Problems of the modern school. What are the most serious problems of school education? Problems that the school solves

1. General emotional distress

Modern schoolchildren have almost everything they want, but for the most part they 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 it is practically useless to store any information in their head, 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 tend to "bind" him to themselves, making him the center of their small 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 their 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. For all school subjects there is homework. 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 social networks, daily eating from two to five hours. 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 is so global changes– change in diet and 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 quality of school education in modern Russia has become one of the most discussed topics today. Strange government reforms, senseless innovations in the school curriculum, deviation from the norms of the concept of a secular state towards a religious principle - all this not only injures the child's psyche, but can also form in him an absolutely wrong perception of the world around him at the most important stage of life.

It so happened that modern school education in Russia is a bunch of problems that have always existed separately and it was possible to deal with them, but when they merged into one big and heavy lump, it immediately went to the bottom and pulled all those achievements which we reached at the time when the first man flew into space. And the point here is not at all in a stupid generation, it's just that no one is going to rebuild the system for this generation. The state does not need citizens with an open mind, it needs cogs in the state machine that will thoughtlessly maintain the integrity of the unit under the driver.

Personnel issue

Take, for example, school teachers. There have always been bad and indifferent teachers, but there have never been so many of them. There are many reasons for this, and not the least of them is the attitude of the state towards the teaching profession. If earlier this work was considered one of the most important, and the teacher himself was a respected and valuable person, now middle managers and other businessmen, whose skills after the apocalypse will be worthless after the apocalypse, are respected in society.

The humiliatingly low salaries of teachers have led to a lack of those who want to connect their lives with this profession, so there are practically no valuable personnel who consider teaching the meaning of their lives. A hungry teacher who barely makes ends meet is unlikely to be able to give children knowledge if he is simply physically unable to do so. The passing score for applicants to universities for teaching specialties is extremely low, and becomes a straw of salvation for those who do not see a chance to enroll in a more prestigious profession.

Of course, among the teachers there are quite talented and creative people who want to convey science to children in full with the help of an interesting presentation. Unfortunately, such teachers are overwhelmed by the modern system of bureaucracy. They have to write countless reports, programs, fill out unnecessary paperwork and do everything except educate their charges. In addition, the ideological machine has recently become active, which obliges teachers to put in the minds of children the “correct” perception of modern Russia and its government, which also does not contribute to the popularity of the teaching profession.

The question of the education system

The planned budget for education in Russia is reduced every year. In 2015, it amounted to 629.3 billion rubles, and in 2016 it was already 579.8 billion rubles. The budget for 2017 has become even lower - 568 billion rubles, and such a pace should alert any sane citizen of modern Russia. Obviously, such decisions will entail a reduction in the number of teachers, as well as teachers in other educational institutions. Many scientists will simply be fired, and schools will not be able to afford the necessary equipment to teach children. But the braces are in place.

Another of the cornerstones is the controversial reforms in the education system. For many years, the mention of the Unified State Examination causes a semi-conscious state in schoolchildren and their parents. This innovation has repeatedly proved its inefficiency: the questions on the exam do not correspond to the school curriculum, look stupid, and do not allow assessing the level of knowledge of the graduate. Every year, news pops up about how, in the pursuit of performance, some schools show phenomenal results in the Unified State Examination, schoolchildren cheat for free, and parents organize entire groups to help their children.

V last years there is a tendency to distort the school curriculum, which is a chaotic set of subjects that do not overlap with each other. If the exact sciences situation looks stable, then the government's strange reforms affect the distortion of information in the humanities. Historical facts are distorted, new rules of the Russian language are introduced, from which teachers of the old school are horrified, many works of writers are removed from the literary program solely for political and ideological reasons. All this can lead to horrific consequences and increase the number of illiterate people with narrowly focused thinking to perform a single task throughout their lives.

A question of generations

The old credo "And so-a-ak it will do!" reflects in the best possible way on modern school education. The unwillingness to rebuild the system for the new generation, which is spoiled by the Internet and access to a wide variety of information, leads to the fact that children are simply not interested in being in a school lesson, where the teacher reads a paragraph from the textbook in a monotonous voice. One glance at the equipment in the school physics classroom is enough to depress even an adult who does not adhere to mossy conservative views. What can we say about children who like to be in the "trend" and welcome everything modern.

Forcibly holding a child at a computer in a computer science classroom to teach him how to draw lines in the Paint editor is a very popular activity in modern schools. It is much easier to do so than to develop a program that will really interest the student - this is a dangerous initiative that can lead to the destruction of a pattern developed over decades.

The problem of the modern generation is that children are simply not interested in learning. In many ways, this is the fault of parents who let their child's life take its course. A few decades ago, many parents gave the child a base on the structure of the world around him, which stimulated him to engage in self-education. It was fashionable to read books, but now young people have a stereotype that this is a shameful occupation for outcasts, and if books are read, then only those that are “in trend”. Usually these are memoirs of philosophers, from which you can pull quotes for status in social networks.

Given all of the above problems, many parents face the question: “Is it worth it to send their children to school at all?”. We are not talking about those situations when parents deny education as such in order to dedicate their child to the service of the Faith or something else. We also want to remind you that Article 43 of the Constitution of the Russian Federation states that general education mandatory for everyone, and parents are obliged to provide their child with the conditions for receiving it. It is another matter which conditions are best suited for children whom parents want to protect from the shortcomings of modern Russian schools.

The need for a school for parents and their children

It is sad to admit this fact, but the school for many parents is something like a long-term locker, where dad and mom hand over their child in order to calmly go to work and not worry that their child is not under supervision. In especially neglected cases, parents prefer to leave the child in aftercare even when one of them is at home due to forced circumstances, forcibly depriving the child of the comfort of the hearth.

Children perceive the modern Russian school as a duty and hard labor, therefore, communication with friends is of interest to them, first of all. If communication with peers is provided in combination, for example, with homeschooling, then the need for school in a child's life is reduced.

Complete lack of training effectiveness

Definitely, the school gives the child knowledge, but this is extremely inefficient due to the lack of a logically constructed education program. Children are taught to read, write, sometimes even count, but the teacher can pay much more attention to the ugly handwriting of the child than the content of his composition, because it is important to do it “according to the system”, and not based on your imagination. If a child was able to independently enter a prestigious university after school, then in 90% of cases this is his merit, and not the school.

The program for almost any subject is spread over hundreds of lessons, during which children do not do something useful or interesting, because the system obliges memorization, and not understanding causes and effects. At a time when the tutor tells the child in detail the rules of the Russian language and explains why in this case it is written this way and nothing else, the school teacher simply makes the rule memorize by heart, but putting it into practice turns out to be incredibly difficult due to lack of information.

Rare student towards the end school year will remember what he was told in the lessons at the very beginning, since he completely lacked the practical part. Numerous controls look like a duty that is performed without understanding the content. All this leads to the fact that closer to graduation classes, parents have to hire a tutor for their child in some subjects, who begins to teach the student the subject from the very beginning, but according to a well-structured program that is qualitatively assimilated in a shorter time. And the point here is not at all that the child is stupid, it’s just that he wants to spend his most active years of his life in the most diverse way, and he simply won’t be able to walk around concentrated on the next equation or formula from algebra for a whole year.

The way out of this situation is obvious: you need to hire tutors for your child, which entails additional costs. Not all parents can afford it, but modern Russian schools do not plan to change.

Is school a social institution for a child?

Undoubtedly, communication with peers develops in the child a number of qualities that will be useful to him in the future. Ideally, the student should develop leadership, communication, imagination, willpower, determination, oratory, speed of thinking and the ability to navigate in a non-standard situation. In fact, things are much worse.

The leaders in the class are hooligans, who use intimidation methods to force others to accept their point of view and behavior. They don’t like smart people at school, but the words “Are you smart?” are a known insult. Sometimes it comes to the fact that the authors of this phrase are the teachers themselves.

The communication of children in modern schools is built in such a way as to correspond to the "fashion". Already from the school bench, we understand that the initiative rapes the initiator, therefore it is better to be silent and not stick out, because you can incur the wrath of the whole class, and even the teacher.

The indifference of teachers leads to the fact that they are absolutely indifferent to the relationship of their wards. Often classes are divided into small groups that mutually hate each other, but no one wants to understand this.

Reduction to a common denominator

Task modern school in Russia to make everyone the same. The student should not stand out from the general mass, so as not to create "problems" for teachers and society.

Creative impulses in the child are stifled in the bud, and only the most persistent can sing in the school choir, the rest face contempt from their peers, especially boys. Under the influence of certain layers of the school hierarchy and fueled by his father's views, a special set of classes is being formed that corresponds to the image of a "real man". Anything that does not correspond to it can cause persecution of the child and humiliation in the eyes of classmates.

The high speed of thinking in the modern school is more of a burden than a privilege. Most often, teachers simply do not pay attention to the student's attempts to show that he is coping with the task much more efficiently than the school curriculum requires, and sometimes they practically kill it in a person. When a teacher repeats a statement for the tenth time to the weaker students in the class, a child with a high speed of thinking becomes unbearably bored in the lesson.

Activity and creativity are almost always blocked by the education system in the bud. “You should not stand out from the crowd, because you and the class are one, no one will adapt to you, adapt to everyone.” Suggestions from students to direct the lesson in a more interesting direction are immediately suppressed by teachers, because this is not provided for by the program. If a child likes a certain subject, then he is forced to study it on his own after school, because he does not receive due attention and advice from the teacher on issues of interest. It will not be possible to express one's opinion with impunity; this will be followed by the reaction of the class and the teacher.

At school, no attention is paid to teaching the perception of the surrounding world. Critical thinking is considered something of an atavism, which is diligently eradicated by teachers, pushed by the knee of ideology. Children stop understanding the text they read. In addition, textbooks are often written in a language that only the author understands. Dry and uninteresting presentation kill any desire in schoolchildren to get a share of knowledge. Only a few can formulate their thoughts in a clear explanation, each answer in the lesson is not a dialogue between a teacher and a student, but a mini-exam, where the student tries to please the teacher-head with a trembling voice.

School objectives and reality

Ideally, the school class should become for the child a simplified model of an adult society, where the student undergoes many years of preparation for independent living and relationships with people. In fact, it turns out to be a kind of prison, where there is its own set of rules that everyone must obey. Opinions that are different from the thoughts of teachers or unspoken leaders in the class are immediately ridiculed by others, especially if the child is shy and cannot stand up for himself.

For many, modern schools in Russia are a psychological trauma that lasts a lifetime. Unpleasant moments from the past haunt a person for many years, while positive events are forgotten much faster, this is how our mind works.

Schooling Alternatives

V Lately among wealthy parents it has become fashionable to organize education for their child at home. This method has its advantages, but it is not perfect either.

Even if you decide that your child should be homeschooled, you should know that in accordance with the legislation of the Russian Federation, the student is still required to attend school to pass tests and exams, otherwise the social protection authorities may initiate a lawsuit against parents who forbid their child to approach the educational institution. to your child have to get a high school diploma.

In addition, when studying at home, you will have to take care of the social component for children who need communication. If you do not want to raise a misanthrope and a sociophobe out of your son or daughter, then you will have to carefully organize the child’s communication with other children.

On the this moment, modern schools in Russia need full-fledged reforms and the introduction of innovations that will restore our pride in advanced and smart youth. But does this problem concern our state?

Problems of the modern student

The social situation in the development of the personality of a modern student is characterized by a number of basic systemic factors that reflect its features. First factor - the growth of children's aggressiveness and asociality, as a consequence of the child's emotional distress. One of the main reasons for the schoolchildren's emotional discomfort and pathological changes in personality development, as evidenced by the results of genetic psychology, is the violation of psychological patterns in the conditions of the school education system. Second factor - the destruction of the system of public education of the individual. The values ​​of the child's personality are declared, but not actually implemented. In society there is no clear position in relation to childhood. There are no social structures to accompany the child at different stages of personality development. Third factor - complication of entry into the life of new generations due to the crisis of the modern family. The lack of experience of close relationships in early childhood (single-parent families, immersion of parents in business problems) gives rise to neurosis, a feeling of loneliness, and negative self-esteem.

In the conditions of modernization of education, when the personality-developing direction in teaching is gaining momentum, the teacher needs to have knowledge and skills in diagnosing and correcting the psychological development and psychological health of students, this is especially true for rural schools, which may not have a psychologist, speech therapist and there is no opportunity teachers to cooperate with them.

Analyzing the research of psychologists on the problem of school maladaptation of younger schoolchildren (M.R. Bityanova, S.A. Belicheva, A.L. Wenger, G.F. coumarin, V.S. Mukhina, G.A. Zuckermanetc.), we can distinguish the following difficulties schoolchildren: the difficulty of mastering a new mode of activity; the difficulty of mastering the specifics of relationships with the teacher, classmates; change in the relationship of the child with the family;difficulties in relation to educational activities, to homework.

Wherein causes of emotional distress in schoolchildrenmay be: disruption of the primary stereotype of behavior, incorrect construction of the regimen, incorrect educational methods, lack of necessary conditions for the game, the creation of a one-sided affective attachment, the lack of a unified approach to the child, the inability to cope with study load, hostile attitude of the teacher, rejection by the children's team.

One of the most common and serious pedagogical problems in psychology is the problem of emotional instability, imbalance of students. Teachers do not know how to behave with schoolchildren who are overly stubborn, touchy, pugnacious or, for example, with children who are too painful for any remark, tearful, anxious.

According to I.V. Dubrovina, there are three most pronounced groups of so-called "difficult" children with problems in the emotional sphere.

Aggressive kids.Such children may show aggressive reactions towards their peers and towards the teacher. It is worth paying attention to the degree of manifestation of aggression in a child, the duration of its action and the nature possible causes, sometimes implicit, which caused the student's affective behavior.

Emotionally disturbed children.Children belonging to this type react too violently to everything: if they express delight, then as a result of their expressive behavior they turn on the whole class; if they suffer, their cries and groans will be too loud and defiant.

Too shy, vulnerable, touchy, timid, anxious children.They are embarrassed to loudly and clearly express their emotions, quietly experiencing their problems, afraid to draw attention to themselves.

It is worth noting important detail What is common for all groups of children with emotional disorders is that inadequate affective reactions in each child are protective, compensatory in nature (Dubrovina IV, 1997). In pedagogical practice, the reaction of teachers to the problems of schoolchildren is mainly of a spontaneous, situational nature. Teachers in most cases react only to the outwardly manifested actions of students. But the form of assistance in this case is not always adequate to intentions and often results in edification, an order, a threat, which can only cause reciprocal rudeness, disobedience or laziness, apathy.

The ideas of personality development in the learning process presented in the works (L.S. Vygotsky, V.V. Davydov, L.V. Zankov, A.N. Leontiev, N.A. Menchinskaya, A.V. Petrovsky, G.A. Zuckerman, D.B. Elkonin and others) have found their embodiment in changing the functions mass schools aimed at the general, intellectual and emotional development of the younger student.

The development of the individuality of the student, as shown by the results of psychological and pedagogical research (R.N. Buneev, N.F. Vinogradova, B.A. Vyatkin, A.B. Vorontsov, A.N. Dusavitsky, V.V. Zaitsev, V. N. Konovalchuk, A. A. Leontiev, L. G. Peterson,) is effective when he is taught and educated by teachers with high level development of emotional-personal and communicative potential.

It becomes obvious that in the conditions of modernization of education, the professional training of teachers should focus on the following:

• To help the future teacher internalize such basic values ​​as life, freedom, conscience, dignity, the art of loving a child, faith, hope, self-becoming;
• To give a wide range of not only highly professional, but also humanitarian knowledge;
• To teach how to cooperate, enter into partnerships, interact productively with colleagues, treat them and oneself as a whole person, and not just as a performer of professional functions;
• To give the skills of analyzing not only objective processes and conditions, but also one's inner world, the skills of introspection;
• To teach to adequately assess the value of one's professional activity, to be responsible for its results;

It should be emphasized that the teacher's pedagogical activity is an activity to create conditions for introducing schoolchildren into educational activities, to provide them with a space for moral choice, opportunities for free and creative action.

The child is not only a stage of ontogenesis, it is the key to understanding the essence of man. A professional who has mastered the basic ideas and achievements of pedagogical anthropology will successfully implement the principles of non-violence pedagogy in his professional activity.

Who are difficult children: causes, types, features

The beginning of primary school age is determined by the moment the child enters school. In recent years, in connection with the transition to education from the age of 6 and the introduction of a four-year primary school, the lower limit of this age stage has shifted and many children become schoolchildren starting not from the age of 7, as before, but from 6. Accordingly, the boundaries of primary school age, coinciding with the period education in primary school, are currently being established from 6 - 7 to 9 - 10 years.

During this period, the physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school. The beginning of schooling practically coincides with the period of the second physiological crisis, which occurs at the age of 7 years (a sharp endocrine shift occurs in the child's body, accompanied by a rapid growth of the body, an increase in internal organs, vegetative rearrangement). This means that a cardinal change in the system of social relations and activities of the child coincides with the period of restructuring of all systems and functions of the body, which requires great tension and mobilization of its reserves.

The transition to systematic education makes high demands on the mental performance of children, which is still unstable in younger students, resistance to fatigue is low. And although these parameters increase with age, in general, the productivity and quality of work of younger students is about half that of the corresponding indicators of senior students.

The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives public assessment. The whole system of the child's life relationships is rebuilt and is largely determined by how successfully he copes with the new requirements.

Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage.

The transition to systematic education creates conditions for the development of new cognitive needs of children, an active interest in the surrounding reality, and the acquisition of new knowledge and skills.

Primary school age is a period of intensive development and qualitative transformation of cognitive processes: they begin to acquire a mediated character and become conscious and arbitrary. The child gradually masters his mental processes, learns to control attention, memory, thinking.

Thus, the central neoplasms of primary school age are:

• a qualitatively new level of development of arbitrary regulation of behavior and activity;
• reflection, analysis, internal action plan;
• development of a new cognitive attitude to reality;
• peer group orientation.

Practitioners working with children quite often encounter cases of complications in the mental and personal development of the child, which are usually caused by two factors: mistakes in education and a certain immaturity of the nervous system.

Consider the most common difficulties, among which are:

• Behavioral disorders (aggressiveness, irascibility, passivity, hyperactivity):

1. Many children tend to be aggressive. The experiences and disappointments of the child, which seem small and insignificant to adults, turn out to be very acute and difficult for the child, due to the immaturity of his nervous system, so the physical reaction may also be the most satisfactory solution for the child. It can be physical and verbal aggression.

2. A child is considered hot-tempered if he is inclined to throw a tantrum, burst into tears, get angry for any reason, even the most insignificant from the point of view of adults, but does not show aggression. Hot temper is more an expression of desperation and helplessness than a manifestation of character.

3. Often, adults do not see any problem in the passive behavior of the child. It is believed that he is just a "quiet person", distinguished by good behavior. However, this is far from the case. Quite often, a child's quiet behavior is a reaction to inattention or troubles at home. By falling into such behavior, he isolates himself in his own world. Manifestations of this are finger sucking, rocking, etc.

4. Hyperdynamic syndrome may be based on microorganic lesions of the brain resulting from complications of pregnancy and childbirth, debilitating somatic diseases of an early age, physical and mental trauma. The main signs of hyperdynamic syndrome are attention distraction and motor disinhibition. The peak manifestation of hyperdynamic syndrome is 6-7 years.

• Developmental delay (pedagogical neglect, delay mental development, mental retardation):

1. The lag in development with pedagogical neglect is due only to the conditions of life and upbringing of the child. Prolonged lack of information, lack of mental stimulation during sezytive periods can lead to a sharp decrease in the potential for mental development of the child.

2. Mental retardation, characterized by a number of signs,
allowing to delimit it both from pedagogical neglect, and from
mental retardation. Children with mental retardation do not have
violations of individual analyzers and large lesions of brain structures, but are distinguished by the immaturity of complex forms of behavior, purposeful activity against the background of rapid exhaustion, fatigue, impaired performance. These symptoms are based on an organic disease of the central nervous system caused by the pathology of pregnancy and childbirth, congenital diseases of the fetus, suffered at an early age by debilitating infectious diseases.

3. Mental retardation, in contrast to mental retardation, is irreversible, since in this case a persistent violation cognitive activity due to organic damage or underdevelopment of the cerebral cortex.

Thus, primary school age is a stage of significant changes in mental development. Full living by a child of this age period is possible only with the decisive and active role of adults (teachers, parents, educators, psychologists), whose main task is to create optimal conditions for the disclosure and realization of the potential opportunities of younger students, taking into account the individual characteristics of each child.

Causes of school failure of students and ways to correct it

In modern pedagogical theory and practice, the issue of preventing and overcoming student failure at all stages of education remains relevant. However, in order to find the best ways to correct poor progress, we made an attempt to consider the nature of this phenomenon. The practice of the school has long proven that every student who does not have any organic defects can acquire knowledge in the scope of the school curriculum, however, not in all cases it is possible to achieve the required level of assimilation and some students have difficulty mastering the educational material

Failure is always caused by a combination of reasons, one of which is decisive.

A. M. Gelmont, correlating the causes of poor progress with its categories, identified the reasons for three categories of poor progress: 1) the low level of the student’s previous training; adverse circumstances of various kinds (physical defects, poor living conditions; lack of parental care); 2) insufficient student interest in the subject being studied; 3) shortcomings in teaching, inaccurate attendance at classes, inattention in the classroom, irregular homework.

P.P. Borisov considered the following groups of causes of academic failure:general pedagogicalpsychophysiologicalsocio-economicand social causes

Causes of failure Yu. K. Babansky divides intointernal and external causes. He refers to the reasons for the internal plan defects in the health of children, their development, insufficient knowledge, skills and abilities. The reasons of the external order are primarily pedagogical: a) shortcomings of didactic and educational influences; b) organizational and pedagogical nature (organization of the pedagogical process at school, material resources); c) shortcomings of curricula, programs, teaching aids, as well as shortcomings of extracurricular influences, including the family.

Defects in the physical and mental development of children can cause a lag, and this is a problem primary school. The physical condition of healthy children should not be ignored when considering the conditions that give rise to retardation. Illness, weakening of the body, fatigue can cause a lag, cause such signs of it as indifference to the results of educational work, unwillingness to overcome difficulties, distraction at those moments of the lesson when tension of thought is required, direct failure to complete tasks.

When studying the causes of poor progress, much attention is usually paid to defects in the mental development of students - the weakness of mental operations, including operations of creative activity, the underdevelopment of mnemonic processes and imagination, the underdevelopment of speech, oral and written, the inability of schoolchildren to organize their mental activity.

We conducted a survey, the purpose of which was to find out the reasons for the failure of school students.

In the course of the survey, teachers named among the main reasons for poor progress: poor development of thinking (20%); low level of strong-willed education (20%); large gaps in knowledge (23%); low level of learning skills (13%); the negative influence of the family, environment(eight%); poor health (8%); negative attitude towards learning (8%). An interesting fact is that for children with persistent academic failure, the most important reason was the poor development of thinking, for children with short-term academic failure, the leading causes were large gaps in knowledge and a low level of strong-willed education.

Analyzing psychological and pedagogical research and survey data, we came to the conclusion that the main reason for poor progress can be considered the peculiarities of students' learning ability, i.e. such a qualitative characteristic of mental activity with the help of which educational material is assimilated.

As the analysis of psychological and pedagogical literature has shown, there are several different views on learning and, in accordance with this, on its structural components.

An analysis of the literature on the problem of learning has shown that learnability scientists understand it ambiguously: as susceptibility to knowledge (B.G. Ananiev); as a diagnostic characteristic, where productive thinking is taken as a basis (Z.I. Kalmykova, N.A. Menchinskaya and others); as a characteristic, including the features of mental activity and motivation (A.K. Markova, G. Klaus, etc.); as a property of the nervous system (dynamism), i.e., the rate of formation of a temporary connection (V.D. Nebylitsyn); as a potential opportunity to acquire new knowledge in friendly work "with adults" (L.S. Vygotsky, B.V. Zeigarnik, Ivanova, S. Ya. Rubinshtein); as an empirical characteristic, consisting of cognitive activity, personality characteristics of the student and his attitude to the educational material, the team, the teacher (V.V. Davydov, B.G. Meshcheryakov, E.D. Khomskaya, etc.).

stand out learning factors: development of the second signaling system; cognitive activity of the student, his attitude to learning; quality educational process, its individualization and differentiation; the age of the student; the environment in which the student lives; formation of methods of mental activity). (N. F. Talyzina, A. V. Farkov, Bondar).

stands out learning structurewhich includes the following components:physiologicalor properties of the individual's nervous system (working capacity, dynamism); cognitive or features of mental activity (ability for logical, abstract and figurative thinking, flexibility, depth, awareness, stability of mental activity); initiative or focus on independent discovery of new knowledge (independence, susceptibility to help); emotional or emotional attitude to intellectual activity.

Signs of learningare the activity of orientation in new conditions; transfer of known methods of solving problems to new conditions; the speed of formation of new concepts and methods of activity; pace, efficiency (the amount of material on which the problem is solved, the number of steps), working capacity, endurance; receptivity to the help of another person, which can be measured by the amount of metered help needed by the child to complete the task. (D. B. Bogoyavlensky, Z. I. Kalmykova, A. K. Markova, O. M. Morozov, A. V. Farkov, etc.)

The followingtypes of learning:

a) by the breadth of manifestations in the study of various subjects:general and special;

b) according to the features of the structure of learning: narrow and wide;

c) according to the features of the manifestation -theoretical and practical;

d) by the breadth of the use of the knowledge gained in the lesson - reproductive;

e) depending on the predominance of arbitrary or involuntary control over the processes of information processing - explicit and implicit.

Levels of learning developmentare high, advanced, medium, low, very low (Antonova, Z.I. Kalmykova, N.A. Menchinskaya, etc.)

essential personality traits,providing its learning opportunities are the management of cognitive processes (voluntary attention, memory, etc.), the student's speech abilities, the ability to understand and use various types of sign systems (symbolic, graphic, figurative), which provide further opportunities for self-learning.

Based on this, we understand learning as the potential ability of an individual to master knowledge and skills, which is expressed in the speed, ease and depth of assimilation of educational material for the purpose of independent use in a new situation.

Learning below the average level is considered by us as reduced, respectively, children with learning disabilities experience difficulties and lags in learning. The shortcomings of preventive and current psycho-correctional work lead to the fact that students with reduced learning ability move into the category of stubbornly underachievers.

The problem of learning disabilities was posed in the works of M. Yu. Boryakova (1983), A. A. Budarny, T. A. Vlasova (1967), T. V. Egorova (1973), A. Ya. Ivanova (1976), V. A. Permyakova (1988), N. M. Stadnenko (1971), T. A. Strekalova (1983), U. V. Ul’enkova (1990, 1994) and others.

E.K. Ivanova (1979) studied learning disabilities in children during the transition from preschool to school age. According to the author, “children with learning disabilities already at preschool age begin to develop individualism, bias, some aggressiveness, or, conversely, excessive humility and opportunism, which, under adverse conditions, can become the norm of behavior and cause irreparable damage to the formation of their personality” (93) .

A.A. Budarny believes that low learning ability is compensated by high working capacity and, conversely, high learning ability is ineffective in combination with low working capacity.

T. V. Egorova (1973), A. N. Tsymbalyuk (1974) write about the features of cognitive activity characteristic of this category of schoolchildren: children avoid search activity, do not raise questions either for themselves or for adults; they surprise those around them with their lack of concentration, inattention; it is difficult for them to accept and even more so to keep the task, to plan future activities; they have no readiness for volitional efforts; an unsolved problem does not bother them; they do not know how to properly evaluate the result of their work. As a rule, these children's efficiency in the classroom is low, and it falls the faster, the greater the load on the intellect. Mechanical, monotonous work tires them less.

W.V. Ul'enkova proposed a typology of reduced learning ability of six-year-old children, which is based on the principle of dominance of one or another group in the complex of reasons that cause their developmental delay. The author identifies the following options for learning disabilities (229, pp. 39-41):

• reduced learning ability in children is a consequence of general pedagogical neglect, originating in toddlers or younger preschool age;
• the reduced learning ability of children is due to poor somatic health (from an early age), as well as functional disorders of the nervous system due to frequent illnesses, on the one hand, and unfavorable conditions for upbringing and development in the family and educational institution, on the other, that is, the reasons for the reduced learning ability of these children lie in microsocial and micropedagogical conditions of development inadequate to the physical condition of the child;
• reduced learning ability in children is a consequence of mental retardation caused by microorganic brain deficiency caused by harmful factors during fetal development, the birth period or early childhood, most often in the first years; its subvariants may be due to the specifics of the neuropsychic development of children under conditions of various variations in the interaction of unfavorable microsocial and micropelagic factors of varying degrees of their defectiveness, i.e. learning disabilities in children of this group has a complex genesis; in addition, this variant of learning disabilities is much more difficult in terms of compensating for the negative features of the child's mental development.

Pedagogically neglected children, children with mental retardation, mentally retarded children - these are all children with learning disabilities. Each of the states, in turn, can also be variable.

The main indicators of learning for mentally retarded students V.V. Voronkova considers the generalization of mental activity, including the transfer of knowledge and skills to relatively new conditions, awareness, determined by the ratio of verbal-logical and practical components of mental activity, as well as independence in solving tasks. According to learning opportunities, mentally retarded students are divided into four groups.

V. I. Lubovsky (1989) characterized the differences in the learning ability of children with mental retardation, general mental retardation, and mental retardation. In his opinion, if a child has a slight violation of the development of thinking, the state of speech is on the verge of the absence of violations and a weak degree of their severity, learning is also slightly reduced. This characteristic gives grounds to assume that the child being examined most likely has a mental retardation. With significant disorders in the development of mental activity, a mild lag in speech development, a pronounced decrease in learning ability are a combination characteristic of mental retardation. Absence of violations in visual thinking with difficulties in solving verbal and logical problems, significant shortcomings speech development and normal learning are most likely in OHP. (Lubovsky, 1989). The approach to reviewing the survey results described by Lubovsky V.I. can be presented in the form of a table.

	Violations
	thinking			speeches			learnability
	Missing	Light	rough	Missing	Light	rough	Missing	Light	rough
Mental retardation
ZPR
ONR		(X)						(X)

G.P. Antonova in her research came to the conclusion that the relative stability of the "style" of mental work, which is manifested in schoolchildren in the process of solving various educational problems, indicates that they have formed, to a greater or lesser extent, the quality or property of the mind. But this does not mean that children who show learning disabilities are doomed to persistent learning failures. This indicates that they have formed some negative qualities of the mind, which manifest themselves when demands are made for independent mental activity. Therefore, a long-term special work is needed, aimed not only at enriching children with knowledge, skills and abilities, but, above all, at changing the qualities of their mental activity, at changing their approach to the process of acquiring knowledge and applying it to solving new problems.

In order to prevent, overcome poor progress, as well as optimize the educational process, we have developed the conditions for teaching students with learning disabilities:

* internal (internal) conditions(under internal conditions we mean the features of the mental development of a student with reduced learning ability that affect the assimilation of educational material: the development of the second signal system; features of cognitive activity and cognitive activity of students; features of the development of higher mental functions of the student (memory, attention, thinking, perception, imagination ); emotional-volitional and personal characteristics of students; arbitrariness of behavior, the formation of communication skills; the presence of positive motivation to learn a foreign language; a certain level of knowledge and ideas about the world around), tointernal conditions we refer:

• speech development,correction and development of internal and external speech - oral and written, - its components: sound pronunciation, tempo-rhythmic side, lexical and grammatical structure, phonation design, writing and reading is carried out by a speech therapist, psychologist and defectologist together with parents;
• development of motivation and arbitrarinesscarried out by teachers, a psychologist, a defectologist, educators and parents during the entire educational process, since any activity depends on the level of formation of motivational, emotional and volitional spheres (for students with learning disabilities, these categories are the most disturbed);

* external (external) conditions(under external conditions we mean the conditions that affect the organization of the correctional and developmental environment of the entire educational process: the correspondence of the training program to the age-related psychophysiological characteristics of students; the level of the teacher's mastery of pedagogical methods and techniques appropriate to the age of the students; the personal qualities of the teacher and the style of teaching; individual approach to learning (taking into account the psychophysiological and personal characteristics of each student, making demands depending on individual capabilities, advancing individual success, etc.); creating a positive learning atmosphere), toexternal conditions we refer:

• didactic conditions,those. a system of conditions that includes the circumstances of the educational process in the classroom, contributing to the learning of students with learning disabilities: 1) methods, 2) principles (active strengthening of the practical orientation of the material being studied; actualization of the essential features of the phenomena being studied; reliance on the child's life experience, on objective internal connections in the content of the material being studied, both within the lessons and interdisciplinary; observance and determination of the volume of the material being studied, the requirements of necessity and sufficiency; organic inclusion in the curriculum of a correctional and developmental block, which provides for the completion of the experience of cognitive activity, knowledge and skills, students with learning disabilities, the development of scarce school-significant functions, general educational and intellectually promising skills) 3) tricks; 4) use of pedagogical technologies,creating and implementing knowledge, skills and abilities of students; 5)level differentiation on the lessons; 6) teacher trainingto the implementation of pedagogical activities in the class of compensatory education; 7)student socialization- these conditions are created by subject teachers, a methodologist, a defectologist and a psychologist;
• organizational conditions,- this is a set of interrelated prerequisites that ensure the purposeful management of the learning process of students with learning disabilities, the system of which is aimed at planning, organizing, coordinating, regulating and monitoring the educational process, among the organizational conditions we single out: 1)financial and logistical support of the educational process; 2) staffing of the educational process; providing the educational process with modern information technologies and communication means;3) creation of computer networks for various purposes to ensure the receipt of information; 4) development of a system of intra-school administrative documentation that ensures the coordination of the activities of the functional services of the school to ensure the process of teaching a foreign language to students with learning disabilities(the listed activities are carried out by the school management and higher authorities).

We believe that using the proposed conditions in the system, it is possible to prevent or eliminate the failure of schoolchildren who experience persistent learning difficulties due to the peculiarities of their learning ability.

Literature:

1. Babansky Yu.K. On the study of the reasons for the failure of schoolchildren. - "Soviet Pedagogy", 1972, No. 1.
2. Budary A.A. Ways and methods of prevention and overcoming
   failure and repetition. Abstract. Cand. Dis. M., 1965
3. Gelmont A.M. On the causes of failure and ways to overcome it. M, 1954.
4. Murachkovsky N.I. Types of student failure. "Soviet
   Pedagogy”, 1965, No. 7.
5. V.S. Tsetlin, School failure and its prevention., M., "Pedagogy", 1977.

TABLES for the TOPIC

CAUSES OF SCHOOL FAIL IN JUNIOR SCHOOLCHILDREN AND WAYS OF ITS CORRECTION

Underachievement is a lower level of mastering the content of education by students compared to the one provided for by the curriculum. The failure of schoolchildren is naturally associated with their individual characteristics and with the conditions in which their development takes place. Poor progress is not identical with poor grades.

ELEMENTS OF LACK OF PROGRESS - shortcomings of the educational activity of the student:

does not own the minimum necessary operations of creative activity, combining and using existing knowledge, skills and abilities in a new situation);

does not seek to acquire new knowledge of a theoretical nature;

avoids the difficulties of creative activity, is passive when confronted with them; does not seek to evaluate their achievements;

does not seek to expand their knowledge, improve their skills and abilities; did not master the concepts in the system.

TYPES OF FAULTY STUDENTS:

According to L. S. Slavina: students who do not have effective motives for learning, children with learning disabilities children with improperly formed skills of educational work and who do not know how to work.

According to N.I. Murachkovsky: (characteristic by signs - features of mental activity, personality orientation, its attitude to learning): 1. The low quality of mental activity is combined with a positive attitude towards learning(“wants, but cannot”). 2. The high quality of mental activity is combined with a negative attitude towards learning("can, but does not want to"). 3. The low quality of mental activity is combined with a negative attitude towards learning("won't and can't").

REASONS FOR FAILURE:

According to A. M. Gelmont: low level of previous training of the student; adverse circumstances of various kinds (physical defects, poor living conditions; lack of parental care); insufficient student interest in the subject being studied; shortcomings in teaching, inaccurate attendance at classes, inattention in the classroom, irregular homework.

According to P.P. Borisov: general pedagogicalthe reasons are generated by the shortcomings of the teaching and educational work of teachers (didactic - violation of the principles and rules of didactics, educational - underestimation of out-of-class and out-of-school work with children); psychophysiologicalthe reasons are due to violations of the normal physical, physiological and intellectual development of children; socio-economicand social causes

According to Yu. K. Babansky internal: defects in the health of children, their development, insufficient knowledge, skills and abilities; external: a) shortcomings of didactic and educational influences; b) shortcomings of an organizational and pedagogical nature (organization of the pedagogical process at school, material resources); c) shortcomings of curricula, programs, teaching aids, as well as shortcomings of extracurricular influences, including the family.

correction

warning

attracting successfully studying classmates to classes with lagging behind

ELIMINATION OF LACK OF PROGRESSindividual consultations

extra group lessons

	Lesson
FORMS	Additional lessons
	Correctional and developmental classes
ORGANIZATION	Individual sessions
WORKS	Group lessons
	Psychocorrective work with students
DIRECTIONS	Change in the social situation of development
	Work on the optimization of the educational process

Features of working with aggressive children

In works devoted to the problems of raising "difficult" children and adolescents, one of the first places is occupied by the problem of aggressiveness. Many authors note that aggressiveness makes it difficult for children to adapt to the conditions of life in society and plays a significant role in the deviant behavior of minors. Problem aggressive behavior children is very relevant today. Teachers, social educators, psychologists note that there are more and more aggressive children every year, it is difficult to work with them, and often teachers simply do not know how to cope with their behavior. Of the pedagogical influences, punishment or reprimand is most often used, after which the children become more restrained for a while, and their behavior begins to meet the requirements of adults. But such influences rather strengthen the characteristics of aggressive children and in no way contribute to their re-education or a stable change in behavior for the better.

Domestic psychologists (Rean A.A., 1996, Furmanov I.V., 1996) understand aggression as purposeful, destructive behavior that is contrary to the norms and rules of the existence of people in society, causing physical harm to the objects of attack (animate and inanimate), as well as moral damage to living beings (negative experiences, a state of tension, depression, fear, etc.).

Aggressive behavior is inherent in all people, it is necessary condition vital activity. If we talk about children, then in some age periods - early and adolescence - aggressive actions are considered to a certain extent necessary for the development of independence, autonomy of the child.

The aggressiveness necessary to ensure the development of the child is usually called normative. Abnormal aggressiveness as a personality trait, i.e. the child's tendency to frequent manifestation of aggressive behavior is formed under the influence of various reasons. Depending on the causes, the forms of its manifestation differ. Khukhlaeva O.V. (2001) distinguishes protective, destructive and demonstrative aggressiveness.

Defensive aggressivenessarises as a result of a developmental disorder in infancy, which is fixed by the current family situation. The main function of aggression in this case is protection from the outside world, which seems unsafe to the child.behavioral signsdefensive aggressiveness is manifested in the fact that the child often conflicts, fights, speaks loudly, may show an aggravated tendency to leadership (because of this conflicts), intolerance to bodily touches.

Destructive aggressivenessalso occurs in early childhood, in the event that the child does not have the possibility of independent choice, he does not have his own judgments, assessments. At an early age, aggressive actions for a child are not just a normal, but also a particularly important form of activity, a prerequisite for his subsequent successful socialization. Aggressive actions of a child are a message about their needs, a statement about themselves, establishing their place in the world. However, the difficulty lies in the fact that the first aggressive actions are directed at the mother and loved ones, who often, out of the best of intentions, do not allow their manifestation. In this case, the unexpressed emotion, as W. Ocklander (1997) writes, remains inside the child, interfering with healthy growth. However, children with an active style of behavior find indirect ways of showing aggression in order to still show their strength and individuality. The main function of aggression in this case is the desire to express one's desires and needs, to get out of the care of the social environment. It manifests itself in the form of destructive actions. typicalbehavioral signsdestructive aggressiveness are: mocking others, aggressive actions against people of little importance to them (weak peers or teachers of additional subjects), theft, sudden outbursts of rage against the background of general good behavior, playing the role of a class jester, long unrestrained laughter.

Demonstrative aggressivenessarises in order to attract attention; By his behavior, the child does not harm anyone, but seeks to focus attention on himself. As R. Dreykurs notes, the child behaves in such a way that adults (teachers, psychologists, parents) get the impression that he wants absolutely all attention to be focused on him. If adults are distracted from it, this is followed by various stormy moments (shouting out, questions, violations of the rules of behavior, "antics", etc.). Life formula: “I will feel good only if they notice me. If they notice me, then I exist.behavioral signsdemonstrative aggressiveness are manifested in the following: such children seek to attract attention in all possible ways, often disapproved (for example, they raise their hand in class, even if they do not know the answer to the question); show predominantly verbal aggression; shout out questions; violate the rules of conduct, "grimacing"; often come into conflict with peers; demonstrate behavior inappropriate to the situation.

Thus, the aggressive behavior of children is a kind of SOS signal, a cry for help, for attention to their inner world, in which too many destructive emotions have accumulated that the child cannot cope with on his own.

Among the reasons for the occurrence of aggressive behavior in children, many scientists identify family problems, in particular:

• negative relationships in the child's family;
• style of family education: unstable style of education and contradictory requirements for the child; indifference to the emotional world of children and their interests; harshness of punishments; complete absence of prohibitions and requirements; the use of punishment as a way of detente; parents' inability to control their own feelings.

Smirnova T.P. (2004) highlights the following features of families of aggressive children:

1. In the families of aggressive children, emotional attachments between parents and children are destroyed, especially between fathers and sons. Parents experience rather hostile feelings towards each other; do not share the values ​​and interests of each other.
2. Parents often display patterns of aggressive behavior themselves, and also encourage aggressive tendencies in their children's behavior.
3. In parents of aggressive children, the models of upbringing and their own behavior often contradict each other, and mutually exclusive demands are made on the child (as a rule, a tough father and a conniving mother). As a result, the child develops a model of defiant, oppositional behavior, which is transferred to the outside world.
4. The main educational means that parents of aggressive children always resort to are: physical punishment, threats, deprivation of privileges, imposition of restrictions and lack of rewards, frequent isolation of children, deliberate deprivation of children of love and care in case of misconduct, and the parents themselves never experience feelings guilt when using one or another method of punishment.
5. Parents of aggressive children do not try to understand the reasons for the destructive behavior of their children, remaining indifferent to their emotional world.

The main directions of corrective work

with aggressive children.

Based on practical experience of working with aggressive children, and analyzing the characterological features of these children, as well as their families, Smirnova T.P. identifies 6 key areas within which it is necessary to build corrective work (see Diagram 1). Correction of aggressive behavior should be complex, systemic; combine elements of techniques and exercises from different areas of correctional work. Correction

aggressive

children's behavior

Counseling parents and teachers aimed at removing the provoking factors of aggressive behavior in children.

Teaching your child techniques and ways to manage their own anger. Development of control overdestructive emotions.

Teaching a child constructive behavioral responses in a problem situation.

Teaching your child acceptable ways to express their anger that are safe for themselves and othersas well as methods of responding to a negative situation in general.

Developing positive self-esteem

Developing the ability to recognize one's own emotions andother people's feelings; development of empathy.

Reducing the level of personal anxiety

Counseling parents (teachers), aimed at removing the provoking factors of aggressive behavior in children.

Scheme 1. Directions of corrective work with aggressive children.

Let us consider in more detail the main areas of work with aggressive children, which are presented in Scheme 1.

As noted by Smirnova T.P. (2004) it is important that work with an aggressive child begins with the anger response stage in order to release true hidden feelings (resentment, disappointment, pain). After that, you can move on to work aimed at making the child aware of his own emotional world, as well as the feelings of other people. In families of aggressive children, as a rule, the inner world of the child is ignored, indifference to his feelings is manifested. Thus, children develop insensitivity to the emotional state of other people. Also, aggressive children have a lack of ability to be aware of their own emotions (with the exception of anger) and a lack of guilt if they involuntarily or intentionally caused pain (physical or moral) to another person (or animal). Therefore, the development of empathy, as well as the ability to be aware of one's own feelings, is an essential component of corrective work with aggressive children.

The next important area of ​​work is teaching the child techniques and ways to manage their own anger, developing the ability to control their own destructive emotions. In addition, an important aspect in working with aggressive children isteaching them constructive behavioral reactions in a problem situation. Aggressive children, due to their characterological features, have a rather limited set of behavioral reactions to a problem situation. As a rule, in a problem situation, they adhere to power models behaviors that, from their point of view, are defensive in nature. Therefore, the task of this area of ​​work is to teach the child to see different ways of behaving in a problem situation, and also to help him form the skills of constructive behavior, thereby expanding the range of his behavioral reactions in a problem situation and minimizing (ideally, removing) destructive elements in behavior.

An integral part of working with aggressive children is the formation of their positive self-esteem. The presence of inadequate self-esteem is associated with certain violations of the “I-image”. Most often, aggressive children have low self-esteem: “I am bad.” It is a reflection of the assessment of adults who are significant to them (parents, teachers). Therefore, aggressive children need a reconstruction of a positive “I-image”, a positive self-perception and self-awareness, which, in turn, reduces their level of aggressiveness.

Another direction of corrective work with aggressive children is to reduce the level of personal anxiety. Such children, as a rule, are hypersensitive to negative attitudes towards themselves, perceive a large number of situations as threatening. And although the correction of anxiety is the field of activity of a psychologist, a teacher in group work with children can use all kinds of relaxation exercises to relieve tension: deep breathing, visual images, muscle relaxation, free movement to music, and role-playing games.

It is important to work with parents of aggressive children.. Many of them, faced with a situation of child aggression, do not know where to start solving this problem. The teacher, as part of pedagogical support, can offer parents specificrecommendations for the elimination of factors provoking aggressive behavior in children. So, when a child showsdefensive aggressionneeded completely andeliminate physical punishment, which serve as a role model; With stop viewing various kinds"horror" or related computer games, with the characters of which the child can identify himself; carry out daily bodily communication with the child (for example, stroking the child’s body before going to bed).destructive aggressiveness (the main problem overprotection or overcontrol) it is necessary to provide the child with at least partial independence, to form the ability to manage it (it is important that the child can make independent decisions in accordance with his age, has certain responsibilities). Parents of children withdemonstrative aggressivenessusually emotionally cold, constantly busy with work. They are the hardest to reach. In the process of counseling, they are usually polite, say that they love their child very much and do everything for him. And it really could be. They love the child, but they do not know how to show their love, or there are no objective opportunities for this due to their constant employment. Here, a necessary condition for solving the problem is to satisfy the child's need for attention, recognition of their own importance. If there is not enough time for raising their children, parents need, first of all, to determine their priorities: where are their children, career, etc.

In conclusion, I would like to note that, despite the fact that such correctional work is carried out by specialists with a psychological education, the teacher needs to know its main directions. This, firstly, will allow them to effectively build a strategy of their own behavior when interacting with aggressive children, and, secondly, to provide support to the families of aggressive children (to help parents realize what causes certain difficulties and what specifically needs to be corrected) .

Literature

1. Gippenreiter, Yu.B. Communicate with the child. How? – M.: CheRo, 1988.
2. Krivtsova, S.V. Training: teacher and discipline problems. – M.: Genesis, 1997.
3. Oaklander, V. Windows on the child's world. - M .: Independent firm "Class", 1997.
4. Rean, A.A. Aggression and aggressiveness of the individual. - St. Petersburg, 1996.
5. Smirnova T.P. Psychological correction of aggressive behavior in children. - Rostov n / a: "Fenks", 2004.
6. Furmanov, I.V. Childish aggression. – Minsk, 1996.
7. Khukhlaeva, O.V. The path to my "I". - M., 2001.

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

Child being bullied by classmates

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

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

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

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

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

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

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

What to do if your child is bullied by classmates

1. They suspected something was wrong - the main thing is not to interfere "directly".
   If you, in the heat of the moment, fly into the classroom in order to deal with the offenders of your son or daughter once and for all, the situation will only worsen.
   After all, you can’t always be with him, and as soon as you leave, they will tease him with a vengeance, now also because he is a “sissy” and “sneak”.
2. Of course, we all love to give each other advice, but our "cleverness" will not make it easier for a child. Adult advice is still completely ineffective for the simple reason that a 10-year-old person does not yet have our 30-year-old confidence and strength, as well as our ability, honed over the years, to fence off problems with a monolithic wall or ignore offenders with icy silence.
   If he could do this, he would not have 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, saying modern language- introvert;
• when the child was forced to change the school team and move to another class or school.

If a lively and sociable person comes to the new team new student, it is often easy for him to find new friends. He just starts talking at once and with everyone. On the various themes. Constantly. It works!

And if the newcomer stands and huddles quietly in a corner or shyly passes by 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!