Homework is one of the important elements of the Russian language teaching process. They are carried out systematically and require conscientiousness from the student. It is necessary to consider the issue of organizing homework as one of the topical issues of optimizing and normalizing the workload of schoolchildren.

Homework in the Russian language is an independent work that allows the student to strengthen the acquired knowledge, work out those concepts that, for various reasons, make it difficult for him; i.e., work that contributes to the acquisition of not only skills, but also skills, an important means of preparing for self-education.

Homework is not only a means of monitoring the student's learning activities, but also a means of self-control. Well-done homework, moreover, encouraged by the teacher, contributes to the development of interest in the subject.

In conditions of intensified learning, the correct organization of homework is especially important; this raises a number of issues, the solution of which is associated with both the improvement of the educational process and the protection of the health of schoolchildren.

It is known that in the practice of the school there is an overload of students with homework, there are other negative aspects in the preparation of homework by children. The available data on the workload of students is alarming and makes it necessary to regulate the educational work offered as homework very seriously. Let's clearly highlight what goes against the methodology of homework. It is forbidden:

1) overestimate the amount of proposed homework;

to shift the study of new material onto students (under the pretext of
development of their independence);


offer home exercises for unworked material,
which has not yet been explained in the lesson and which is obviously unbearable
nym for students (in this case, the entire burden of assimilation is transferred from the lesson to
homework);

set homework "on call", without the necessary explanations
essence of the proposed exercises;


offer homework exercises such as
have never been done in class before;


give exercises that are extremely saturated with tasks, as this
leads to a weakening of students' attention to the main task;

7) allow overload with such tasks that significantly increase
yut time for preparing lessons (drawing up diagrams, tables, preparing reports
dov, home compositions, etc.);

8) unnecessarily increase the volume of studied information about the language;

not take into account the individual characteristics of students, their level
working capacity;


refer to other sources of information, in addition to textbooks, without specifying
knowledge of what these sources are and where they can be found.

The elimination of these significant shortcomings will help to eliminate the overload of students during homework.

The correct setting of homework in the Russian language presupposes their organic connection with classroom activities, accessibility, systematicity and consistency, clarity of students' understanding of the assignment, the possibility of completing it at a certain time, and students' independence.

Dosing homework, the teacher must plan the work of such volume and content so that students do not experience overload, for which it is necessary to take into account how students are busy in other subjects that day.

In accordance with the Charter of a secondary school, students must spend up to 2 hours preparing homework in grade V, up to 2.5 hours in VI-VII, up to 3 hours in VIII, and up to 4 hours in grades IX-XI.

With the correct organization of homework, the following parameters are taken into account:

the amount of homework in the Russian language (oral and written);


its content;


the complexity of the proposed work;


the degree of independence of students in its implementation;


task methodology;


preparing students for homework.
Let's take a closer look at each of these parameters.

^ The volume (dosage) of homework.

The task should be calculated on average for 30 minutes, i.e., take up a fifth or sixth of the total time spent on lessons. For 30 minutes, the student may well be engaged in concentration, without taking a break in the classroom, after which it can be difficult for him to get down to business with the same interest.

This time is enough to study the theoretical part of the textbook and complete a small written exercise.

In some cases, two exercises (small ones) can be given, especially if no new theoretical material is given for the next lesson.

Exercises given as homework can be not only written: from time to time they must be performed orally, but the time spent on preparing an oral exercise should not exceed the specified norm.

Exercises may vary in complexity or variety of tasks, require rewriting of the text with the insertion of spelling and signs or selective writing out the necessary grammatical categories, may be saturated with analysis or not require it at all. All this increases or decreases the amount of work, which also needs to be taken into account, based on the fact that it already takes 10 to 20 minutes to rewrite the text.

The most time-consuming tasks, such as, for example, compiling

abstracts, writing some types of essays, selecting examples for the corresponding rule (or a number of rules) from the texts of works of art related to graphic design in the form of various diagrams, tables, etc., should be given without other tasks, always with preliminary preparation, in some cases - as one of the differentiated tasks, taking into account the individual capabilities of students. So, a student working at a fast pace will do the job faster than his slow companion; student, Nick, having a logical type of thinking, he is more likely to draw up a diagram, draw up a table, etc.

When giving an assignment, the teacher does not only estimate the time required to complete homework by an average student, but also takes into account the individual preparation of each: homework for weak students should not be complicated so that they can focus on one thing and understand the main thing; at the same time, you can increase the volume of the task for a strong student, but be sure to specify exactly what students should do additionally.

^ The content of homework.

In any case, a measure must be observed: if there is a sufficiently voluminous main task, students should not be overloaded with additional tasks. They should be given only when it is really expedient: in order to repeat the studied material, which is necessary for better work when learning new things, or in connection with preparation for test work.

If the material is sufficiently worked out, in some cases (at the discretion of the teacher) you can not give homework or give an exercise that is small in volume and interesting in content for repetition.

Since the training activity of students determines the development

thinking, then the homework of children should be made diverse both in content and in types.

As homework in the Russian language, the same types of exercises are given that were performed in the classroom under the guidance of a teacher. These are exercises such as complicated copying with insertion (parts of words, whole words), arrangement and explanation of missing punctuation marks, restructuring of texts according to various grammatical features, as well as various types of grammatical analysis, drawing up plans, compiling and classifying sentences according to certain features. In some cases, presentations, essays may be offered for homework, but always with preliminary preparation.

Drawing up all kinds of diagrams, tables, summaries, writing summaries, essays, selecting examples from other sources - all these types of work also make tasks more diverse, but they must be given with caution, since they are laborious and, with frequent repetition, tire children, annoy them . In addition, not every student is able to cope with such tasks.

You can invite students to compose an oral story on a specific topic, describe a picture or what they saw on an excursion, when visiting a theater, compile dictionaries (thematic, for a specific work), etc. Such tasks, due to their unusual nature, require a teacher's commentary, especially careful preparation, only then they arouse interest and are performed willingly, with a double benefit: both for training in the Russian language and for a conscious perception of what is being discussed (for example, excursions).

A reasonable alternation of different types of exercises trains all types of memory: visual (for example, when performing cheating exercises), auditory (when compiling an oral story), logical (when graphic designing a diagram for the studied material), figurative and emotional (when describing what was seen in the theater) .

Not all types of exercises are equally valuable as homework in specific settings. Therefore, it is important for the teacher to decide on the degree of effectiveness

efficiency, each of them in this particular case.

^ Difficulty of homework.

Works offered at home differ in varying degrees of complexity. So in the 7th grade, the exercise to rewrite the text, even with the necessary insertions, takes much less time than the selective writing out first of some grammatical categories, then others (for example, first real, and then passive participles), all the more complicated by additional tasks (for example, write out: 1 ) phrases "real participle + noun" and participial phrases with real participles together with defined nouns; 2) the phrases "passive participle + noun" and participial phrases with passive participles).

Tasks of a creative nature are complex, problematic, such as search tasks, at the same time they cannot be abandoned, since they arouse the active interest of students, contribute to a more conscious perception of what is being studied. It is easier to complete tasks for analysis, since students often do such work in the classroom.

When planning homework, the teacher in each case decides how difficult this assignment is for his students. At the same time, the basic didactic rules on the gradual transition from easy to more difficult, from simple to complex, must be observed.

^ The degree of independence of students in doing homework.

Self-preparation of students is based on the fact that they are ready (able) to complete the tasks offered to them completely independently. Children should know the teacher's recommendations: how to prepare homework, how to write an essay, etc. The quality of schoolchildren's knowledge, the formation of their skills and abilities of independent

solid work. A teacher who appeals only to the memory of students: "read", "repeat", "remember" - does not care enough about the development of the thinking of students, about the activation of their mental activity in the lesson. The emphasis on memorization, the monotony of tasks dull the attention of students, hinder the development of their cognitive activity, and as a result, the workload of students increases during the preparation of homework.

Organizing homework as independent work of students, the teacher gives recommendations to help children work independently at home. If, when doing work, students need additional sources and materials (dictionaries, Children's Encyclopedia, etc.), then the teacher must specifically say which books to refer to and how to use them.

Students can do their homework quite independently and successfully if they have developed the skills of independent work; the skill of correctly allocating time, working with a textbook, dictionaries, additional literature, taking notes, making plans for given paragraphs, retelling them coherently. These skills make it easier to work from home.

Students are encouraged to work independently at homework, containing elements of novelty, requiring them to be creative and ingenious.

^ Homework Methodology.

A mistake in the construction of a lesson has become traditional, when the teacher gives homework “on the bell” or after the bell. Under such conditions, there can be no talk of explaining rational methods for doing homework. In order for students to successfully cope with homework in the Russian language, the task must be given slowly, with the necessary explanations.

Homework can be given at different stages of the lesson: after explaining and consolidating new material (i.e. at the end of the lesson) and after checking the previous homework (i.e. at the beginning of the lesson).

It is useful to write the task on the board, and if there is time, then ask one

two students repeat it. This moment of the lesson, properly organized by the teacher, will remove the negative aspects of homework and prepare the student to successfully complete the task in the allotted time.

It is good if the teacher is able to take into account the fact that there is a certain dynamics of working capacity during the week: Monday is the inclusion period; Tuesday, Wednesday - the period of optimal performance, Thursday and the following days - the period of decline.

^ Preparing students for homework.

If the student spends more than the allotted time on homework, then we can talk about the wrong dosage of homework, and about the teacher's insufficient guidance on homework, which should not be limited to the requirement for mandatory entries in diaries and on the blackboard. The organization of children's homework is one of the daily tasks of the teacher. It is important to take into account all the parameters that contribute to the good performance of homework, including a differentiated approach to students, and to find, if not for each, then for certain groups of students, the best option for homework.

Elements of differentiation contribute to the optimization of the educational process, allow you to more fully take into account differences in the level of cognitive abilities of students. One of the ways to differentiate the work is the tasks of choice, when students can complete any of two or three tasks. With such a system, it is possible to offer one of these tasks that are rarely used in school practice (after all, if one task is given for the whole class, it should be feasible for each student). Such rare tasks include analytical-synthetic tasks (when logical processing of the studied material is required) or synthetic tasks (building a coherent statement). Against the background of analytical tasks (working on the model), such homework is perceived as new, non-traditional and allows students to show their own initiative. Choices can be

offered on the text material of one exercise, which provides comprehensive work on the text and gives children the opportunity to try their hand at various types of work, to show their best side. There are difficulties in compiling such an assignment, but where the student makes a free choice, home preparation, as a rule, is more successful.

The teacher can indicate the time for each task. This disciplines students, forms the habit of doing work on time. Teaching children to work and stay focused at home, without being distracted or sitting too long is very important for improving student achievement.

Essay-type tasks require preliminary preparation for them (drawing up a plan, reading literary texts on a specific topic, showing examples of compiling such essays, etc.).

But the usual exercise must be explained in advance. The student has the right to ask questions on homework and during his explanation, and during the test. The habit of finding out what makes it difficult in work indicates an interested attitude towards the subject.

The self-explanation by the teacher of homework should be carried out in detail, but without excessive detail. In order for students to correctly understand the essence of the task and the order in which it is performed, the teacher must show a sample of execution, i.e., analyze similar examples or the first examples from the proposed exercise of the textbook, etc.

It is also useful to provide time for this, so that students in the lesson repeat the task and show how they will do it. Such work requires exercises to compare grammatical phenomena, exercises with complex tasks, exercises in which you need not only to do the work according to the model, but also to understand the essence of the model, exercises of a creative nature, etc., while tasks for exercises for copying text from inserting spelling or punctuation marks, such detailed comments are not needed.

When giving a task, it is necessary to advise students on how it can be done, what is the sequence of work, what reference materials can be resorted to in case of difficulty and where to get them.

I do not touch on the issues of checking homework, since this is a special methodological problem, although I consider it necessary to emphasize that the effectiveness of homework is related to how the teacher controls students' independent homework.

Conclusions on the problem of schoolchildren's homework are based on the analysis of observations, student survey data, the results reflected in methodological studies, in publications in the journals Russian Language at School, Education of Schoolchildren, Issues of Psychology, Family and School.

To begin with, let's figure out what reason opponents of homework call? They ask a lot, it is impossible to cope with all the tasks. Yes, such a problem really exists: if every teacher assigns homework immoderately, then the children will simply stop doing it. This is what happens in high school: only a few perform tasks, among them half of the “GDZ-shniks” and those who work with tutors. So "some" decided to introduce an "innovation": to cancel homework altogether, in all subjects, in all classes. Instead of making things interesting...

How to assign homework? Six principles of good homework

• Homework should be interesting. Of course, it is impossible, and it is not necessary to reduce all tasks to humor and interesting stories, but it is simply necessary to avoid the obvious banality and dullness of textbooks.
• Assignments should touch the emotions of the students. Emotions are usually not talked about when doing homework. That which is pleasant, that question that "annoys" because you want to find the answer - that's what will always work. Children are naturally inquisitive, look for questions that will haunt a day, two, a week, but in the end the student will find out the answer himself or in the lesson. Such questions are not born on demand when you are preparing a lesson, so get a notebook in which you will write them down, and do not be stingy - give these ideas to colleagues on pedagogical sites, forums, and on your personal blog. What would be more interesting for you to read: the news about the salary increase for teachers or the salary increase for the police? I am sure that teachers, because this topic is close to you, it is “yours”. So it is with students - try to bring assignments closer to your students. For example, one of the geography teachers of our site, when explaining the new topic “Cities”, to students from neighboring countries, gives as examples not Moscow or Vladimir, but Baku and Yerevan - these children are not just pleased to hear their native word in the lesson, they are happy to complete such tasks .

• Tasks should be dosed. Yes, there should not be many of them, and there should not be few - you must find your "golden mean". Constant difficult and voluminous assignments will lead to the fact that the subject will be “scored”, tasks that are too easy will seem to be the norm, and students will start to be lazy. Alternate large and small tasks, let the children rest. On Monday, the day of working out for both adults and children, it is better to give fewer tasks, on weekends - creative tasks. Of course, if you only have 1-2 hours a week, it's harder for you, but I'm sure you can find a solution.
• Homework should be multi-level. Yes, among your students there are “average students”, but there are those who are passionate about the subject, and, to be honest, those who are not interested in your subject at all. It's easier with the middle peasants. But what about the gifted? They need separate tasks, additional ones, especially for them - if not every lesson, but at least sometimes, they need this extra food for the mind, they need to know that you appreciate them and consider their level of knowledge to be high. Well, for the "lazy" and simply uninterested - give them a minimum, something that is difficult to cope with, something very easy, but on the topic of the lesson. Who knows, maybe a situation of success will inspire them and they will love your subject.
• Homework must be justified. You don’t need to set a task for the sake of a task, set at least a small goal for each task and exercise (as an option, practicing certain UUD, universal learning activities), and then see the result yourself or together with the students - whether the goal was achieved or not, what are the percentages of achievement goals. Tell the students about this (see next paragraph).
• The student must have "feedback". If there is no connection, that is, tasks are not understood and discussed in the lesson, then the student will never know whether he has reached the goal, whether he has stepped forward to new knowledge. The student spent his time on the assignment, take a few minutes to discuss his work. Remember: a simple assessment in a notebook is not enough for a student, he needs a word, oral or written, or better, an individual one, find an opportunity to personally say some words to each student - at least once a month or a quarter. To make it interesting, prepare a template in Excel with a pie chart and right in the lesson ask the children to raise their hands, who completed the task, count and enter the number in the table, a diagram will appear on the board, according to which you can understand how the children coped with the task. And so for each task. Such a mini-interactive will be a nice addition to the lesson, you can do it from time to time, or you can arrange competitions: in rows (which row did better), in alphabetical order (who did better, who has a surname with a vowel or a consonant). And if you have an interactive voting system with remote controls, then it’s generally great - you can make such cuts all the time, on any issue. And do not forget to praise the students: both personally and the class as a whole.

Good homework checklist

• "Interesting"
• Emotionality
• Dosage
• Multilevel
• Justification
• Efficiency

After preparing the text of the homework, check whether all the principles are observed, you can put a tick in front of these items, you can cross them out. Perhaps some tasks should be reformulated or replaced with others. Do not be afraid of change, do different tasks on the same topic in different classes of the same parallel, and then do your own mini-research and "work on mistakes": which tasks were easy / difficult, which ones you liked / did not like, etc. You can also draw diagrams - over time, you will understand which tasks are more effective and which ones you do best. If you have not previously used these principles when preparing your homework, then start with at least 1-2 points and see the result, I am sure that it will be positive.

What do you think good homework should be? How to do homework? Waiting for your comments.

A study led by American researcher Fernandez-Alonso suggests that e If a high school student spends more than 90-100 minutes a day on homework, his grades will go down.

This applies to grades in mathematics and the natural sciences. Although, maybe that's why the guys are sitting over the equation for more than an hour, because they can't understand what is happening with this "X" at all. In any case, if you see that the work is delayed for two hours, threaten the child with deuces and send them to rest.

4. Attentive parents help the child learn

Researchers Walker, Hoover-Dempsey and others are sure of this. These are the parents who answer difficult questions, support in anxious situations, encourage Russian poets before the public reading of poems, and even call the school: “Natalya Nikolaevna, did you definitely ask to do experiments at home with the ignition of the fleecy part of the carpet?”.

In general, according to the scientific opinion, such assistants are of great benefit: creating a connection between the family and the school, comprehensive support and motivation of the child. Only mom and dad can explain in a popular way why you need to study and what threatens if you fail in the quarter.

5. No, it's better for parents to go out the door.

Other scientists, Patell, Robinson and the already mentioned Professor Cooper, insist in a 2008 study that dad, mom and grandmother behind the back of a child are capable of breaking firewood. Children, it turns out, learn worse if they feel pressure from behind the left shoulder: “Come on, Senya! Straighter line! Write five here. Forgot the comma again!

Such persistent help will kill the remnants of motivation. Therefore, the correct strategy would be support, but not control. Even though it’s hard for adults to keep a smile on their face when it comes to verb conjugations, it’s worth remembering that the child’s inner mood is most important.

Photo source: istockphoto.com

6. How much can you? How many lessons can you do?

The American National Education Association supports ten minute rule. Those 10 minutes for all the lessons in the first grade turn into 20 in the second and so on. However, in the senior class, homework should not exceed two hours.

Younger students are given 15-20 minutes a day to prepare homework, but your child may complete the assignment a little faster or, on the contrary, a little slower (for some children, homework takes almost an hour).
When setting homework assignments for children, teachers, as a rule, are guided by the following rule. The time allotted for the child to prepare lessons is calculated on the basis of "class number x 10", that is, for example, a third grade student should spend 30 minutes a day preparing lessons, and a fifth grade student - 50 minutes. At the beginning of the school year, be sure to ask the teacher what his position is regarding homework. Ask him, for example, questions such as: how often will he give homework to children? How much time is given to children to prepare homework in a particular subject? Should parents offer their child their help, or maybe the teacher prefers that the children prepare the lessons themselves?

Useful skills and habits for doing homework

Help your child organize their schoolwork in the right way. Your child should have his own school corner where he will do his homework. Try to have the child sit down to do homework at the same time. It is not at all necessary to buy a desk for a younger student - an ordinary kitchen table is quite suitable for preparing lessons. The place that you have taken your child to prepare lessons should be well lit. And one more condition: in the room where the child prepares homework, silence must be observed, he should not be distracted by any external stimuli (TV, telephone, noise from the window). All the child's school supplies (notebooks, pencils, dictionaries) should be at his fingertips - so he can quickly get to work without wasting time looking for a pen or pencil.
Some children start doing homework without any reminders from their parents. Sometimes it takes a child some time to switch, get into a working mood, set himself up in a businesslike way. In most cases, the child is enough for this 10-15 minutes, after which he sits down at the table and begins to prepare lessons.
At what time should the child prepare homework? We cannot give any universal recommendations in this regard. Some children prefer to do their homework in the afternoon, immediately after returning from school. Other schoolchildren, on the contrary, devote afternoon hours to rest, entertainment, games with peers, and in the evenings they prepare homework - at this time of the day they have a surge of fresh energy. Let your child decide for himself what time he will prepare the lessons. This topic often becomes the main topic of conflicts between parents and children. Parents ask their child: “Johnny, why do I have to remind you every day about the lessons!” If your child does homework during strictly allotted hours, this problem simply does not arise.

Some children, however, experience psychological discomfort when their parents force them to do homework at fixed times (for example, from four in the afternoon to six in the evening). In such cases, parents should not strictly control the daily routine of their child, but can be limited to only the most general instructions. (“No video games until homework is done!”) Determine what form of homework organization is best for your child and the entire family. Stick to a set daily routine throughout the school year.
Very often a child asks his parents to sit with him while he does his homework. It will probably not be difficult for you to fulfill this request (while the child is preparing homework, you can read, write, work with documents in the same room). However, you should not go too far: you cannot do homework for your child. You have to help him concentrate, tune in, concentrate. From time to time, your child may turn to you for help (for example, if he cannot cope with a math problem in any way). In this case, first invite the child to solve several simpler problems on his own, and then move on to the problem that caused him difficulty. If your child turns to you for help not occasionally, but constantly, be sure to talk to the teacher. Maybe he should explain his homework to the child in more detail, pay more attention to certain points. If your child is doing a large assignment (for example, writing an essay or preparing a course project), you should help him organize the work correctly. Every day, the child must complete a certain strictly defined part of the homework, and you help him draw up a work plan.
Sometimes the teacher asks parents to check the child's homework, but in most cases, checking the lessons remains solely the prerogative of the teacher. Should parents help their child with homework? If so, what should that assistance be? Each teacher has their own opinion on this matter. Sometimes the teacher gives the children homework to check how they have learned this or that section of the curriculum. After checking it, the teacher understands what points he should pay more attention to in the classroom. In this case, there is no need for parents to intervene and give the child any advice regarding his homework. However, there is another situation: the teacher gives homework for a slightly different purpose. He wants the children to develop strong skills in performing this or that exercise so that they can better learn the material they have learned. In this case, the help of parents may not be superfluous. Some teachers believe that homework develops discipline, responsibility, and the ability to organize the learning process in a child. If your child did well at homework, be sure to praise him: your kind words are the most reliable stimulus.

As a result, we come to the following conclusion. Parents should help the child in his studies, give him useful advice, but in no case do instead of him the work that he is obliged to do on his own. Your task is to provide the child with a quiet, calm corner where he can study without interference, and provide him with the necessary school supplies. From time to time you can help your child with this or that task, but at the same time do not forget that homework is your child's work, and therefore do not try to do this work instead of him.
A few weeks into the new school year, talk to your child's teacher and ask if they are doing well with their homework. If your child has problems with this (maybe he just does not understand how to complete this or that task? Or maybe the tasks are too easy for him and he completes them in a few minutes?), be sure to tell the teacher about it so that he adjusted the tasks taking into account the individual characteristics of your child.
You will do your child a great service if you read aloud to him in the evenings. This is a great way to spark a child's interest in reading. Among other things, this way you can be alone with the child for at least a few minutes, pay attention to him. If your child does not receive homework every day, reading aloud at certain hours can become a kind of “homework” for him, while he himself acquires the skills of regular, systematic study work.
If you want to instill in your child a taste for reading, you must become an example for him: the child must see a book in your hands. Take your child to the library or bookstore, help him choose books for home reading. A child of middle and senior school age should devote at least 1-2 hours daily to reading and other types of cognitive activity.
Studying is, of course, very important, but we should not forget about the game. The game, game activities are of great importance for the physical and spiritual development of the child; During the game, the child acquires the necessary social skills. When you offer your child to complete this or that task of the teacher or just read a book, do not forget that after a long busy day at school, the child needs to relax and play.
Help your child to choose such games and entertainments that will suit his character and temperament. What does your child prefer - sports, music, cycling or just playing with friends?

How to talk to your child about school

"What did you do at school today?" "Oh, nothing special".
Here is a typical example of a dialogue between father and son. What should parents do in such a situation? You show a sincere interest in the events of your child's school life, you want to learn as much as possible about all his successes and failures, but at the same time you do not want to bother your child with your questions, you are afraid to seem intrusive. Middle school children and teenagers often react painfully to any questions from their parents about their school life.
Children tend to be more willing to talk about their school affairs when you ask them specific, well-defined questions, and you should choose the right moment for such questions. For example, you should not start a lengthy conversation with a child when he has just returned from school. The child is tired, he is hungry, he wants to relax, play with friends, and at this moment he does not feel the slightest desire to remember the events of the past day, so it would be wiser to postpone the conversation for the evening. Start your conversation like this: “It seems to me that you are very hungry. Let's have a bite to eat and then you can tell me what happened at school today."
Your questions should be as specific as possible. For example, ask a child:

• What new did you learn at school today?
• What questions did you ask in class?
• Did you like the book you are reading in class? What is it about?
• Maybe you want to show me some drawings, crafts?
• How do you deal with decimals? It seems to me that today you completed this exercise much faster.
• Tell me how the vocabulary test went. Perhaps you came across a few unfamiliar words?

Teachers are well aware that a child can forget something, lose sight of something, so they often write notes to parents with a brief account of the events of school life. Every evening, ask your child if their teacher has sent a letter or note for you.
Sometimes a child will start telling you about school events at a completely inopportune moment for this (for example, you are preparing dinner or are busy with some urgent work). Show your child that you are interested, say, for example: “I really want to hear your school news, but I'm very busy right now, I need to cook dinner. Wait a minute, I'll put the pot in the oven, we'll sit down at the table and talk quietly. Or: “Help me make a salad, we will cut vegetables and talk.”

Recommendations for doing homework for schoolchildren 10-12 years old

When a child enters the fourth grade, his studies take on a slightly different character: in particular, the goals and content of homework change. The elementary school student is simply learning to read, and at this stage, reading is the goal of learning. Schoolchildren of middle and older age no longer just read, but in order to learn something - thus, reading for them becomes a means of learning. Middle school children are already doing much more complex tasks, both at home and in the classroom. Now the child has to make much more effort to complete homework. Their implementation is now becoming an integral component of the educational process and significantly affects academic performance. 10-12 years old is just the age when a child can already show independence, responsibility, he almost no longer needs parental care.
By setting home lessons for children of middle school age, the teacher pursues several goals at once. First, by completing the lessons, the child consolidates the knowledge gained at school and masters some practical skills. Secondly, homework is a great opportunity to teach a child discipline, self-organization, responsibility for the task assigned.
In the previous chapter, we talked about younger students and gave parents some advice on homework preparation. All advice fully applies to schoolchildren of secondary school age. Homework is best done a few hours after the child returns from school. Having rested after a busy school day and having lunch, he will not experience hunger and will be able to fully concentrate on his homework. Agree with the child at what time he will do his homework. Stick to a set daily routine throughout the school year. So your child will learn to organize his time, learn to order and discipline. The daily routine should not, however, be too rigid: during the school year, your child may have various unforeseen situations. Some students prefer to divide their homework into several smaller parts. Having prepared one part, the child takes a short break, and then proceeds to the next task.
Parents should help the child concentrate, tune in to doing homework. Review the assignments received by the child every day, advise him who to turn to for help in case of difficulties - to you, an older brother or sister, to a classmate. The most difficult tasks should be done first. If the child is preparing for a difficult test, the material must be repeated twice - in the evening and in the morning. Schoolchildren of middle school age, like younger students, should prepare homework in silence, there should be no extraneous noise in the room, nothing should distract the child from work (TV, radio, telephone, computer, toys). All the necessary school supplies should be at hand so as not to waste time looking for a pen or pencil.
Below are some helpful tips for students. These tips will help children prepare homework in a particular subject.

Reading assignments

1. Divide the chapter into small fragments, focusing on the headings that the author himself gives in the text.
2. Determine the main idea of ​​each semantic fragment. Write down key phrases or sentences that reflect this main idea.
3. Make a detailed plan for the entire text: the points of the plan should contain the main idea of ​​each semantic fragment. Leave free space for notes. When homework is checked in the class, you can write down all the comments made by the teacher and classmates here.

Written assignment (composition)

1. The first thing to keep in mind is that at the first stage of work you have only a draft in front of you, in which you will make many changes and additions. The final version of your essay will differ significantly from the draft, and differ for the better.
2. Write down any thoughts (even the most, at first glance, ridiculous) that come to your mind in connection with the topic of your essay. Create an idea bank.
3. Distribute everything, your ideas into thematic blocks. Arrange the resulting thematic blocks in a logical sequence.
4. Write down the answers to the following questions: what were you guided by when you singled out these thematic blocks for yourself? Why did you put them in that order?
5. Using thematic blocks as a plan, write the very first, draft version of the essay. At this stage of the work, you should not worry about spelling and punctuation.
6. Make any necessary corrections to your draft. Pay attention to the following main points.

The semantic side of the text. Does your text reveal the topic of the essay?
The structure of the text. Are the individual sentences and paragraphs connected logically? Is it possible to single out the main, key idea in each paragraph?

The structure of sentences. Does each of your sentences contain a complete thought? Are spelling and punctuation rules followed?
Vocabulary. What words in the text can be replaced by others that are closer in meaning? Are all the words spelled correctly, are the spelling rules followed?
General impression of the text. Is the text easy to read? Does it meet the requirements that the teacher makes of it (style of presentation, format, etc.)?

Maths

1. You must be fluent in basic mathematical operations (addition, subtraction, multiplication and division). Master the skills of performing arithmetic operations gradually, performing three to five exercises daily. As you do the exercises, you can take notes or use number cards.
2. You must have a good understanding of the rules for performing arithmetic operations. Do your math homework slowly, and be sure to check the results of your calculations. Very often, schoolchildren make mistakes in calculations, not because of ignorance of this or that rule, but because of inattention.
3. If you are learning the decimal system, the banknotes in your wallet can serve as a visual aid for you.
4. If you are studying fractions, use visual aids - they will give you a clear idea of ​​\u200b\u200bthe essence of this mathematical concept.

Preparing for tests

1. Collect all your drafts, homework, notes, sketches. Arrange them in chronological order.
2. Review all the information collected four days before the test.
3. Three days before the test, review the headings of the main sections of the textbook.
4. Two days before the test, analyze all the collected information and distribute it into thematic blocks.
5. On the eve of the test, try to recall from memory the contents of your notes, notes, sections of the textbook.

Other Ways to Improve Your Homework Process

At home, your child should definitely read, and read on their own, for their own pleasure (you should not be limited to reading aloud). If a child has a taste for reading, this useful habit will remain with him for life. A native language teacher or school librarian can help you and your child find books to read at home. Be sure to enroll your child in a public library. If your financial situation allows, join a children's book club or subscribe to a magazine for children of the appropriate age group. If your child sees a book in your hands, he is more likely to follow your example and become a thoughtful reader. From time to time, start a conversation with your child about the books you read, exchange impressions about a particular writer, literary hero. When your child was very young, you read aloud to him. Now that your child is in school, he will probably want to read aloud to you the book you read to him in early childhood.
Even if you are very busy, try to find at least a few minutes in the evening for a confidential conversation with your child. Tell your child how your work day went, ask him about the events at school.
Each child is a creator, a creator, so give your child the opportunity to express himself: let him compose, draw, sculpt, craft. Maybe your child will write a short story, compose a funny letter to your friend or relative, draw a greeting card? Paper, pencils, cardboard, felt-tip pens and other stationery should always be at hand so that the child can use them at any moment. Many researchers adhere to the following point of view: when a child writes, he develops reading skills, and when a child reads, he develops writing skills.
Find yourself some hobby, a hobby that you could do with your child. Let this watch belong only to you and your child: do not let anyone violate your privacy, if necessary, you can even turn off the phone (sometimes children complain that it is easiest for them to communicate with dad and mom by phone, because parents answer phone calls much faster) .
Hang a geographical map in the child's room and make sure that the child uses it as often as possible. Ask your child regularly with “geographical” questions: “Show me on a map where our Aunt Linda lives? What city does our president live in? Show this city on the map. A geographical map will serve you well when you tell your child about a particular historical event (for example, on national holidays).
Children, as a rule, willingly go to the library. Once in a public library, schoolchildren feel at home in it, as they visit their school library quite often and have an idea of ​​the rules of reader behavior. (In many schools, libraries have become educational centers: they have not only books, but also video and audio materials).
We should not forget about cultural events. By visiting exhibitions, concerts, performances, your child not only has fun, but expands his horizons, consolidates the knowledge gained at school, and acquires new social experience.

Try to instill healthy lifestyle habits in your child. At school, your child has already received some theoretical knowledge on this subject, and you must teach him to apply this knowledge in practice. For example, when going to the store with your child, choose only healthy foods for the family table. If you do not follow the principles of healthy eating in your daily diet, your child is likely to follow your example. In such a situation, he will not be able to put into practice the knowledge gained at school about the principles of a healthy lifestyle. Let the child take part in the preparation of some dishes: let him read the recipe on his own, measure the required amount of a particular product. Thus, the child will acquire the necessary knowledge and skills regarding family nutrition.
You need to take care of the physical education of your child. For example, for the weekend, go with the whole family to nature, organize a family sports holiday. Swimming, tennis, cycling, skating - the choice is yours! Having made friends with one or another sport, the child carries this hobby through his whole life; it will help him stay healthy for years to come. Don't forget about walking: they are a great way to introduce your whole family to physical education.

Helping children with homework

Homework norms

The duration of the preparation of lessons should correspond to the dosage recommended by SanPiN 2.4.2.1178 - 02 (dated December 15, 2002):

• Grade 1 - 45-60 minutes from the second half of the year;
• Grade 2 - 1 - 1.5 hours;
• Grade 3 - 1.5 - 2 hours;
• Grade 4 - 1.5 - 2 hours;
• Grade 5 - 2 - 2.5 hours;
• Grade 6 - 2.5 - 3 hours;
• Grade 7 - up to 3 hours;
• Grade 8 - 3 - 3.5 hours;
• 9th - 11th grade - up to 4 hours.

Every night in millions of homes across the country, the same old play about children and their homework is played out. It can involve different actors, but the script is always the same. Parents throughout history have always tried to help their children with their homework. This assistance ranges from individual brief explanations to complete completion of the task by the parent instead of the child. In any case, there are many problems. In trying to cope with these problems, parents use trial and error, bribery, gifts, reasoning, and whatever they think might work in this case.
There is no doubt that the motives of parents are the most natural. Is it possible to find something bad in the natural parental concern? In fact, it is not the cause itself that causes anxiety and tension for both children and parents, but the methods used to achieve the goal.
For some children, school is a constant source of stress. When you take into account the requirements of school for assignments, worries about whether parents will approve of you, fear of failure, and so on, it becomes clear that children may view the house as a kind of paradise where they can relax.
If they also experience stress at home, when their parents “stand over their souls” while doing homework, then where is the place where they can “hang their hats on a nail”? For working parents, this can be likened to being at work all day and getting your share of stress and returning home to the same stressful environment. Estimate how much you will be able to withstand such a situation.
Remember at the same time that adults always have the opportunity to get out of the situation when the pressure becomes unbearable, and children are deprived of such an opportunity.
Below is a list of techniques designed to help the homework process and prevent frustration, anger, and frustration.
1. Schedule for homework.
It helps many children if they have a clear schedule for when to do homework. For some of them, the burden of responsibility is too great if they have to decide for themselves when to do homework. Such children may decide whether to do their homework immediately after coming home from school or after dinner. This is their own business, which depends on their learning style.
However, once the time is set, one should stick to the schedule as closely as possible. This will help, in particular, to cope with such a problem as "catching" children and "seating" them to work. After a while, homework will just become a natural part of their daily schedule. Note that the time allotted by the schedule for homework should not be interrupted by anything. Phone calls, TV shows, and everything else can wait until the job is done.
Be sure to check your homework in the evening. Many children are very worried that they may bring work with errors to school, and therefore it is very important that parents check the work regularly.
This action of the parents gives the child a sense of completion of the work, is a sign of the benevolent attention of the parents, as well as a sense of security and confidence that the work is done without errors. This confidence the child will bring with him to the classroom, and, accordingly, will be more confident when he does class work. However, if it is clear to you that a child has not understood a particular material, you should let the teacher know.
2. Distribute tasks by importance.
For some children, the problem of which task to start doing homework with turns into a difficult choice, and they can suffer this problem for a very long time.
There are children who use a horizontal perspective. This happens when they consider all tasks to be equally important, and do not set any priorities. If you prefer to prioritize tasks, suggest to your child which task to do first, which one to do second, and so on.
Many children tend to use a quantitative approach (how many tasks are left to do) instead of a qualitative approach (taking into account the relative difficulty of tasks). This means that if they are given five different tasks, they will do the four easiest ones first. From their point of view, this way they have only one task left unfinished, even if it is actually the most difficult one.
3. Do not sit over your child's soul while he is doing his homework.
For many parents, this is a big and constant problem. The only thing that can be said about this is that parents who use this method of control not only expose themselves to great frustration and anger, but also create “learned helplessness”.
Many parents will tell you that their kids just don't know how to work if the parents don't sit next to them. In fact, it is not true that children cannot work, they consciously choose not to work. Some children stop working when the parent decides to move away from the child, and does not devote all his full attention to him.
This is a very unhealthy "addiction" because nothing like this can be reproduced by a child in the classroom. As a result, the child may decide not to do classwork at all, and to bring unfinished assignments home.
Thus, they can completely capture the attention of mom or dad. After spending a whole day at work, the parents are very tired, and the mere thought that they will have to spend three hours in a row sitting next to the child can lead to problems.
If you are already in this situation, you should not immediately destroy the established order of things. Move in small steps. Sit at the far end of the table for several days in a row. Then gradually increase the distance between yourself and homework until your child is finally able to work completely independently.
4. First check what is done correctly.
Parents often have a habit of paying attention to mistakes first. The next time the child brings you his work for verification, first of all note how well he completed those tasks that were done without errors, correctly spelled words, etc.
For items where there is a mistake, say, "I think if you check this example again, you might get a slightly different answer."
Now the child can return to these examples without disgust and without a sense of "inadequacy". If you start by analyzing the erroneous tasks, and even get angry, then the child, instead of correcting the task, will worry that he caused your displeasure.
It may be convenient to check small portions of tasks. For many children, it is better if they can immediately receive confirmation that everything is done correctly.
Ask the child to make only five examples at first and have them checked for you.
Mark those that are done correctly and invite the child to move on to the next group of examples.
In this way, the child receives immediate feedback and approval and is positively motivated to take on the next task.
In addition, if the child starts to do something incorrectly, there is an opportunity to immediately detect and explain the error, so that the child does not have to redo the entire task later.
5. Do not allow to sit at the lessons all evening long.
Sometimes parents let the child sit on homework for several hours in a row until he finishes. This is normal if the child really works all this time, and if the task really takes so much time to complete.
However, if you see that an hour or two after the start of work, the child is in the same position as 10 minutes after the start of work, you need to stop this activity.
The only thing you will achieve otherwise is an increased sense of "inadequacy" in the child. Perhaps you decide to end the child's work after a certain time and write a note to the teacher explaining all the circumstances. Most likely, this type of problem can be resolved in a meeting with the teacher.
There can be several reasons for this behavior of a child.
First, he could simply not understand the new material in the class, and therefore not be able to complete his homework.
Secondly, perhaps the child has already formed a sense of helplessness. In this case, if he sits on the task for a long time, then there is a high probability that the task will be completed by the parents.
Thirdly, the child may have serious problems with learning in general, especially if such situations are repeated often, and he may not be able to cope with such a volume of tasks.
6.Success strategies for tasks performed according to the textbook.
Most textbooks have questions at the end of each chapter. Often children do not know what they need to pay attention to in the process of reading paragraphs.
Discuss the questions at the end of the chapter with your child before they start reading the textbook chapter. Using this strategy, they will know what important information to pay attention to.
Some children have a tendency to memorize absolutely everything.
It may be worth giving such a child a pencil and asking them to mark a word or sentence that may be the answer to one of the questions. Then it will be easier for the child to navigate the text when he looks for answers to questions in the book.
Consider recording a chapter from a textbook on a tape recorder. Research shows that the more different senses are used to receive information, the more likely the information will be absorbed.
So, it makes sense to record chapters from history or science textbooks on a tape recorder so that the child listens to these recordings at the same time as reading. Thus, both visual and audio channels for receiving information will be involved.
From time to time add a joke, or a song, or some kind of appeal to the child to keep his interest.
7. Pay attention to nonverbal cues.
Parents often say they never get frustrated or yell at their children when they help them with their homework.
Everything would be fine if all communication took place on a verbal level.
But we know that non-verbal communication is a very important part of communication. Therefore, many signals, especially negative ones, can be transmitted very simply, even if you yourself are not aware of it.
Grimaces, postural tension, sighs, raised eyebrows, and other manifestations of "body language" are all non-verbal responses. If children are empathetic enough, they will pick up on these signals, which will only add tension to your homework relationships.
All this is especially important in relation to young children, who do not make a distinction between the disapproval of their parents of their activities and the loss of parental love.
This condition will only add stress and impair their ability to work productively.
8. Avoid doing homework for your child.
Some parents are willing to do all the homework for their child. While the parent's initial motive may be to help the child cope with a particularly difficult task, the end result can be devastating.
Children feel "inadequate" when parents finish their work for them.
First, they perceive it as their failure.
Secondly, they feel that they will never be able to complete the task as well as mom or dad did.
There are parents who complete a full year project for their children .
If the child cannot complete the task, although he honestly tried, write a note to the teacher explaining all the circumstances. Most teachers will respond adequately.
Memo for students "How to prepare homework"

• Daily and carefully write down all your homework in your diary.
• Accustom yourself to prepare lessons every day at the same time (if you study on the first shift, then from 16-17 hours, and if on the second, then from 8-9 hours)
• Prepare lessons always in the same place
• Properly organize your workplace, remove all unnecessaryco
  table, turn off the TV, music.
• Start preparing lessons with subjects of medium difficulty, then move on to more difficult ones for you and finally complete easy subjects.
• After 30-40 minutes of classes, take a break for rest for 10-15 minutes
• During the preparation of lessons, do not be distracted, do not listen to conversations
• Use dictionaries and reference books.
• After completing the written work, carefully check it. It's better to use a draft first, and then rewrite it cleanly.
• If you met an incomprehensible word, did not understand the task, ask about it
  parents,comrades, teachers.
• Daily repeat the material of past lessons, especially rules, formulas, theorems, laws.
• After preparing the lessons, take a rest, take a walk in the air, help with household chores.

Preview:

Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 N 189 Moscow "On approval of SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions""

Registration N 19993

G. Onishchenko

Sanitary and epidemiological rulesand standards SanPiN 2.4.2.2821-10

P.10.30 . The amount of homework (in all subjects) should be such that the time spent on its completion does not exceed (in astronomical hours

In grades 2 - 3 - 1.5 hours,

In grades 4-5 - 2 hours.

MAIN PURPOSE OF HOMEWORK:

• education of strong-willed efforts of the child, responsibility and independence;
• mastering the skills of educational work, expressed in various ways of educational work;
• formation of the ability to extract the necessary information from various reference books, manuals, dictionaries;
• the formation of the student's research skills (comparison, comparison, assumption, hypothesis building, etc.).

WHAT DOES IT MEAN TO DO HOMEWORK INDEPENDENTLY?

This means that the child can:

• to orient in the volume of tasks that he has to perform;
• plan the order of actions: what he will do first, what then, etc .;
• allocate time (imagine how much time this or that task will take);
• understand what task he faces when performing a specific task;
• apply the necessary skills and knowledge to perform a particular task;
• imagine an algorithm of actions that will help him in case of difficulty in completing the task. For example, if I do not know how to translate a task, then I: a) look in the dictionary at the end of the textbook; b) find the right words and translate them; c) I translate the entire task and understand what should be done to complete it

FORMATION OF INDEPENDENCE

This question is important, first of all, because The skill of independent activity is necessary not only for successful learning at school, but also in life in general.

Therefore, the development of independence of schoolchildren is a concern for their future.

Independence rarely comes on its own. Paradoxical as it may seem, the independence of children is the result of a series of consistent actions of adults, primarily parents, and stages of development of schoolchildren.

If a child has learned to do homework independently, turning to adults for help only in case of serious difficulties, this is a serious step in the development of a student on the path to independence. Conversely, the formation of the habit of asking for help at the slightest difficulty can lead to a feeling of insignificance in the child, and subsequently to insecurity.

MEMO: HOW TO HELP YOUR CHILD WITH HOMEWORK

• Start the development of the student with a conversation. When preparing a child for independence, tell him: Before doing homework, ventilate the room, turn off the TV. The room must be quiet. Clear the table of toys and everything that is not related to school. Prepare what you need to complete the task (textbook, notebooks, etc.).
• It is better to complete the task on the day when it was asked, so as not to forget what was learned in the lesson.
• The given lessons must be distributed evenly over the days of the week, so that there is no “sometimes thick, sometimes empty”.
• The intensive performance of any one lesson should not last more than 30 minutes, so some tasks need to be returned to several times.
• Between the performance of different tasks there should be a break of 10 to 20 minutes.
• It is advisable to do all the tasks on weekdays so that you can fully relax on the weekend.

Note to parents.

• Do not turn your child's homework into an instrument of torture. Form a positive motivation for doing homework, its long-term perspective. Reward your child for a well-done homework, praise him, rejoice in his results associated with a positive mark;
• Help your child with homework only if he needs it;
• Do not try to complete tasks for your child, it is better that he does not do homework at all than you do it;
• Form a culture of mental work in a child, ask what additional literature can be used for high-quality homework;
• Use the opportunity of additional and stimulating classes at school in order to reduce the study load at home;
• Consult with subject teachers if you see that your child is having difficulty doing homework.

TIME FOR HOMEWORK

Lessons must be completed at the same time. The optimal and most productive time is considered to be from 16:00 to 18:00. The average duration of active attention of a first-grader is up to 20 minutes, for students of the 4th grade it is slightly higher. Then the performance begins to fall, rest is needed. For 2 hours of preparing lessons, you can make 2-3 breaks of 5 minutes each.

The most difficult are the lessons of teaching literacy, mathematics, a foreign language, computer science (but more often it is individual).

Therefore, it is better to prepare home lessons like this:

1st lesson - lessons of medium difficulty

2nd-3rd lessons - lessons of maximum complexity

4th lesson - easier

It may happen that the child spends a lot of time doing homework. The reasons for this should be sought in the poor organization of this process, insufficient control by parents or the characteristics of the child's psyche. In this case, parents should seek the advice of a teacher or psychologist.

ALGORITHM FOR COMPLETING HOMEWORK

• Familiarize yourself with the content of the homework before starting work, prepare everything you need.
• Decide in what sequence it is best to complete the tasks: oral tasks should alternate with written ones. But first you have to take care of it.
• If any notes were made in the lesson on the topic being studied, they must be reviewed before completing the task (this will help to remember the presentation of this topic by the teacher).
• Read the assignment.
• Make (if necessary) a plan for completing the task. Making a plan makes it easy enough to deal with its implementation.
• Don't forget self-control! Self-control should be carried out not only after the completion of work, but also directly during it, in order not only to immediately detect an error, but also to establish its cause. It is also necessary to check your knowledge and methods of action after some time in order to find out the strength of mastering the educational material.

Preview:

Single spelling mode

In primary school

1. The order of maintaining and registration of notebooks.
2. Making inscriptions on the covers of notebooks.
3. Registration of written works in the Russian language
4. Organization of work on the formation of calligraphic skills
5. Registration of written works in mathematics

Unified spelling regime in elementary school.

The procedure for maintaining and designing notebooks.

• All entries in notebooks should be made out in neat calligraphic handwriting.
• Use a ballpoint pen with purple (blue) ink.
• All underlining, outlines of geometric shapes are done with a simple pencil.

In elementary school, students have notebooks to perform all types of training and tests in basic subjects.

Mathematics and Russian language:

Notebooks No. 1 and No. 2 (for current work)

Notebook number 3 (for tests.)

The presentation and essay refer to works of a creative nature and are signed as notebooks for creative work.

It is allowed to have notebooks on literary reading in which creative types of work are performed (essays, drawings, plans for works, definitions of literary concepts, etc.)

For the lessons of knowledge of the world, it is possible to use notebooks on a printed basis, but more often in practice, students have ordinary workbooks.

In accordance with the program requirements, it is allowed to have notebooks on music, a foreign language, optional courses, etc.

It is not required to keep notebooks on labor, fine arts, physical education, life safety, traffic rules.

Making inscriptions on the cover of notebooks.

Notebooks of students of the 1st and 2nd grades are signed by the teacher. Notebooks of students in grades 3-4 are signed by the students themselves under the guidance of a teacher. Not necessary so that the notebooks are signed in the same handwriting.

The inscriptions on the covers must be drawn up in a single form, in compliance with the norms of calligraphy.

Sample:

Notebook No. 1 (No. 2, No. 3)

for (control) works

in mathematics (Russian)

2nd grade student "a"

secondary school №1

s.Bagan

Petrenko Xenia.

The preposition "by" is written on the same line as the name of the subject.

Class numbering is written Arabic numerals.

Last name and first name should be written in the genitive case. The last name is written first, followed by the full name.

Work on bugsdo in workbooks. Daily work on mistakes should be an integral system, the effectiveness of which can be traced in improving the quality of training.

Notebooks are checked in elementary school daily without fail. Checking tests is carried out for the next lesson. Notebooks No. 3 are shown to parents with their issuance at home. But they are kept in the classroom until the end of the school year.

Students' work is checked by the teacher in red ink. Evaluation of written current and control works is carried out in accordance with the accepted norms of assessments.

Registration of written works in the Russian language.

After class and homework, you should retreattwo lines (we write on the third).

When making a red line indent to the right at least 2 cm(two fingers). Compliance with the red line is required from the first grade when preparing texts, starting a new type of work.

In the course of work lines are not skipped.

New page starts from the top line, appended to the end of the page, including the last line.

On the left, when designing each line, it deviates from the edge by no more than 0.5 cm.

The line on the right is appended to the end. The use of transfer rules is mandatory. Unreasonable presence of empty spaces on a line is not allowed.

The date of writing the work in the Russian language (and mathematics) is recorded in the center of the working line.

In the first grade, during the period of literacy, the date is recorded by the teacher or students in the form of a number and the initial letter of the name of the month: 1 d . At the end of this period, the date is recorded in full: December 1.

From the 3rd grade (from the 2nd half of the year) it is allowed to write numerals in words in the date record: December first.

The title of the work is recorded on the next working line (without a gap) in the center and is drawn up as a proposal.

For example: Classwork.

Homework.

Work on mistakes.

The variability of the work is fixed on the next line in the center or in the margins (short form of notation):

1-option.

1-in. ( writing in Roman numerals)

The word exercise is written in full from grade 3, starting from the third quarter.

The numbers of exercises performed in notebooks are indicated in their full volume. If the exercise is not fully performed, then it is not indicated. A short and full form of recording is allowed (in the center of the line).

Sample: Exercise 234.

Exercise 234.

In work requiring column entry,the first word is capitalized. Punctuation marks (commas) are not included.

For example: wind

East

Sand

When performing this type of work in a line, the first word is written from the red line, with a capital letter, separated by commas.

For example:

Wind, east, sand.

When performing various types of analysis, it is required to comply with the accepted norms for abbreviations of words, designations of terms. The word is reduced only by consonants:

deaf-ch., voiced-sound, consonant-accord., solid-tv.,

noun

adjective

verb-ch.

preposition - ex.

masculine gender

feminine gender

middle gender-cf.

Past tense - past

Present tense - present.

Future tense - bud.

Singular number-singular.

Plural

The name of the cases is indicatedcapital letter(Im.p. R.p. D.p. V.p. etc. p.p.)

It should be determined that the designations over words carry out by hand, and simple sharp-edged pencil. All underlining is done in a line only pencil.

Some types of work can be carried out without a ruler, if children have a formed skill in working with a pencil.

When preparing written types of analysis, the requirements of the proposed samples should be observed. Draw students' attention to the setting of the existing dashes, periods and commas after certain abbreviations of terms.

Recall that in mathematics, when abbreviating the names of units of measurement

dots are not placed.

For example: mm, m, cm, h, min, km, kg, g, etc.

Students in grades 1-2 write in notebooks in a narrow line. The teacher determines the transition to a wide line from the 3rd grade, taking into account the students' successfully formed writing skills.

Primary school teachers have many different ways of organizing"minutes of cleansing".The methodology for their implementation requires compliance with the content, volume and frequency of:

Grade 1-2 - 2 lines, daily.

3-4 grade - 3 lines, 2-3 times a week.

The teacher writes samples in notebooks. In class, he writes a sample on the blackboard with comments, pointing out typical mistakes and ways to correct them. It is important to pay attention to the position of the notebook, landing, whether they hold the pen correctly. Many teachers use various devices for the formation of calligraphic writing: stencils, tracing paper, etc. To stimulate children in practice, various encouragement methods are used: inscriptions on the cover (It's nice to check your notebook! I write beautifully and competently. Chistyulka. I write on "5"! ), exhibitions of the best notebooks. Incentive methods also include daily assessment of completed work in relation to calligraphy. Usually the score is placed on the margins. It is sometimes recommended to give grades to the journal as well. But calligraphy should not be turned into a kind of punishment for children. The teacher must remember the principles of a differentiated approach.

Preparation of written papers in mathematics.

Between classroom and homework, 4 cells should retreat (the next work begins on the fifth cell)

Between types of exercises in class and homework retreat two cells down. It should be noted that the cell is not allocated for capital letters, i.e. one of the two (four) cells is considered for them.

Between columns of expressions, equations, equalities and others indent three cells to the right (we write on the fourth).

The date can be written traditionally in the middle, or in the margins.

In any work, one cell recedes to the left of the edge of the notebook (5 mm)

Traditionally, the types of tasks are marked in notebooks. Word"A task" is written in the middle of the line, the number is marked.

The design of tasks also requires compliance with accepted standards. A brief record of the conditions of the tasks is drawn up in accordance with their type. "Main" words are capitalized. At the first stages of training, their incomplete recording is allowed (by initial letters).

For example : Small - 7 m.? M.-7 m.?

Large-3m. B.-3 m.

In grades 1-4, there is no need to write the word "Decision".

There are several forms of recording problem solving: by actions, by actions with written explanations, by actions with a question, expression, equation.

The word "Answer" is capitalized below the solution. In the first class, the answer is written briefly. Later, students should write a complete answer. For example:

Answer: We bought 10 balls in total.

When writing the condition of the problem in the form of a table, there is no need to draw it. Students fill in the columns, retreating from them two or three cells. The names of the columns (columns) are capitalized.

When solving expressions for procedure Students should be required to comply with the following standards:

• write the expression in full;
• indicate the order of actions with numbers above the signs;
• describe the actions to be performed in order (using oral or written methods of calculation), stepping down one cell;
• write down the final value of the expression.

For example :

3 1 4 2

3450-145*2+1265:5=3413

1)145*2=290

2) 12 65 5 3) _3450 4) + 3160

6 253 290 253

15 3160 3413

We give examples of the design of complex equations, as required by mathematics teachers in high school.

3 2 1

X+123- 56*2= 638

X+123-112=638

X+123=638+112

X+123=750

X=750-123

X=627

627+123-56*2=638

638=638

All written calculations are done to the right of the equation.

Making a task record geometrictypes of learners also need to be taught.

All drawings are made with a simple pencil along the ruler. Measurements can be signed with a pen. Lettering is done in print.font, capital letters of the Latin alphabet.

A t B

D S

Words length, width rectangles are not allowed to be denoted briefly in Latin letters.

A task:

The length of the rectangle is 12 cm, its width is 6 cm. Calculate the perimeter and area of ​​the rectangle.

An example of a short note and a solution to the problem:

Length -12 cm

Width - 6 cm

Perimeter -? cm

Square - ? cm 2

(12+6)*2=36 (cm)

12*6=72 (cm 2 )

Answer: Perimeter-36 cm, area=72 cm 2 (d/h)

A figure should be drawn only when it is required by the condition of the problem.

When preparing a mathematical dictation, the following requirements must be observed:

• write only answers in a line separated by commas, indenting one cell
• next to the number write the names of units of measurement and prepositions on, in .. times.

Sample : 675, 564, by 78, by 7 times.

Keeping diaries in elementary school.

The diary is an official school document. There are certain requirements for its maintenance. Mandatory presence of diaries is required from the 1st grade. But in some cases (taking into account the formation of reading and writing skills among schoolchildren), by decision of the teachers' council and the parent meeting, it is allowed to keep diaries from grades 1-2.

Diaries are kept with the help of parents and teachers.

Currently, there are many different diaries. Therefore, the class teacher should bring to students the uniform requirements for their conduct:

• entries are made neatly, legibly, competently, in blue ink;
• it is required to fill in all available sections (points) of this diary (starting with the title page);
• information about the schedule of lessons, calls, names of subjects, names of teachers are filled out under the guidance of a teacher;
• the names of the month and objects should be written with a small letter. An abbreviated notation is allowed (math., Lit. Thu., cognition, physics, iso);
• homework is recorded in the designated column. Usually it is recorded on the day of the next lesson. Students should be required to regularly mark the exercise number, page, special notes (by heart, retelling)

sample: p.132, exercise 453

pp. 154-155 (retelling)

• in the column "assessment" and "painting"The teacher assigns grades according to the grade in the journal. The student submits the diary to the teacher at his first request. When grading for various types of verification work, additional entries are allowed next to the assessment: dictation (D.), control work (c.r.), etc.
• in elementary school, the use of encouraging, commendable, instructive and other records is practiced:“Well done!”, “Clever!”, “We must try!”;

in modern diaries, a special column is allocated for teacher comments, messages for parents, and so on.

• the class teacher checks weekly diary keeping, monitors the accumulation of grades. Many teachers give grades for keeping a diary by students, which is undoubtedly an incentive to improve the learning culture;
• parents regularly look through the diaries and put their signature.
• The school administration monitors compliance with the rules for keeping diaries by students and the system of work of the class teacher to communicate with parents.