- What is the main problem of older students?

- Starting the final part of our conversation, I want to emphasize that our articles are, of course, about children who study in large cities and about their problems, because rural schools have a different specificity. And if everything is more or less the same in the junior school, then the discrepancies accumulate further, and they are already visible in the secondary school, and are especially noticeable in the senior school.

The first and biggest misfortune of high school students is the actual lack of career guidance. The system of vocational guidance that somehow existed in the Soviet Union no longer exists, but even if it existed, it would be no good, because everything has changed a lot.

Today, a person graduating from school has absolutely no idea what at least some profession looks like.

In the last couple of years, in the private psychological and coaching sectors in big cities, they have understood this and are trying to satisfy the existing demand, but this psychological career guidance is, of course, very relative.

I do not support the idea of ​​career guidance through questionnaires, although it is the most popular in these sectors, but perhaps for some it is better than nothing. We expect the family to do this, but many families either replace the choice of the child with their own choice, or offer help, but do not help, do not clarify the child's own professional preferences.

Due to the fact that, as we said last time, there is a very large infantilization, the child is now dependent, he does not move to high school on his own, does not make decisions on his extracurricular program, if any.

In addition, there is the problem of virtualization.

High school students do not have a built-in external career guidance, and children now focus mainly on bloggers. This, of course, is terrible, this is such a new thing that appeared 5-6 years ago, but the main career counselors today are no longer media stars, but bloggers.

Adults usually don't watch it because it's hard to watch, vlogs are designed for teenagers. And the decision about career guidance for a child develops spontaneously, under the influence of such blogs.

And since we have no orientation on choosing a profession, on its meaning, on the fact that the profession is useful to the country, high school students often have an orientation towards earnings when choosing: “It doesn’t matter who I will work, what matters is how much I will earn” . And this generation is not ready to earn a little - they, in principle, do not consider professions where earnings are not a million at once.

What should the family do in this situation?

- It is necessary to introduce the maximum possible number of different professions through people who love their work, included in it, so that children know not only about the existence of designers, managers and financiers. Now professions supported by the state are powerfully entering the labor market, and more and more people are choosing public administration - this is now one of the most sought-after specialties, many go to the FSB school, I can see it directly. This is such a social elevator that is getting better and better and that really works, and children are pecking at it, especially those who want to move to Moscow and who are very interested in scholarships and guaranteed hostels, and subsequently the possibility of mortgages on preferential terms.

In big cities, they somehow try to solve the problem of vocational guidance - they organize festivals of professions, open days in universities, and other events before admission, but this is a very narrow layer of occupations, and a huge range of professions simply falls out of the child’s field of vision, so his choice is very narrow. Very often, children make an immature choice and go to university with a friend, go to college because it is close to home, because it is prestigious ...

Ekaterina Burmistrova. Photo: Facebook

- The crisis of career guidance in the senior grades lays down an institutional crisis, because in the 1st and 2nd year, yesterday's schoolchildren experience a landing. Here the USE also played its role: when we entered, we were preparing for a specific institute, we went to it, and we did not have much choice, but they pass the USE and choose an institute in a relaxed manner.

And when the children arrived, the problems with the choice begin. Often a student in the middle of the first year, in the second year, realizes that he is not there, that he is not interested at all, that there are no prospects for a job in this specialty, and begins to think where to go next. Therefore, it is very important that in high school the child sees the world not through the screen of a computer, smartphone and TV, so that he travels, sees professions, people, is not closed, so that he gets to know the country, the region, culture, sports as much as possible, because For many, school and the Internet create a limited habitat.

- Are there any other difficulties associated with the lack of career guidance?

- Children's lack of experience in responsible work. In the Soviet Union in the 9th-10th grade, it was necessary to work out some work at a training and production plant. For many, this was a very important step. The lack of earning experience does not allow one to value money, and material stratification creates the effect of inverted binoculars, and earnings in the family seem small.

There is a good cure for this: to organize the child the opportunity to earn the first money, so that this income is compatible with studies. It's great to put the brains in place - both in terms of attitude towards parents, and attitude to the profession, and the value of what the child has in the family.

Naturally, this should be insured by parents, of course, it should not be anywhere, not for a full working week, but this will save the child from many things related to the lack of career guidance and age-related disrespect for parents.

A problem that is not typical for everyone, but for those who are oriented towards the best possible education and who are trying to enter gymnasiums, colleges and lyceums: early profiling. This is when a child chooses a profile in the 7th or 8th grade, if there is a choice, or goes to a specialized college.

Often this choice is also made by parents on the basis of perceptions of prestige. And, accordingly, in such a school, core subjects are strong, and all non-core subjects turn out to be weak. And therefore, if by the 11th grade a person understands that he wants to change his profile, then it is very difficult for him to pass normally those subjects that he did not study in depth, but even if this does not happen, then the breadth of education suffers.

Almost all more or less strong schools offer profiling, with the rarest exception - except maybe one or two or three schools in Russia. Therefore, the child is offered either a higher level of profiling, or an average, or a specialized institution, such as a technical school or college, where a particular specialty is taught.

- That is, it is better to abandon the idea of ​​​​going to specialize in a certain profile?

- It seems to me that you need to choose this when a person has already formed preferences, or choose a profile that does not interfere with everything else, such as a mathematical one, so that it does not load the person so much that he will have neither time nor forces, and fight with the fact that a person does what is according to the profile.

After all, teenagers are black and white, they say: “If I’m a mathematician, then I won’t watch performances”, “If I’m a philologist, then I don’t need to be able to count and think logically”, “Why do I need to know the basics of physics, I don’t need it at all ". And the task of parents is to save the child from such a narrowing of choice.

Another problem of high school is when a person is not interested in anything at all. He can do everything well, in all subjects 4-5, but at the same time there is no pronounced field of interest in anything.

- Why is this happening?

- This may be the result of various reasons - both lack of independence and congestion at the previous stages. Another option is that the child refuses everything, or skips school, or is present, but does nothing, he protests against the demands of his parents - for example, he says that he will not go to study further, but will go to work.

This happens when the parents have lost control, and the child has a bright growing up. Of course, you need to make sure that there are no completely extreme options, it happens that all this happens abruptly, and then by the 11th grade they manage to wake up and want something. And the more you get into a confrontation, the more the period of conflict lengthens, so don't do that.

- How to be - stay away?

- As far as it is not dangerous to the life and health of the child and other family members.

Are there any problems that have been going on since high school?

- We already talked about addictions last time, and by high school they can either develop, and the child continues to be very, very dependent, or he has already seen it and started to fight it.

The question is how everything will turn with virtuality - will the child begin to understand that this is really a thing that takes him all the time, and go out to real people, into real events, into real relationships, or will he immerse himself in it more and more, this is an individual question.

This can become a passing point, the child will say: “Mom, put the phone down and talk to me, I know you have an addiction, I myself have an addiction,” or, conversely, he went deep there and will spend all his time on Instagram, VKontakte or in some online game. This is the age when no one can control his Internet anymore, this is a battle that parents lost.

By high school, a child should already begin to control the time he spends on the Internet, on his own, begin to be responsible for the time when he lies down and gets up, for what he eats.

Increased risk of drugs and psychoactive substances. This risk is many times higher than in our youth. We often simply underestimate the availability and ease of obtaining drugs, even for little money.

One way or another, everyone will come into contact with it: someone with a direct offer, someone with the fact that friends use it. And then the question is: will the child be able to say “no” or will he go on about the company and try this substance.

If he tries, he will not necessarily become a drug addict, this is an immunity issue that should be cultivated from high school, maybe even from elementary school, and it seems to me that the formation of an attitude towards drugs and AIDS is just as important as professional orientation.

Last time we talked about the fact that children are undergoing a hormonal surge, often this is a very rapid, abrupt change: in May they were still children, and in September boys and girls had already arrived.

This leap occurs in the 5th-7th grade. In the 8th-9th and even more so in the 11th grade, these are already adults with beards and mustaches. And this is the age when people, due to biological characteristics, do not study in the first place.

Many children in high school are already leading an adult intimate life, and this, unfortunately, is not uncommon, and they often have a conflict between an overly adult physical life and the status of a student. Adults do not like to hear and understand this, but you can look up the statistics and find that the percentage of such high school students is considerable.

- But it is unlikely that parents can influence this?

- This is a matter of chance, temperament, environment, but prohibitions here, of course, no longer work. When the school became longer by a year and the 11th grade appeared, the children, on the one hand, had an extra year to develop, and on the other hand, it turns out that in the last grade, adults who are not motivated to study are sitting at their desks. which are rather adult thoughts that do not find any embodiment, and these thoughts about relationships and falling in love strongly detract attention from study.

And if this is a school where it is not fashionable to study, where people go only to communicate, then interpersonal squabbles occupy all the thinking and imagination of children, and learning from them is a residual.

You can’t do anything about it, you just need, in addition to such a school, a person to have summer camps, theaters, studios, dances, and even better - something socially useful, some kind of volunteering, so that this adulthood is embodied in something then real.

A person is in the role of a student for 10-12 years, not counting the preparation for school, and even if he is motivated to study, he is already quite bored at the end. And at the same time, study can be of such a size that it takes absolutely all of his time, but this does not increase its effectiveness.

It seems to me that the senior classes should have some real things to do, and they make learning more effective. This is not organized in all schools, this is what used to be called extracurricular, extracurricular life. If high school students are doing something socially useful, then this is generally wonderful - they are not set up to have fun. This is very important, and we move on to the next problem.

A modern high school student - a completely adult person who is already taller and stronger than his parents - is an absolute recipient, and as a result of his school life and his overprotective, pushing parental attitude, he often does not need to gnaw knowledge from the teacher, to look for more than they give.

Usually, if nothing was tried to be done about it in high school, then he no longer sees that something is wrong, he is used to it. And this really hinders him, because the high school curriculum, if it is learned well, implies activity, initiative in solving not quite linear problems. This, of course, can be mastered passively, but then it will be more like an imitation of learning, when a person passed and forgot or passed at a minimum, wrote off.

Children at this age have a very powerful, huge source of energy, and as soon as either a bright teacher or some kind of interest appears, they turn on, and it looks very cool and very bright, and the rest of the time they seem to be with the engine turned off: they crawl to school, move from lesson to lesson, they correspond, they do lessons not in all subjects, but in one or two, and sometimes parents cannot do anything about it.

- What else has changed in older children in a natural way, due to growing up?

- The time when parents could seriously change something in their children has passed. Children still have the authority of a mentor, a group of peers, they are still very family-oriented, included in it, love their parents, but the child often isolates himself from loved ones, goes into his shell, slowly forming some kind of his own value system.

- Why did this happen?

- This is a natural need of age. Of course, the cause may be a traumatic break with the family due to conflict or disparity in values, but often this is just the age when a person really needs to become independent already. This happens if he does not have any hobbies that he himself invented, some, from the point of view of adults, nonsense - modeling, fiddling with motorcycles, designing clothes, a literary circle - but there is a rather boring school, a more or less expanded communication environment and the parents who put pressure on him and want more from him than he wants to do, want him to study for 5, and he wants for 4, has a different idea of ​​\u200b\u200bwhat he needs.

What to do with this isolation?

“The more you peck at that shell, the more it closes. You need to create conditions for joint activities, think about what you can do together, you need to understand that this is an age, it must pass, and if you do not put pressure, but offer him something that can impress him, then it will work.

He must have independent travel, permissions for something he considers a sign of adulthood - dye his hair blue, pierce another hole in his ear. We must meet halfway and establish a dialogue, realizing that this isolation is partly normal.

By high school, the child already sees social stratification well, and this is just a universal thing for both villages and cities, it is a powerful factor in growing up. If a child does not drive all the time in a car and does not live in an incubator, then he sees how differently people live - some drive, relatively speaking, in a Porsche and live in a penthouse with a winter garden, while others go to work by subway and on the bus and count the money until payday.

As a rule, the child understands what place his parents occupy in this hierarchy. And this brings with it the next important discovery for the child: the social status and assessment of the parents. No matter how rich, in demand and successful parents are, high school is an age when the success of parents is put in very high doubt. A child can be radically disposed towards his parents even in high school, and in the 10-11th grade, on the contrary, soften. And that can have a big impact on relationships.

Whatever you achieve, you may hear, “So what was your whole life about?” - and if, on the contrary, you have achieved something, then he can say: “You didn’t care about me, you were engaged in your work, career, vocation, but you didn’t give a damn about me.”

This is also part of growing up, it is a review of the contract with the parents. To find yourself, most often you need to reject parental achievements.

There can also be strong confrontation and rejection of the values ​​that they have with parents, in particular in relation to learning. For example, “you have been doing science all your life, and you don’t even have a dacha,” or “you have been earning money all your life and don’t know who Brodsky is.”

- What should parents do if they hear this addressed to them?

- It is useless to prove that you actually achieved something. Of course, it is very painful to hear, it causes an unpredictable, almost to the point of a fight, reaction, but you have to survive it.

Do not try to prove in conflict moments that you have achieved something, because this only increases the pain. It helps when third people talk about your success: friends, colleagues, when you take a child to work and he sees the respect with which you are treated.

Especially, of course, it is difficult for non-working women - they generally have a sore spot, and this is not the first for them, but another devaluation of what they do, and you need to be very careful not to hurt yourself about this age feature. In ten years, the child will be very attentive to your successes, it just takes time. It seems to him that he is an adult and has understood everything, but in fact he has not yet understood anything.

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 in general”, 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)
• A lot of people don't get it until they start learning about it in sixth grade, and you'll 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, 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! Right.

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 for 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.

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

Child being bullied by classmates

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

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

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

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

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

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

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

What to do if your child is bullied by classmates

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

Child worries too much about bad grades

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

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

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

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

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

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

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

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

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

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

Psychologist Natalya Karabuta tells:

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

The child has no friends at school

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

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

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

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

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

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

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

Course for children.

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

We wish you fewer problems and more happy school days!

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

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

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

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

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

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

Dramatization games

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

Working with simulators

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

during oral counting (at mathematics lessons);

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

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

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

Development of universal learning skills

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

Problem-dialogical technology

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

group work

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

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

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

Demonstration training session

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

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

Academician A.P. Semenov “To teach a person to live in the information world is the most important task of the modern school, it should become decisive in the work of every teacher. To achieve these goals, it becomes necessary to apply in practice the work of a primary school teacherinformation and communication technologies.The informatization of primary school plays an important role in achieving the modern quality of education and the formation of the information culture of the child of the 21st century. From here follow the goals of using ICT:

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

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

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

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

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

There are a lot of complaints about the current state of affairs in the school and the education system as a whole. However, psychologists advise loving or at least appreciating your crises. After all, the crisis of any system is a reason to reconsider the situation. So how do we equip the school?

The selection includes analytical materials from experts and educators on what is wrong with the school and what to do. For some, articles can be a reason for discussion, because the selection includes different opinions. But this is good, if you believe the common phrase that truth is born in a dispute.

Why is it impossible to study calmly in Russian schools, what psychological difficulties does a child face on the way to knowledge, and how does the emotional atmosphere in Russian schools differ from the Czech one? What needs to be done to make learning and teaching easier? Says the candidate of pedagogical sciences, living in the Czech Republic.

“And on which piece of paper to write, on a double one?”, “I forgot my pen”, “They didn’t tell me.” All this is well known to every teacher. But the problem is not only in children's lack of independence, which is overcome with time, but also in children's ideas of adults. Someone is nostalgic for Soviet childhood and does not see the obvious from this, someone believes that everyone owes him, and someone is hiding from real problems.

What are the problems and challenges faced by novice specialists who leave to work in other cities? What is the modern approach to education in the context of relations between the center and the periphery? What is it like for a “teacher from the capital” to bring light and knowledge when the audience is not in the mood to listen? Young teachers who have left the big cities to teach in rural schools talk about their work.

Why do students get papers in schools that show anything but the real level of their knowledge? What about the fact that the school world is generally very different from the real one? Why are many things that deserve discussion not included in the school curriculum? And other problems of school education.

Another statement about why everything related to school automatically causes boredom and a feeling of frustration - both in children and adults. For some reason, even as venues for topical educational events, more often they tend to choose more fashionable spaces, because at school everything breathes with chronic melancholy. They go to school only for elections - and this, probably, is also not just like that.

At the beginning of the 21st century, the educational system trembled in the face of a new threat lurking in the smartphone of every student. “OK, Google” - and all the answers are in full view, which means that teachers, it seems, are no longer needed. An article about the new function of the teacher, the peculiarities of the thinking of the "digital generation" and how free access to information is changing education.

It is still difficult to rebuild and quickly respond to changes, but it is obvious that there is a need for a new approach to the system. The director of the Moscow International Salon of Education talks about how to build your own education, and about new ways of development and pedagogical creativity for everyone who teaches the younger generation.

To make the lessons meaningful and school education useful, it is not enough for today's teacher to simply retell the textbook. You need to justify different points of view and be critical of information, transferring the same skill to students. The rector of the Moscow Pedagogical University and the former Deputy Minister of Education - about what kind of teachers modern pedagogical universities need to educate, and about the knowledge that a student needs (or not).

Information about gases, bandages and sapper shovels is a good thing, but the modern world is fraught with threats that we simply could not imagine 10-20 years ago. Therefore, it makes sense to tell students what cybersecurity is, how to behave online so as not to become a victim of crime, and how to properly protect your digital devices.

A little more about what questions the school poses to the teaching staff, and how enthusiasts solve them. According to the organizer of the Teacher for Russia project, acting classes, the ability to meditate, skills taken from business education and the ability to break through the inhuman formulations of the Federal State Educational Standards will come in handy for successful pedagogical specialists.