The range of problems that the school solves. Problems of the modern school

08.03.2022 -

In this article we want to talk about modern schools.

Many parents have an idea about the school on the one hand, from the side of the recipient of services. We want to highlight how it all looks from the other side, from the side of the school.

So, 3 main problems of the director of a modern school.

Problem 1 - Lack of qualified personnel

Doug Lemov, professor and educator, in his book “Teaching Mastery” proved that it does not matter whether the program is complex or simple, interesting at first glance or boring, a child from a rich family or a poor one, all the results of the class and each child as a whole depend primarily from the skill of the teacher.

Today, teachers “from God” are rare, good teachers are also very few, no more than 30%

And the rest of the teachers are people who got into the school by accident.

Accidentally entered a pedagogical university (the cheapest place to study there) and did not find another job.

We chose a job close to home.

We chose the easiest way to get a job in a budget organization.

They entered a pedagogical university, because they did not pass on points in another.

Now for many it's just a job. And one that I don't like very much.

And these factors greatly influence the knowledge of children.

Most teachers today, when they write lesson plans, have one single goal in mind: to meet reporting requirements.

As a result, teachers' lessons are descriptive-narrative, uninteresting and often do not reach the goal.

The system forces the teacher to still follow the rules, but not strive for perfection.

This leads to the second problem:

Problem 2 - Uninteresting material that teachers should use

School today is an educational service.

A service that is provided to the population for budget money. The task of the teacher is increasingly reduced to issuing textbook material in accordance with the regulations. And ... set a voluminous homework.

New curricula, rewritten textbooks for the worse, increased workload for the child is one of the consequences of the deterioration in the quality of education.

Many teachers simply shift the clear explanation of the material to the parents, speaking the material from the training manual in class.

But in the training manual everything is very dry and uninteresting.

But it is very important to choose the right material!

I came to the realization of this postulate as a result of personal, and not very successful experience.

At one time, when I started teaching in the fourth grade, which gathered students on the basis of the principle “they don’t have time for the most part,” I decided that I should choose material that was “attractive” to students, and I was right.

Because after six months the children, whose academic performance was previously only between “two and three”, became more self-confident and wrote test papers on a par with “strong children” from the parallel class.

For example, we solved equations using a mug and an apple. Tasks for movement with the help of a “triangle”, poems were “drawn”.

Yes, there were difficult topics. But the belief that the material taught is boring works like a self-fulfilling prophecy.

Great teachers turn literally every topic into an exciting and inspiring event, even those that other educators find boring to the point of yawning.

What words can be used to interest children?

We have a topic today. Can we skip it? Why do you think it should be studied at all? (here the children themselves answer the question why they associate this with life)
Many people do not understand this until they start studying this topic in the sixth grade, and you will find out now. Isn't it cool?
Studying this material will be difficult, but fun and interesting.
Many people are afraid of this topic, so by mastering this material, you will know more than most adults.

But to do this, you need an individual approach to children.

And this is the third problem:

Problem 3 - Lack of the possibility of an individual approach to the child, due to the large number of students in the classes

For example, teachers correct mistakes or vice versa, they accept the wrong answer early, because he simply does not have time to twist each student.

I'll give you an example. When I started working in a class that was made up of “weak children”, it was often a situation for me when a student did not know the answer or did not want to answer.

In one of my first math classes, I asked Maxim O. how much would be 7 times 8.

Maxim replied - "I do not know."

Why did he answer like that? A child may refuse to answer a question for many reasons, including:

used to answer like this, and with this answer he wants to quickly sit down in his place in order to return to the “gray zone”. Because more often, when he answered like that, they told him: “Sit down, two.”
really don't know the answer
ashamed of not knowing the answer
does not want to stand out among classmates
did not hear what was asked
did not understand what was asked

The “gray zone” is an opportunity to “sit out”, do nothing and not try to do anything. Children argue like this: “I won’t do anything anyway, the most familiar “deuce”, why bother”

What to do?

Smiling is the best learning tool and joy is the best learning environment.

We use the “to the result” technique.

How to do it?

Method one - Give the answer yourself so that the child repeats it

Maxim, seven times eight will be 56. And now tell me, how much will seven be multiplied by eight?

Method two - ask another student to answer, and ask to repeat

The third way is to show an interesting and new technique that can help the child find the right answer. For example, the Japanese multiplication system:

Method four - give a hint, clarify the question

What does 7*8 mean? What can be replaced? Addition? Fine. Let's write and count.

So, Maxim, how much is 7 * 8? 56! Correctly.

This simple technique alone allows you to truly teach children, and not create the illusion of learning.

But all this is possible only with individual work with students, and teachers simply have no time to do this.

Unfortunately, the modern school is a typical service.

With a template approach to all children.

This is dictated by the law, large classes, low salary, a lot of extra work that the teacher does (reports, papers, meetings ...)

Therefore, talented teachers rarely stay in the education system. Indeed, instead of realizing their abilities, they should be like everyone else and do a lot of unnecessary actions.

But what if you want your child to learn from talented teachers?

What if you want to give your child the best education?

I, too, at one time could not find a good education for my children.

Therefore, we created such a school, it is called "School of 60 minutes"

The lessons of the Sixty Minutes School are designed and recorded specifically for children, taking into account their personal characteristics: the leading type of perception, the ability to concentrate and hold attention, the need to switch attention and, of course, maintaining interest.
All explanation and practice takes place right during the lesson, so the child does not need to do homework.

We teach according to our own program, which takes into account all the requirements of the Federal State Educational Standard, but we do not stop at one teaching method and allow children to receive information in a way that is interesting to them: we create and draw graphic robots, introduce "spider cards" and mind maps, play games and we do research.

There are no homework at all in our school, and all the practice takes place right in the classroom. We use the author's and world techniques of effective learning, which allows you to learn quickly and interestingly.

And you can study from anywhere in the world!

School 60 minutes is designed to ensure that children can learn the entire school curriculum in 100 days 60 minutes in a day.

The lessons look like this:
1. Every day a child receives a mission. It has three educational training videos and three subjects.

In total, we study at school: Russian, mathematics, English, the world around us. We develop memory, attention and study techniques for effective learning.

2. Lessons on techniques, memory and attention, either come on a separate day, or are immediately built into the schedule.

After each educational video, there is a mission-task, by completing which the child consolidates the material.

3. Mission task can be: audio (and then the child answers in a pause, then hears the correct answer), video (pauses during the viewing process, performs a calculation or task and looks at the correct answer), text (create a map, helper or something then write)

So the whole school program takes place with interest, enthusiasm and in 100 days. That is, having started training in September, by December the child will fully master the material.

Now there is a promotion for "School 60 minutes". Until the end of the week "School 60 minutes" is 2 times cheaper.

When paying for participation, you get access to a training system designed for one hundred days:

Namely: explanation of the material and practical classes in subjects (Russian, mathematics, the world around us, English) without time limits, starting from September 1.

A library with books for study is already available.

Join the program right now.

Psychologist at school

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

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

Psychological problems at school

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

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

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

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

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

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

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

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

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

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

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

- May I go out?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Psychologist at school

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. General emotional distress

Modern schoolchildren have almost everything they want, but most of them are much less happy than we are at their age. The reason for this is the crisis of the modern family. A huge number of divorces, the search for new partners by parents, the replacement of live communication with parents with modern toys, the lack of due attention to the personality of the child. As a result - neurosis, a feeling of loneliness, negative self-esteem.

2. Information overload

Modern children swim in a huge amount of information pouring on them from TV screens, computer monitors, textbooks, books, magazines. Children learn early that storing any information in their head is practically useless, because it can be “googled” on the Internet at any time. As a result - a decrease in memory, the inability to focus on any one object. After all, there are so many interesting things around!

3. Lack of independence, spoiled

Detocentrism has long been a reality of modern society, seriously influencing family relationships. There is an intense complicity of parents in the growing up of the child. Parents seek to “attach” him to themselves, making him the center of their little world, satisfying his slightest whims, solving all his problems for him. Outcome: late maturation, inability to control their whims, unwillingness to make an independent choice.

4. Pursuit of success

Modern society and parents are overly determined to succeed. From the first grade, the child is obsessed with achieving results. Modern schoolchildren are forced to grow up in conditions where they are constantly compared with someone. Under the influence of society, the media, parents put pressure on children, demanding high results from them, forgetting about other universal values and that it is always impossible to be in an ongoing race.

5. High competition

Moreover, this competition applies not only, and not so much to the educational side of school life, but to interpersonal relationships among peers. Where do I fit in my group? How can I upgrade my status? How can I gain popularity among my classmates? Each student painfully searches for an answer to these questions, depending on the scale of values of the group to which he refers himself.

6. The problem of conflict resolution

There have always been conflicts at school. Modern schoolchildren have a problem of their resolution, which is associated with the development of virtual communication. After all, in the Internet space you seem to be, but as if you are not. At any time, you can stop communicating by simply logging out of the network. As a result, a modern schoolchild can neither put up, nor compromise, nor cooperate, nor explain himself.

7. Social stratification

The school is an incredibly believable illustration of our society. Children bring to school not only textbooks, but also stereotypes formed in their parental environment. And stereotypes are often simple - you are what you can buy yourself. And, taking out an expensive tablet from the briefcase, the child takes out with him a part of his status in the school group. The number of children who refuse to go to school due to the lack of expensive gadgets is steadily increasing.

8. Lack of time

From the first grade, children have 5 lessons a day in the schedule. High school students will not be surprised to see 8 classes. There is homework for all school subjects. Plus sports sections, music, art schools - after all, a child must be comprehensively developed in our competitive society. And do not forget about the tempting world of social networks, which eats from two to five hours a day. Is it any wonder when schoolchildren sometimes admit that they just dream of getting enough sleep?

9. Growing responsibility for your choice

Profile education is widespread in the modern school. After the 9th grade, or even earlier, the student is offered to decide on subjects for deeper study, believing that at this age the child is quite capable of making an independent choice. Schoolchildren are forced to do it, but often without realizing what motives should move them. And even at the mention of the abbreviation of the Unified State Examination, only a completely “pofigistically” minded student will not widen his eyes with fear. Both parents and teachers, starting from the first grade, constantly ask their children the sacramental question: “How are you going to pass the exam?”

10. Poor health

The statistics of the Ministry of Health indicate a progressive deterioration in the health of the entire population, and in particular children. A modern student from an early age suffers from diseases of the gastrointestinal tract, endocrine system, anemia. The reason for such global changes is a change in nutrition and the lack of sufficient physical activity.

We learned the opinion of the guys themselves. Questioning on the topic "Problems of the modern schoolchild" was conducted with ordinary students aged 12-16 years old in an ordinary Rybinsk school.
And here are some of the problems our children noted:
1. Fear of choosing post-secondary education - 100% of schoolchildren.
2. I'm afraid not to pass the exam! - 95% of schoolchildren.
3. Enmity between peers - 73% of schoolchildren.
4. Lack of time for personal life, lessons are taken away all the time - 70% of schoolchildren.
5. Conflicts with adults (teachers, parents) - 56% of schoolchildren.
6. Too many unnecessary subjects in the schedule - 46% of schoolchildren.
7. The introduction of school uniforms - 40% of schoolchildren.
8. A small assortment in school canteens - 50% of schoolchildren.
9. Little time for sleep - 50% of schoolchildren.
10. Non-reciprocal love, problems in personal life - 35% of schoolchildren.
The world around has changed, society has become more complex, demanding, unpredictable. Children have changed, but they are still children. Fall in love, make friends, worry, dream. Just like we did 20 years ago.

Inessa ROMANOVA

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

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

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

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

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

1. The importance of school in life

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

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

2. Relations "teacher - student"

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

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

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

3. What do graduates regret?

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

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

Psychologists on the need to educate the personality of a student

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

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

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

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

Topical issues of education: goals and objectives

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

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

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

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

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

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

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

Problems of education and solutions

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

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

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

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

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

How to form a correct perception of the learning process in a child? Can I help and how to prepare homework? How problems with lessons can damage the relationship between the child and parents? All these questions are heard very often during consultations.

From unfinished lessons to conflicts in the family

Homework preparation

The basic practice at the time of our growing up was the same: “You yourself will do the homework, and if you have any difficulties, you will ask me and I will help you.” Now the entire system of education in elementary school is designed for the fact that parents should do homework with their child. .

And here there is a certain dilemma: how to make sure that the child successfully masters the school curriculum, despite the fact that:

The programs have changed a lot - even in Russian, mathematics and reading.
The initial level of knowledge of first-graders has changed a lot - many schools are waiting for children who already know how to read.
Teaching a foreign language starts from grades 1-2, the programs are designed for an adult to help the child learn them, but most of us started learning the language from grades 4-5.
In Russia, the number of non-working mothers who are ready to devote all their time to a child who has become a schoolchild has sharply increased, as a result of which the level of independence of children has decreased. No one walks around with a key around his neck and warms up his own dinner.

In my opinion these changes are:

are inconvenient for parents, as they make them directly responsible for the success of children in learning.
In the long term, the relationship between children and parents is very adversely affected.
A decrease in independence in learning in elementary school slows down the volitional maturation of children, reduces the motivation for learning, up to a complete unwillingness to learn and the inability to do it on their own - without parental prodding and mother sitting nearby.

Now, at the first parent-teacher meetings in the first grade, teachers directly warn parents that now they will have to study with their children. .

Teachers, by default, assume that you will be responsible for the quality and quantity of homework preparation throughout the elementary school. If earlier the task of the teacher was to teach, now the task of the teacher is to give the task, and the task of the parents (presumably) is to complete these tasks.

In a foreign language, programs are generally designed in such a way that a child, in principle, cannot do them without an adult. Roughly: “I don’t understand - I’m a fool myself. I explain the material, and if the child does not understand, then either go to additional classes, or the parents will explain. You need to be prepared for this kind of situation. .

This means that parents should sit down and do homework with a first grader, a second grader, a third grader, a fourth grader. But now maturation occurs quite early, and already at the age of 9-10 you can observe all the symptoms of adolescence. By the 5th-6th grade, this opportunity - to sit and do homework with your child - will disappear. This situation will become impossible, and in four years the child will get used to the fact that the mother is responsible for the lessons , and he himself cannot take this responsibility and does not know how .

You can, at the cost of losing relationships, continue to force him up to 14-15 years, until there is enough strength. The conflict will be postponed for several years, and the child will still be unable to answer for his tasks. At the age of 14-15, the protest will already be very bright - and with a break in relations.

There are indicators that children who were almost excellent students in elementary school, because their mother and father did everything for them, in high school they sharply reduce their studies, because they are no longer ready to accept help, but they don’t have the skills and abilities to learn.

This system, imposed by many elementary school teachers, is for the child to do everything perfectly at home, that is, with the help of parents.

If the child is lagging behind, then the teacher can make a claim to the parents: you are overlooking! Only old experienced teachers adhere to the classical system - so that the child does everything himself, albeit with errors, and are ready to teach and correct themselves.

"How are we doing?"

Formation of the correct educational stereotype

You need to understand what kind of teacher you have to deal with, what position he has. And, depending on the rigidity of this position, bend the line of independence.

The most important thing you can teach a child in elementary school is responsibility, the ability to work and the ability to perceive the task as one's own.

At first, if you are moving in line with the formation of educational independence, your performance indicators will be lower. Lack of independence is especially acute in the only children in the family, and here you need to be especially careful.

The child writes his first hooks - and is immediately subjected to pressure from his parents: “I took the pen in the wrong direction! You are mocking us! You will be the janitor! The level of motivation of the child is low - the level of motivation of the parents goes off scale.

And at school, the teacher says: “Why does the child not get the connection of letters?”. You do not come to the teacher, but he forces you to study with your child. Having explained the material at school, he assumes that you will study regularly and get advice on what to do and how to do it. And a stable lexical link “How are we doing?” is formed, which speaks of the ongoing symbiosis of mother and child. Then, in the 9th grade, the child says: “But I don’t know who I want to be,” he didn’t have a sense of himself in school.

If a child is insured all the time, he will not learn to do anything on his own at all, he knows that “mother will think of something”, that in any situation the parents will find a way out.

But parents often have a fear: “Will the teaching of independence result in a confrontation of the child with the teacher, with the system?”

At first there may be delays, but then the child achieves success. There is an initial loss, but there is no such loss in grades 4-5. If in this period the performance of artificial excellent students drops sharply, then the performance of such children increases sharply.

There are children who still need help . These are children who are chronically absent-minded, the child is “not here”, in his thoughts (although within the limits of the norm).

These kids need a little more help. If the child, in principle, has the ability to self-organize, they need to be included. The issue with the lessons is very simple: either he will take responsibility for them, or he will not.

The picture develops quite early, even from the “preparation”. It is better to create conditions for the emergence of independence, and it is necessary to form the correct educational stereotype associated with the lessons.

School characters

If there are many teachers

It is easier for a child to get used to one teacher who teaches several subjects. If the teachers are different, you need to help the child navigate, "what is the name of which aunt." Aunts are different, they have patronymics, and first-graders have difficulty understanding patronymics - it is difficult to remember, not easy to pronounce.

A kind of home training may be needed here: we cut out the figure of an aunt so-and-so - she does mathematics, her name is so-and-so.

It is also worth helping the child to learn the names and surnames of classmates. While the child does not know the names of classmates and teachers, he feels uncomfortable.

Focusing on the child's ability to help remember "school characters" - children and adults - is an important parental task.

daily worries

The student needs help organizing the learning process

If you have children's household duties in your family, if you have at least some semblance of a routine or rhythm of life, there is some kind of daily chain of events that repeats (we get up at about the same time, we go to bed at the same time) - the child will easier to get used to the school rhythm.

Household duties teach you to take on daily responsibility. And here flowers and pets are very good, taking out the garbage is something that needs to be done regularly. . The flowers are visibly drying up, the cats are meowing and begging for water, and the trash can is not to be used. Adults should not "rescue" the child and not perform duties instead of him.

By the time the child enters school, the child should have regular duties, what he does daily: brushes teeth, makes the bed, folds clothes. Against this background, other daily duties - school ones - are added to household duties.

Schoolchild is useful:

1.To be able to collect things for classes in sections and fold a portfolio . This should be done at least a year before school. Boys generally do worse than girls.

At first, the child will do this with your help, with a prompt for the sequence. While the child is not reading, you can hang a drawn list of what should be in the briefcase on the wall. If a child has forgotten something, it is not necessary to correct him: let him find himself with the missing item once, but he will be able to remember it.

2. If you know that the child will still forget something at home, you can check portfolio. "Let's see if you've got everything. Show me if everything is in the briefcase.”

3.Know where the clothes and shoes for school are. He must evaluate whether these clothes are clean or dirty, put dirty clothes in dirty linen. Here, too, responsibility is formed: there is nothing complicated, to look at your clothes for stains.

4."Children's time management": not only to collect a portfolio, but also to get ready for class on time. This is a basic skill, without which the beginning of schooling is very difficult. It is also necessary to form this skill, which will become a stepping stone to the next one, not in the 1st grade, but a year before it, when classes are rather relaxed and not in the morning.

5. Know which days each preparation takes place. It is good to use calendars for this. You can write under the days what kind of classes that day, coloring them in different colors so that the child knows what exactly needs to be collected.

If you did not have time to give your child all these skills before school, do the same in 1st grade. .

How to do lessons

School

In order to do the lessons, there must be a certain time . We need a daily schedule: we get up, wash ourselves, get dressed - the canvas of the day, and the allocated time - we do our homework. It's easier for a child when everything is rhythmic . A dynamic stereotype arises (according to Pavlov) - a system of reaction to time: the child prepares in advance to move on to the next action.

Such a system is easier for about 85% of children who are classified as "rhythmic". There are 15% without rhythm, with a chaotic temporary dispensation. They are visible from infancy, they remain so to school.

After school there should be an hour of rest (this rule should be observed), and then lesson time.

To kid you can show the schedule of dad, mom in the weekly, diary, and then write his schedule, explaining what happens to people, and this is an attribute of adulthood. Everything that is an attribute of adulthood - everything is preferable.

One of the diseases of our time is lessons stretched out over an exorbitant amount of time. This means that people have not done simple actions that help both the child and themselves.

1. You need to know that the child does not feel the time. A 6-7 year old child does not feel the time the way adults do, he does not know how much has passed.

2. The longer the child sits at the lessons, the lower his efficiency.

The norm for doing lessons for a first grader:

40 minutes - 1 hour.

Grade 2 - 1 hour - 1.5 hours

Grade 3-4 - 1.5 - 2 hours (not 5 hours)

by grade 5-6, this norm goes to 2-3 hours,

but more than 3.5 hours should not be spent on lessons.

If a child does homework longer, then he was not taught to work, or he is a chronic “brake”, and they need to be taught to work especially well. The child does not feel the time, and parents should help him feel the time.

An adequate period of doing homework for a first-grader is 20-25 minutes, for a preparatory student even less - 15 minutes, for exhausted children - it can be even less.

But if you sit your child down for more time than necessary, you are simply wasting time - both yours and his. You can not help with the lessons, but with “time management” it’s still worth it.

In order to feel the time, there are different ways to help a child. . For example, different kinds of timers:

- there may be an hourglass (not suitable for dreamers - dreamers will watch the sand pour);

- there may be electronic devices that will beep after a certain time;

- sports watch, which has a stopwatch, timer, programmed signals;

- kitchen timers;

- the sound of a school bell recorded on the phone.

When preparing homework, you need to make a plan for its implementation. . Usually they start with the lesson that is given quite easily. Written assignments are done first, and then oral assignments. Start with what is easier; the child is being developed - a break.

In order for the child to work actively, a change in activities is needed, a break: ran into the kitchen, squeezed juice with you and drank it; buttered himself a sandwich; ran around the table five times; did some exercises switched.

But the child's workplace is not in the kitchen. He must have a certain place, and you can come to the kitchen at the "break". You need to teach the student to keep the workplace in order. Good ecology of the educational place is a very important thing. There should be a place for toys, a place to sleep, and a place for classes can be organized even from 4 years old.

You agree in advance that if the child does his homework in the allotted hour, then you will have time for a lot of things: read a book, play a board game, draw, make something, watch your favorite movie, take a walk - whatever you like. It should be interesting and profitable for the child to do the lessons during this time.

The time of doing homework is preferable until it gets dark . After school, rest. Do not leave lessons for after circles until you form a skill. In order to be in time for additional classes (pool, dancing), you need to learn how to do lessons quickly and efficiently. If you do this, there will be no stretching for the rest of the day.

If the evening is unlimited, and lessons can be done until lights out, then the situation of a “donkey” arises: he got up, rested, does not expect anything good, they do not scold him much - you can not do it. Usually children realize that you can not spend the whole day on this boring mission, but there is something else in life. It is important that life does not end with going to school: the first part of the day is classes, and the second is lessons until night, and the child is used to the fact that it is all smeared like semolina on a plate, and cannot think of anything else. Usually timelines and good consequences work great.

The final consequences must be changed periodically: board games should be replaced with listening to a fairy tale or something else pleasant. In the schedule of the day, first there are lessons, and then - free time, i.e. life begins, and it should not be mixed with lessons.

Lessons with passion?

What is homework? A continuation of what was at school or a separate matter at home?

Psychologically, this is skill training: they explained it in the class, and worked it out themselves at home. If there is no strong failure, then it is better to treat it as something, after which life begins. It is not necessary to wait for enthusiasm from the child (although there are individual children - potential excellent students ). It is necessary to teach to treat the lessons as an intermediate stage, even fun - work hard, and then there will be joy. If another stereotype has not been formed (lessons until late with tears and swearing), then this is enough.

Tasks cannot be duplicated (added in excess of the given one) - they must be small so that the desire to learn remains, so that the child does not overwork. All “over-” are much more dangerous than “under-”.

Usually the child is able to keep himself at the table for 15-20 minutes, and there is a skill to do homework at a pace. If the child does not have time for the allotted time, and the mother sits over him, catches and forces him to continue, then the student receives a negative experience. Our task is not to torment the child, but to let him know that he missed something.

If a child faced time limits before school - in some classes, he was going to himself or was engaged in some specific activity within a clearly allotted time frame, then he has already formed some skill.

It can be a big challenge to encounter these difficult temporary skills for the first time in 1st grade. It is better to start with “preparation”, and even better from 5 to 5.5 years.

If tasks are not assigned at school, then you still need to offer the child to do a certain amount of tasks for a certain time on their own.

Parents themselves also do not need to show excessive enthusiasm and sit over their souls. We are all very worried about the success of our child, and the reaction to mistakes can be restless - and relationships deteriorate.

You need to tune in that not everything will be perfect, that there will be mistakes, but gradually there will be fewer of them.

Reassuring is the lack of ratings in . While the skills of doing homework are being formed, the child pulls himself up, turns on in the 2nd grade, and the grading system immediately puts everything in its place. You have to be wrong. Perfect expectations that everything will immediately be “excellent” must be restrained.

Wherein much to be commended , when the child assumed independence, he tried to praise for what he did himself. Praise not the result, but the effort. From any parent, strictness to school success is perceived as a blow to pride. In high school, the child already understands that if a parent scolds, then he wants good. The younger student perceives criticism as a blow: "I'm trying, but you're saying something against ...". Focus on effort.

It is good if the teacher is also inclined to evaluate effort, and not success. But, unfortunately, many teachers believe that censure is the best way to move a person to great success.

Special situations

1. Particular difficulty if a child in the 1st grade immediately begins English .

If you have chosen such a school, then it is better to start English a year before school. This is a very big load - two scripts and two grammars are being mastered at once. With the preparation of homework in English help is a must. It is desirable to have a tutor, a teacher. If a parent wants to teach a child himself, then one should try to maintain a good-humored mood, not get angry, and if this is not to the detriment of the family as a whole. But it is better not to replace the teacher.

2. If at school they ask a lot, and the child does not understand what to do? Should I help him?

It is advisable to avoid such a situation. It is better not to do lessons with a child, but still follow what is happening: “Tell me, what was at school, what did you learn? How do you solve problems? This situation is possible if you went to a stronger school than you are shown. Usually a normal child without special needs understands everything in a school of his level, although he can listen, chat. Use the help of a teacher, resort to extra classes at school. Tune your child to the fact that the teacher gives knowledge, and if you don’t understand, you need to ask him. In a situation of misunderstanding, you need to deal specifically: talk with the child, with the teacher. Usually, after preschool training, the child has already formed the ability to hear and perceive in a team.

3. In the 1st grade, the child is still poorly able to read the assignment .

Decide that at first he reads the task anyway, then you read it. It won't happen in 2nd grade. In grade 1, explain that you are writing the assignment for the time being, because he does not know how to write well, and you will not do this later. Set time limits for how long this situation will last.

4.The child makes a lot of mistakes when doing homework, and teachers demand excellent clean-ups.

Checking homework is still necessary, but if you turn in your perfectly completed assignments, teachers will not understand that the child falls short in some way.

Your position depends on the sanity of the teacher. If the teacher is sane, then you can explain to him that you are for independence, for the possibility of making mistakes. This question can be raised directly at the parent meeting.

If, when checking, you see that everything is done wrong, then next time do it with a pencil, find the most beautiful letter and focus on it. Let the child do the tasks himself on a draft and bring it to you to check if he wants. If he refuses, then it will be his fault. As far as he can do himself, let him do it, let him make mistakes.

If you can bring the teacher with an error - rejoice. But you can't argue against the education system. If failure is observed in all subjects, then it is better to hire a teacher than to spoil the relationship with the teacher.

The role of a mother is support, care, acceptance. The role of the teacher is control, strictness, punishment. From the mother, the child perceives all teaching qualities as offensive, especially in the first two grades, while the position of the student is being formed. He does not perceive the correction as a correction, but thinks that you scold him.

Primary school - learning to learn

Three Success Factors in Primary School

The main task of a child in elementary school is to learn how to learn. He needs to understand that this is his job, for which he is responsible.

Good first teacher - a winning lottery ticket. The authority of the first teacher is a very important point. At some stage, his teacher's authority may be higher than his parent's. He (authority) helps the child a lot in learning. If the teacher does something negative: he gets pets, is rude, unfair, parents need to talk to the child, explain so that the student does not lose respect for the teacher.

The key to raising a child is your personal memories. . When your child approaches school, you need to revive your memories. They, for sure, everyone has, from 5.5-6 years they are kept by everyone. It is useful to ask around your parents, to find your notebooks.

When sending a child to school, you must definitely tell him: “If something bright, interesting, unusual happens to you or someone at school, be sure to tell me - it’s very interesting to me.” As an example, you can tell him stories from the family archive - the stories of grandparents, parents.

Negative experiences and memories can be held back, not projected onto the child. But it is also not necessary to idealize the school, if not to intimidate, but to explain, then you can usefully share your negative experience.

Relationships with peers are essential . Now children often study far from school, and after school they are immediately taken apart and taken away. Contacts are not made. Parents need to make contacts with children from the class, walk together, invite them home.

Well, Happy Knowledge Day and good luck!