section at the FOK, participated in district and regional competitions. Currently not attending the section.

The student is physically healthy. Smokes.

Started skipping school since _________. Since January 2017 I attended only 4 lessons.

At the moment, she does not attend classes, but all the study time is in the school building. Rude to teachers, technical staff, using obscene language. Disrupts the lessons taking place in the second shift (runs into classes, knocks on doors), behaves outrageously in the corridors and the dining room. Doesn't respond to anyone's comments. The child had a sense of permissiveness.

The class teacher, the deputy director for educational work, the deputy directors for educational work, and the social teacher repeatedly conducted conversations with the student.

But the student remains indifferent to his misdeeds, does not confess to anything, does not realize his mistakes.

Director of MBOU _________________

Classroom teacher _________________

Positive characteristic for a student

Psychological and pedagogical characteristics

per student... class MAOU ... ..

…… the year of birth,

residing at:…..

The student was born...

The general physical development is above average, a strong physique, the state of health is satisfactory - I main health group, has slight vision problems, wears glasses.

Lives in a family, which consists of three people (mother..., father..., student...). An apartment with all amenities, the student has his own room. The duties of a schoolgirl around the house include washing dishes, cleaning, taking out the trash and other household chores. Parents are actively involved in the upbringing of the girl, they are always interested in her success, they themselves are directly involved in school affairs.

In …… studies from the first class. The class is large (... man). Several groups can be distinguished in it: leaders, preferred, elected, no outcasts. The student can be attributed to the preferred group, which was shown by the sociometric study. In the class team, the student enjoys a certain authority, this is determined by her academic performance (she studies “good” and “excellent”) and the ability to defend her point of view. Relations with classmates are friendly. Equally easy to communicate with both boys and girls. Befriends in class... .I am satisfied with my position in the team. She cherishes her stay at school, values ​​communication most of all, which was shown by the test for determining school motivation, actively participates in all school affairs. Relationships with teachers are trusting. The student willingly makes contact with teachers, tries to comply with subordination and generally accepted school rules.

A student from the first grade studies without triples, she is also a participant and winner of many school and distance olympiads in various disciplines, she recently participated in such competitions as Golden Fleece, British Bulldog, Native Word, Perspective. He has commendation sheets, many thanks and awards in his portfolio. The level of knowledge in all subjects is approximately the same, shows great interest in biology, masters the main educational program with equal success. The student is emotional, well-read, has a rich vocabulary, knows how to correctly express her thoughts both orally and in writing.

He studies with interest, if questions arise, he always looks for answers to them, consults with his elders, and studies additionally after school. She treats praises and censures from teachers adequately, she realizes that study is a necessity for later life. According to the survey, he has a “good” average level of school motivation, even slightly higher (close to high).

Knows how to be concentrated, long-term stability of attention, rationally allocates time. The level of voluntary attention is high, which was shown by tachistoscopy testing.

She perceives educational material meaningfully and quickly, which is one of her strengths. He remembers quickly, arbitrary memory prevails over arbitrary (this was shown by the results of a study of arbitrary and involuntary memory). Memory is long-term. He owns the techniques of analysis and synthesis, successfully draws conclusions and generalizations, easily finds the main idea and knows how to separate the priority from the secondary. Quickly seeks solutions when a problem arises. Medium-developed imagination, likes specificity, accuracy and certainty. Possesses the ability to learn: independently works with a book, draws up plans, notes, memorizes material.

Labor respects, understands its significance and value. The student is interested in the social benefit of her work. She conscientiously performs all individual tasks and social work. Sometimes he is the initiator of some business, actively goes forward in helping and organizing school events. Thanks to his domestic duties, he has the highest level of labor skills. Every job is done with care.

The student is interested in literature (likes to read works of art), music, sports, attends many school electives, such as speech culture and a second foreign language. He is engaged in swimming.

The student behaves calmly, with restraint. She follows her daily routine on her own. Fulfills the requirements of adults, even if there is no strong desire.

The student manifests such traits as sensitivity, kindness, collectivism, conscientiousness, as well as perseverance, independence. The mood is often good, sometimes it is neutral, even.

The student has great potential and a huge number of positive traits that she is not yet able to fully realize. The ability to instantly get up to speed and adequately understand the task at hand greatly facilitate the assimilation of educational material. I relied on her for some questions during the lesson, and my trust was justified. She was always active, reasonable and interested. In the future, I consider it necessary to develop its potential through extracurricular activities. Also, through various methods, develop her leadership qualities, because. she has great potential to become a class leader.

Characteristic
for a student of the 8th grade of the Pochinkovskaya boarding school Semin Artem Vladimirovich, born on August 27, 2002.
Semin Artem Vladimirovich has been studying at the Pochinkovskaya boarding school since 01/11/2016.
Since the 7th grade, due to health reasons, she has been homeschooled. The boy is brought up in a prosperous, friendly family, where the child has all the conditions for the formation of him as a person, where it is customary to take care of each other. Parents live in the interests of their children. Children find understanding, support, help in solving problems from their parents. The living conditions of the family correspond to the norm: a separate private house with stove heating.
Semin Artem Vladimirovich shows interest in communication, visits former classmates.
The boy learns the program material in the subjects with a slight lag, and experiences some difficulties in learning. During classes, frequent changes in activities are necessary. Artem needs individual help when doing independent work. Individual tasks are given in a simplified form. Can perform tasks according to the model.
Cognitive interest is stable. The scope of sustainable performance is narrowed. There is a positive reaction to comments. Learning skills are developed. Semin Artem Vladimirovich reads in whole words, distorting the endings, does not observe pauses, logical stress, does not always answer questions to the text. Experiencing difficulties in memorizing texts by heart, writing dictations. A large number of errors allow for skipping and replacing letters. Gives correct answers to questions related to awareness of the surrounding world. Dialogic speech is developed. The boy has difficulty explaining abstract concepts. The skill of counting operations is poorly developed, it is difficult to perform arithmetic tasks for multiplication and division. Performs oral addition and subtraction within 20; within 1000 counts only in a column, i.e. uses the techniques of written calculations. Artem needs help when writing down the conditions and solving problems.
Attention is not stable enough, the level of memory development is low. The boy has difficulty in establishing logical connections, generalization.
The stock of general ideas is not age appropriate.
The child is emotionally stable, very friendly, rejoices in approval, experiences failures in learning, strives to overcome difficulties.

Characteristics of the student "3" class

MBOU secondary school ___________ city _____________

Andrey ________, ________ R.,
residing at: ______________

Andrey has been studying at this school since the first grade since September 2014. Lives with mom. The atmosphere in the family is friendly and warm. Mom controls the behavior and progress of the child.

The physical development of the teenager is average, he suffers from bronchial asthma with frequent attacks. Since September 2015, individual training at home, according to a medical certificate and a statement from the mother.

Handles the curriculum. But there is a low level of concentration, distribution, a decrease in the amount of RAM, attention, thinking (the child can keep in mind and operate with a rather limited amount of information). The boy is characterized by difficulties in transferring information from short-term memory to long-term memory (the problem of strengthening temporary connections). He does not always complete tasks on time. In the presence of difficulties seeks to find a compromise. Prior to transition to individual homeschooling, the pace of activity is below the class average. In learning activities, the child needs organizing, planning assistance and approval at all stages of the lesson. Requires an individual approach. Has some success with this method of teaching. The child is more successful in mathematics, likes to solve examples. During classes, the child repeatedly had asthmatic attacks: the child suddenly began to cough violently and suffocate. The mother immediately provided medical assistance with a special balloon and inhaled using a nebulizer. The lesson in such situations was postponed to another day.

Andrei is characterized as a sociable person. Has a circle of friends from the class. There are no violations in discipline: he fulfills the requirements and requests of school teachers. In communication with teachers of the school, he is polite and calm. He has an equal relationship with everyone.

The characteristic is given at the place of requirement.

Head teacher ______________

Classroom teacher ________________