Ways to create a situation of success in the lesson. Psychological and pedagogical methods of creating a situation of success

Ainura Akmatova

Being a kindergarten teacher is as multifaceted and difficult as any art. Depending on the circumstances, we have to perform in different cast: a teacher who teaches everything, and a playmate, and a close person who will understand everything and help in difficult times. Life among children obliges us to understand their needs, to establish contacts with their parents, to treat everything that surrounds thoughtfully, to endure the hardships of a restless educational life.

In my practice, for the first time, one of the problems arose - the rejection of an individual child in a team. I'll try to describe the situation from the very beginning... Having started work in October 2014, after another vacation, I immediately saw a new girl, it was impossible not to notice her. She stood on the sidelines, looking around at the playing children, while still crying. It was quite difficult to communicate with the child - the language barrier and rejection of the norms and rules of relationships with adults and peers that had already taken place between children of this group. The children at play did not react at all to her crying appearance, when I began to urge to take the children with me to the game, the answer was one - she did not understand us and did not speak Russian. Yes, I did not expect such a turn, but by the evening of the same day, I was even more surprised when my mother came, who did not speak Russian at all, even at the spoken level. All that was left was to wait and see dad. The meeting exceeded all my expectations. Now everything remained in my hands, of course, not without the help of my dad. The first thing I had to do was a painless parting with my parents in the morning, create all the necessary conditions for a joyful stay of a child in kindergarten. Day after day, Nina (with her permission and the permission of her parents, we call her that - her native name is Nilufar, she began to get used to the children and our educators. There were certainly difficulties, it is one thing to adapt a three-year-old toddler, another thing is already an older preschooler, never Now, after a whole year, when I turn back, I remember that she refused to eat, did not want to sleep (during sleep they played and talked with her as it turned out, changing clothes in the pool, etc.) Time passed and gradually the regime moments, morning tears faded into the background. I began to take part in all activities, little by little, thanks to communication with children, I began to speak Russian, with our help, to enter into dialogues with children. what other children are doing.

Already on New Year's Eve, Nina was more or less adapted to environment their peers, but "A fish in the ocean" how other children behave, in general, as it should, I have not seen her. She tried more to retire, during joint activities she found herself in second positions, although I want to note - the ability to entertain herself. for instance: she takes a book - she reads to herself, draws a lot and arranges exhibitions for dolls from her drawings, and in helping and putting things in order in the group, watering the plants, Nina is a master of her craft.

My task in raising children is not only in the presentation of knowledge, but above all in creating in a situation of success for every child... Each child is individual by nature and as a future member of society, needs support and successful realization of their capabilities and abilities. Trying to find an answer to the questions of how to help a child not feel superfluous in a team, is it possible to teach him to fully communicate with peers, in my work I use different techniques, methods and means of well-known teachers, aimed at preventing the emergence of feelings of rejection in children. Working with Nina, I immediately remembered my own feelings of being in kindergarten. I didn't have a language barrier, but being a very modest and very shy child, I remained in the shadows. I really wanted to read poetry and they gave them to me, while reading, for some reason I was sure to cry, I could not cope with my emotions. In some games, I tried to give in to a stronger and more courageous player for fear that I might fail. Such the situation could not, my beloved teacher Lyubov Ivanovna cannot be seen or noticed. She tried in every possible way to help me overcome my shyness, endless conversations with me and my parents, at that time my mother was in charge of this preschool educational institution. Thanks to their efforts, I have grown to be a fairly confident person. I remember how my teacher systematically played competitive outdoor games with us. Now that I am an educator myself, I clearly understand the value of these games. Outdoor games are easy to organize, always interesting for children and are effective not only for physical development, but also for social and intellectual development. Strong-willed quality: endurance, courage, ability to overcome difficulties, experience defeat and victory. All this gives the child a reason to compare his actions with the actions of his peers, as a result of which conditions are created, contributing to the formation of the initial forms of self-esteem and self-control of the child, which is of great importance for learning activities(future and present, and for a full life in a team.

In outdoor games, peers enter into complex relationships in which moments of mutual support and competition are intertwined. In the game, on the one hand, the child wants "Be like everyone else", and on the other - "Better than everything"... Pursuit "Be like everyone else" to a certain extent stimulates the development of the child and pulls him up to the general average level. Need for recognition "To be better than everyone else" manifests itself in the child's desire to win. If successes pupils in the game are more common than failures, there is personal satisfaction with oneself, pride in oneself and there is a need to achieve success in the situation competition with other children in more complex games and other activities in general. Adhering to the statements of many educators - « Success inspires a child, contributes to the development of his initiative, self-confidence, subsequently ensures the formation of the character of a fighter who believes in his own strength " and resorting to purposeful creating a situation of success: I start my work in this direction with simple games where every child can win, and then I support the aspiration "To be the best", as, it will allow the child to gain self-confidence and become more active in activities and in communication.

for instance: "Playing with chairs" (as one of the options) This is a common child's play where chairs are placed in a circle and there are one more players than chairs. The players move in one direction around the chairs to the music, and when the music stops, they sit on the nearest chair. Those who lack a chair are eliminated from the game, taking one chair away. The game continues until, of the remaining two players, the most agile one takes the last chair.

This game can be played both in a group and on a walk. The weather in Siberia does not particularly favor us with warmth, and children always want to frolic, then such games come to the rescue (I really loved to play this game in kindergarten myself)... Children try to strive to win, to be a winner, and when faced with difficulties and failures, they will experience negative emotions of disappointment and fear, in such situations I have several conversations with them on the topic "Today is the defeated, tomorrow is the winner"... In the course of the conversation, I bring the children to the conclusion "You can't win without risking losing!"... I tell the children about some athletes and famous people who did not immediately become famous, but first experienced the bitterness of disappointment.

It was in such games that Nina gained confidence and asserted herself in her own eyes and the eyes of her peers, overcame shyness and embarrassment. Everything went as if "Butter", a favorite in playing with children, a good dance partner, an activist on festive events, turned out to be the most resilient and the best among boys and girls in physical culture standards.

Each of us, if he chose the path of a preschooler teacher, must and must find and support the source of the inner strength of each child, giving rise to energy to overcome difficulties, the desire to learn about the world around him. It is we and no one else who should create such conditions in which the child would feel self-confidence and feel inner satisfaction, and this is nothing more than creating a situation of success.

We must always remember that the first victory of the child gives rise to the second - "Wings of Victory" carrying it to the realization of oneself, the acquisition of one's own significance!

Sections: elementary School

Creating a situation of success in the educational activities of primary schoolchildren

Learning is a light that gives a person confidence in his actions and deeds. Educational institutions of various types help to acquire this confidence, one of which is the school. However, we often hear phrases from students expressing negative attitudes at school. Baby walking in educational institution, hopes to gain recognition and expects to earn love and respect from teachers and classmates. The collapse of this bright optimism is the most serious problem of learning. A child comes to school filled with a desire to learn. So why does he lose interest in learning? Is the school and its teaching methods to blame for this? What role does the teacher play in this? Can a teacher form students' interest in the learning process and with what help? At present, the answers to these questions are quite relevant for representatives of the pedagogical community.

To these and many other questions, not only our contemporaries were looking for answers, but also teachers of past years. K.D. Ushinsky. In his pedagogical essay "Labor in its mental and educational meaning" K.D. Ushinsky came to the conclusion that only success sustains the student's interest in learning. A child who has never known the joy of labor in learning, who has not experienced pride in the fact that difficulties have been overcome, loses the desire to be interested in learning. (4,142)

V.A. Sukhomlinsky argued that the methods used in educational activities should arouse the child's interest in learning about the world around them, and educational institution become a school of joy. The joy of knowledge, the joy of creativity, the joy of communication. This determines the main meaning of the teacher's activity: to create a situation of success for each student. (3, 23)

A.S. pays great attention to creating situations of success. Belkin, Doctor of Pedagogical Sciences. He is firmly convinced that if a child is deprived of faith in himself, it is difficult to hope for his “bright future”. One careless word, one ill-considered step of the teacher can break the child so that later no educational tricks will help. (2.83)

Thus, the student is then drawn to knowledge when he experiences the need for learning, when he is driven by healthy motives and interest, supported by success.

Success in learning is the only source of the child's inner strength, giving rise to energy to overcome difficulties, the desire to learn.

Success is an ambiguous, complex concept and has a different interpretation. From a psychological point of view, success, according to A. Belkin, is the experience of a state of joy, satisfaction because the result that a person was striving for in his activities either coincided with his expectations, hopes, or surpassed them. On the basis of this state, new, stronger motives of activity are formed, the levels of self-esteem and self-esteem change. (2.28)

From a pedagogical point of view, a situation of success is such a purposeful, organized combination of conditions under which it becomes possible to achieve significant results in the activities of both an individual and the team as a whole. (1.30)

The main meaning of the teacher's activity is to create a situation of success for each pupil. It is important here to separate the concepts of “success” and “situation of success”. A situation is a combination of conditions that ensure success, and success itself is the result of a similar situation. The situation is what the teacher is able to organize: the experience of joy, success is something more subjective, hidden to a large extent from the outside view. The task of the teacher is to give each of his pupils the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves. (2.30)

The student's experience of the situation of success:

increases motivation for learning and develops cognitive interests, allows the student to feel satisfaction from learning activities;
stimulates high labor productivity;
corrects personality traits such as anxiety, insecurity, self-esteem;
develops initiative, creativity, activity;
maintains a favorable psychological climate in the classroom

Technological operations for creating a situation of success

Without a feeling of success, the child loses interest in school and educational activities, but achieving success in his educational activities is hampered by a number of circumstances, among which are lack of knowledge and skills, psychological and physiological characteristics of development, weak self-regulation, and others. Therefore, it is pedagogically justified to create a situation of success for the student - the subjective experience of satisfaction from the process and the result of independently performed activities. Technologically, this assistance is provided by a number of operations, which are carried out in a psychological atmosphere of joy and approval, created by verbal (speech) and non-verbal (mimic-plastic) means. Encouraging words and soft intonations, melodic speech and correct address, as well as an open posture and benevolent facial expressions, combine to create a favorable psychological background that helps the child to cope with the task assigned to them.

Technological operations for creating situations of success:

Removing fear - helps to overcome self-doubt, shyness, fear of the cause and the assessment of others. “We all try and search, this is the only way something can work out.” "People learn from their mistakes and find other solutions." "The test is pretty easy, we went through this material."
Advancement of a successful result - helps the teacher express his firm conviction that his student will definitely cope with the task at hand. This, in turn, instills in the child confidence in their strengths and capabilities. "You will definitely succeed." "I have no doubts about the successful outcome."
Covert instruction of the child in the ways and forms of performing the activity - helps the child to avoid defeat, is achieved by a hint, a wish. “Perhaps the best place to start is… ..”. “When doing work, do not forget about… ..”.
Introducing a motive - shows the child for what, for whom this activity is being performed, who will feel good after completion. "Without your help, your comrades cannot cope ..."
Personal exclusivity - denotes the importance of the child's efforts in the upcoming or ongoing activity. “Only you could….”. "Only you I can trust ...". “I cannot make this request to anyone but you…”
Mobilization of activity or pedagogical suggestion - encourages the implementation of specific actions. “We can't wait to get started…”. "I really want to see as soon as possible ..."
High appreciation of a detail - helps to emotionally experience the success not of the result as a whole, but of some of its separate details. "You especially succeeded in that explanation." “Most of all I liked in your work…”. “ This part of your job deserves the highest praise. ”

The system of methods for creating a situation of success in the classroom (from work experience)

The teacher's activity is teaching, based on a system of methods.

Let us characterize the methods by which the teacher can create conditions for the students to experience the situation of success.

Differentiated learning methods

The need for a differentiated approach to students arises from the fact that students differ in their inclinations, level of training, perception of the environment, character traits. The task of the teacher is to enable students to show their individuality, creativity, relieve fear and instill confidence in their strengths. Differentiated learning allows each student to work at their own pace, makes it possible to cope with the task, helps to increase interest in learning activities, and forms positive motives for learning.

Differentiation (from the Latin differentia - difference) means dismemberment, division, stratification of the whole into parts, forms, steps. Differentiated learning is based on the creation of multi-level groups of students with a specific purpose. For each group, the teacher selects the content of training that corresponds to the level of training and the needs of the children. The creation of such groups can be at the stage of studying new material, consolidating and applying the acquired knowledge, control and testing of knowledge can be of different levels.

When learning new material, you can create groups in the classroom, conventionally dividing them into “strong”, “average” and “weak” students. The teacher explains new material for the entire class, then provides an opportunity for a group of strong students to show their creativity in the course of completing an independent assignment to apply the material studied. The nature of creative tasks can be different:

to establish interdisciplinary connections;
orienting students to search for a variety of solutions;
comparison and comparison;
research nature;
to broaden the horizons.

The second and third groups continue to work under the guidance of the teacher, after which the average students also receive an assignment with elements of creativity. The teacher has the opportunity to work with a group of weak students and carries out reinforced consolidation of the material on the basis of returning to what has been learned, using a large number of examples and exercises. Also, children are offered samples of assignments, support schemes and action algorithms. Each student in such a situation to work to the best of his ability, does not lose interest in the subject, experiences success from the activities carried out.

Implementation of multilevel control - the creation of groups of students, each of which performs testing work corresponding to the level of training of its members. Mandatory for completion is that part of the tasks, which is based on the program requirements for the level of ZUN of students. Tasks completed in excess of the mandatory minimum are assessed by the teacher separately.

Another type of learning differentiation is providing students with the right to choose the content, methods and forms of training. For a choice, you can offer exercises of the same content, but of a different form, of a different volume, of a different complexity, that is, tasks that require different types of mental activity. The teacher announces to all the children about the varying degrees of difficulty of the exercises and invites each student to choose the exercise that he likes, the one with which he will cope the best way... Of course, a student must be specially prepared for such a choice. Firstly, he should already have some skills to work independently, while the teacher's attitude is given: first, we work together, so that later you can work on your own (only what you do on your own will matter). Secondly, constant educational work is needed, as a result of which the student is affirmed in the idea that only he can achieve success in learning, in life, who works energetically, actively, at the limit of his capabilities.

If tasks for choice are offered systematically, then children develop the ability not to get lost in a situation of choice, consciously choose work according to their strength, the ability to objectively assess their capabilities. At the same time, the class maintains a friendly atmosphere with elements of competition and mutual assistance. Dividing the class into groups helps to organize a mutual review of completed assignments.

In our opinion, giving the students the right to choose to provide them with their knowledge for the teacher's assessment or not is valuable enough for the development of adequate self-esteem in students and the creation of a situation of success. In order to correct such an emotional state of students as anxiety about the mark, we use the technique of dividing the chalkboard into 2 fields: place for doubt and place for evaluation. The student independently chooses the field when he goes to answer to the board, thereby he reserves the right to present for the assessment only the material that he considers well assimilated. Having selected the field “place for doubt”, the student has the right to calmly present the educational material to the teacher, while the teacher does not evaluate the answer with a mark. Many skeptics may question the adequacy of this method, deciding that learners will always choose the right not to be judged by the teacher, avoiding unwanted grades. Neither practice shows that junior schoolchildren most often choose the “place for assessment” field for their answer. The positive support of the teacher and the encouragement of students contribute to the formation of self-confidence in children, and to increase self-esteem.

In our opinion, the creation of a situation of success is facilitated by the use of collective forms of education by the teacher in the educational process ... In this case, the principle “One head is good, but two is better” or “What one cannot do, is easy for a team”. Some of the students, unfortunately, often feel insecure in their own abilities, working independently. Performing work in a pair of permanent or replacement staff, in a group, children get the opportunity to cope with the task successfully. In addition, the introduction of collective forms of learning into the lesson allows the teacher to revitalize the lesson, the teacher provides the opportunity to realize the communicative needs of students. The forms of collective educational work of students used by us in our teaching activities: work in pairs of permanent and shift composition, work in microgroups (threes, fours), work in groups (5-7 people), collective work (the class is divided into 2-3 groups or the work is common for the whole class).<Рисунок 1>

Picture 1

Of particular interest is the work in pairs of a shift composition, when children of one option move in a row: students from the first desk to the last one, the rest always move to their place forward, and in the second option they remain in their place. So, each time the composition of the pairs changes.<Рисунок 2>

Picture 2

Let's take as an example a fragment of the lesson of the surrounding world:

The topic of the lesson is "Ways of adapting animals to the environment"

1 var. - lays out cards with the names of animals and hides them

The teacher reads a description of the way the animal adapts

Var. 2 - guesses the name of the animal, takes the card if the name of the animal is named correctly.

At the signal of the teacher, children sitting on option 2 move along the row.

This bird lives in coniferous forests, has a characteristic cruciform beak, which allows it to easily get nuts from cones	Crossbill
This animal has long strong legs, which allows it to quickly escape from a predator, as well as horns that help it cope with the enemy.	Deer
This animal is a large forest cat. Quiet steps, good hearing, sharp teeth, the ability to see in the dark allow this animal to catch prey, pounced on it from a tree.	Lynx
White fur against the background of snow helps this animal hide from the enemy in winter.	Hare
Sharp teeth and a tail wide, like an oar, allow this animal to swim in the water and build a dwelling for itself - huts.	Beaver
His body is covered with needles, which saves him from enemies	Hedgehog

A combination of reproductive, problem-seeking and creatively reproductive teaching methods .

The construction of a lesson in a traditional school is based on the teacher's reproductive message of new material, designed to be memorized by his students. As a result, the student who has developed abilities to memorize, preserve and reproduce information feels successful in educational activities. In addition to functioning memory without deviations, the student must be capable of voluntary memorization. The arbitrariness of cognitive processes is formed in a child only by the end of primary school age. For this reason, half of the students listening to the teacher's explanation in the classroom are not able to absorb the information they heard and fail to apply knowledge in practice. The most effective way to create a situation of success in the classroom is the teacher's combination of reproductive, problem-seeking and creatively reproductive teaching methods. Problem situations can be created at all stages of the learning process. The teacher creates a problematic situation, directs students to solve it, organizes the search for a solution based on knowledge, hypotheses are put forward, cause-and-effect relationships are established. Resolving a problematic situation in class increases the strength and effectiveness of the acquired knowledge, allows students to feel their involvement in what is happening in the lesson. As an example, here is a fragment of the lesson about the surrounding world:

Lesson topic: "Sense organs"

U. - Close your eyes and imagine the following picture: A man stands on the seashore. Before him is the endless sea and the golden sun. He listens to the sound of the waves, breathes in the unique scent of the sea. The wind throws salt spray in his face. A person feels the pleasant warm, slightly humid air of the coast.

How many of you could imagine yourself on the seashore? What surrounds the person in my story? D. - ...

David: With what help organs does a person perceive the world?

A diagram is drawn up:

Using the project method in teaching schoolchildren

Project method - pedagogical technology, focused not on the integration of factual knowledge, but on their application and acquisition of new ones, this is an independent creative work of students under the guidance of a teacher. Projects can be carried out by children both individually and in groups. For example, in technology lessons, junior schoolchildren can work on the following projects: “City of my future”, “Street of my dreams”, “Visiting a fairy tale”, etc.<Рисунок 3>

Figure 3

The value of the project method in the technology of creating a situation of success in the lesson:

the development of an active position of the student in educational activities, his independence, initiative;
education of the ability to work in a team, the development of communication skills;
increasing students' self-confidence, motivation for learning;
building the educational process based on the interests of children.

Diagnostics of the emotional state of students during the educational process .

It is very important for the teacher to know what emotional background prevails in the classroom during the school day and how successfully the students evaluate their educational achievements. This is facilitated by reflection, to which the teacher brings students, summing up the results of the lesson, the use of self-esteem and mutual evaluation of each other by children during the lesson.

Another interesting technique is working with the “mood tree”, which is used as a kind of diagnostic tool to determine the mood and emotional background of students during the school day.<Рисунок 4>

Figure 4

A tree trunk is depicted on a large sheet of paper, cuts are made for the leaves. We use the following color of the leaves - red, yellow, green, purple. At the request of the teacher, you can expand the color spectrum and include black, gray leaves. Coming to class, children independently select a sheet and insert it into the slot in the tree. By analyzing the color scheme, the teacher can draw a conclusion about the emotional state of individual students and the entire class as a whole. Interpretation of color: red means aggressiveness, spontaneous activity, critical attitude towards oneself; violet - depressed state, unwillingness to communicate, withdrawal into oneself, dissatisfaction with oneself and one's achievements; yellow - sunny mood, the need for activity, self-affirmation, satisfaction with their successes; green - calm, even mood.

Emphasizing the success of each student, tracking his progress in educational activities.

Strengthening the student's self-confidence is facilitated by any confirmation by the teacher or a team of classmates of the successful outcome of the child's activities, recognition of his success. For this purpose, from the first grade, each child starts up a folder, the name of which each student chooses individually “My successes”, “My achievements”, “My creativity”. The folder contains all the work of the student, highlighted by them as successful and worthy of recognition of others. The individual portfolio consists of several sections, which are led by students, parents and teachers. These sections include: "portfolio of documents", "portfolio of works" and "portfolio of reviews". Such a portfolio allows you to get an idea of the student's personality, to follow the growth of knowledge and skills, to rejoice at his successes and failures. Working with folders continues throughout elementary school. How much effort and effort each student puts into his work, because everyone wants his folder to be the most complete. The portfolio helps the student to assess their capabilities and further realize them.<Рисунок 5>

Figure 5

In conclusion, I would like to note that a child comes to school filled with a desire to learn. If a child loses interest in learning, not only the family is to blame, but also the school and its teaching methods.

Success is the source of the child's inner strength, giving birth to energy to overcome difficulties, the desire to learn. The child experiences self-confidence and inner satisfaction. Based on all this, we can conclude: academic success is tomorrow's success in life!

Bibliography

Yu.P. Azarov A joy to teach and learn. M .: "Politizdat", 1989.
Belkin A.S. Success situation. How to create it? M .: "Education", 1991.
V.A. Sukhomlinsky I give my heart to the children. - K .: I'm glad. shk., 1988.
K.D. Ushinsky Selected pedagogical essays. M .: "Pedagogy", 1974.

Creating a situation of success in the classroom as a prerequisite for the student learning process

Part 1.

The content of the concepts "success", "situation of success"

Learning is a light that gives a person confidence in his actions and deeds. Educational institutions of various types help to acquire this confidence, one of which is the school. However, we often hear phrases from students expressing negative attitudes at school. A child, going to an educational institution, hopes to gain recognition and expects to earn love and respect from teachers and classmates. The collapse of this bright optimism is the most serious problem of learning. A child comes to school filled with a desire to learn. So why does he lose interest in learning? Is the school and its teaching methods to blame for this? What role does the teacher play in this? Can the teacher create interest among students in the learning process and with what help? At present, the answers to these questions are quite relevant for representatives of the pedagogical community.

To these and many other questions, not only our contemporaries were looking for answers, but also teachers of past years. K.D. Ushinsky. In his pedagogical essay "Labor in its mental and educational meaning" he came to the conclusion that only success sustains the student's interest in learning. A child who has never known the joy of labor in learning, who has not experienced pride in the fact that difficulties have been overcome, loses the desire to be interested in learning.

V.A. Sukhomlinsky argued that the methods used in educational activities should arouse the child's interest in knowing the world around him, and the educational institution should become a school of joy. The joy of knowledge, the joy of creativity, the joy of communication. This determines the main meaning of the teacher's activity: to create a situation of success for each student.

Success in learning is the only source of the child's inner strength, giving rise to energy to overcome difficulties, the desire to learn.

It becomes obvious that the student is then drawn to knowledge, when he experiences the need for learning, when he is driven by healthy motives and interest, supported by success.

The student's experience of the situation of success:

increases motivation for learning and develops cognitive interests, allows the student to feel satisfaction from learning activities;

stimulates high labor productivity;

corrects personality traits (anxiety, insecurity, self-esteem);

develops initiative, creativity and activity;

maintains a favorable psychological climate in the classroom.

Part 2.

Technological operations for creating a situation of success

Without a feeling of success, the child loses interest in school and learning activities, but achieving success in learning activities is hampered by a number of circumstances, including a lack of knowledge and skills, psychological and physiological characteristics of development, poor self-regulation, and others. Therefore, the creation of a situation of success for the student is pedagogically justified. In this case, a situation of success should be understood as a subjective experience of satisfaction from the process and the result of independently performed activities. Technologically, this assistance is provided by a number of operations, which are carried out in a psychologically comfortable atmosphere of joy and approval, created by verbal (speech) and non-verbal (mimic-plastic) means. Encouraging words and soft intonations, melodic speech and correct address, as well as an open posture and benevolent facial expressions, combine to create a favorable psychological background that helps the child to cope with the task assigned to them.

Let us define the technological operations of creating situations of success: removing fear, advancing a successful result, covertly instructing the child in the methods and forms of performing an activity, introducing a motive, personal exclusivity, mobilizing activity or pedagogical suggestion, high appreciation of a detail.

Removing fear helps to overcome self-doubt, shyness, fear of the cause and the assessment of others. So, the teacher can set up students in the necessary positive mood with the following phrases:

“We try and search everything, this is the only way something can work out.”

"People learn from their mistakes and find other solutions." "The test is pretty easy, we went through this material."

Canadvance successful outcome ... This technique helps the teacher to express his firm conviction that his student is sure to cope with the task at hand. This, in turn, helps the child to believe in their strengths and capabilities. The educator should try to express confidence in the child's success as often as possible:

"You will definitely succeed."

"I have no doubts about the successful outcome."

Covert instruction in the ways and forms of activity helps to avoid defeat for the child. This is achieved by hinting whether wishes:

“Perhaps the best place to start is… ..”.

"When doing work, do not forget about ... ..".

It is important to show the child for the sake of what, for the sake of whom this or that activity is performed, who will feel good after the completion. For example, introducing the motive: "Your comrades cannot cope without your help ..." will be very appropriate in any situation.

Personal exclusivity denotes the importance of the efforts of a particular child in the upcoming or ongoing activity. The teacher can emphasize this moment with the following phrases:

"Only you could ....".

"Only you I can trust ...".

“I cannot address this request to anyone but you…”.

Such words from the side of an adult help the child to believe in his exclusivity and indispensability.

In order to see the result of activity, it is necessary to mobilize activity or pedagogical suggestion. To take specific actionsare prompted by the following statements:

“We can't wait to get started…”.

"I really want to see it as soon as possible ...".

If the result of the work is not high, then a high assessment of a part of the work helps to emotionally experience the success not of the result as a whole, but of some of its separate details. To do this, the teacher should emphasize the child's individual success:

"You were particularly successful at this explanation."

"Most of all I liked in your work ...".

"This part of your job deserves the highest praise."

This will help to emotionally reinforce students' self-confidence and not give up.

Part 3.

The system of methods for creating a situation of success in the lesson

As already noted, creating a situation of success is a teacher's activity, which is built on the basis of a system of methods.

Let us characterize the methods by which the teacher can create conditions for the students to experience the situation of success.

Differentiated learning.

When learning new material, you can create groups in the classroom, conventionally dividing them into “strong”, “average” and “weak” students. The teacher explains the new material for the whole class, then gives the opportunity for a group of strong students to express their Creative skills in the course of completing an independent assignment for the use of the studied material.

The nature of creative tasks can be different:

to establish interdisciplinary connections;

orienting students to search for a variety of solutions;

comparison and comparison;

research nature;

to broaden the horizons.

The second and third groups continue to work under the guidance of the teacher, after which the average students also receive an assignment with elements of creativity. The teacher has the opportunity to work with a group of weak students and carries out reinforced consolidation of the material on the basis of returning to what has been learned, using a large number of examples and exercises. Also, children are offered samples of assignments, support schemes and action algorithms. Each student in such a situation has the opportunity to work to the best of his ability, does not lose interest in the subject, experiences success from the activities being carried out.

The disadvantage of this method may be that students begin to become complex and feel insecure in their abilities, because cannot complete more difficult tasks. And the naive question of a neighbor, "How many points did you score?" and can completely nullify all the efforts of the teacher.

When differentiating training, it is very important to take into account the psychological state of each student. So when dividing a class into groups according to the level of mastering the material, it is necessary to explain to each student the reason for assigning him to one or another group. It is necessary to emphasize the attention of children that a certain group of students has serious gaps in knowledge, and in order to fill these gaps, it is necessary to go back and find those topics, the gaps in which hinder further successful progress. They will have to work a lot to fill these gaps, but not "miss out" the current material either. This makes it possible for the children not to feel like students of the "second" grade, not to become the subject of ridicule, since it is not about the personality of a teenager, but about his success in learning, which can always be corrected. With this approach, the child's mental state is not traumatized, hidden reserves are turned on to achieve the set goal, especially since the child has real opportunity feel your significance, uniqueness. In addition, students should determine the conditions that allow them to move to a higher level.

Another type of learning differentiation isproviding students with the right to choose the content, methods and forms of training. For a choice, you can offer exercises of the same content, but different shapes, of different volume, of different complexity, that is, tasks that require different types of mental activity. The teacher announces to all the children about the varying degrees of difficulty of the exercises and invites each student to choose the exercise that he likes, the one with which he will cope in the best way. Of course, a student must be specially prepared for such a choice. Firstly, he should already have some skills to work independently, while the teacher's attitude is given: first, we work together, so that later you can work on your own (only what you do on your own will matter). Secondly, constant educational work is needed, as a result of which the student is affirmed in the idea that only he can achieve success in learning, in life, who works energetically, actively, at the limit of his capabilities.

Choosing the content of homework

Selecting a task or activity to perform in class

Choosing the difficulty level of the task

Choice of teaching methods

Study with the help of a teacher or on your own

Choosing a form of study

Work individually, in pairs, in a group

Working in the classroom or on a field trip

When choosing the content of training, the student is offered various exercises, both in form and in complexity, for work in the classroom and at home. You can choose the method of studying the material: I will figure it out myself, a friend will help me, or you need to turn to a teacher for help. It is also important to offer teaching methods of various forms of work: individually, in pairs, in a group.

The disadvantage of this method may be an inadequate assessment of their strengths and capabilities by students. Wanting to get a higher grade, the student chooses a task that he cannot cope with. And this leads to exactly the opposite result, which was sought to achieve: instead of success - disappointment.

This state of affairs can only be corrected by the fact that choice tasks are offered systematically, and children develop the ability not to get lost in a situation of choice, consciously choose work according to their strength, the ability to objectively assess their capabilities. At the same time, the class maintains a friendly atmosphere with elements of competition and mutual assistance.

It is valuable enough for the development of adequate self-esteem in students and for creating a situation of success to give students the right to choose to provide them with their knowledge for teacher assessment or not. In order to correct such an emotional state of students as anxiety about the grade, you can use the technique of dividing the chalkboard into 2 fields:place for doubt and place for evaluation.The student independently chooses the field when he goes to answer to the board, thereby he reserves the right to present for the assessment only the material that he considers well assimilated. Having chosen the field "place for doubt", the student has the right to calmly present the educational material to the teacher, while the teacher does not evaluate the answer with a mark. Of course, one can doubt the adequacy of this method, deciding that students will always choose the right not to be assessed by the teacher, avoiding unwanted marks. But practice shows that junior schoolchildren most often choose the “place for assessment” field for their answer. The positive support of the teacher and the encouragement of students contribute to the formation of self-confidence in children, and to increase self-esteem. When using this method, the motivation for obtaining a high grade among middle and senior students increases, which forms adequate self-esteem educational achievements, self-confidence and, as a result, the choice of the field for the answer "place for assessment".

Collective forms of education

The creation of a situation of success is also facilitated bythe use of collective forms of education by the teacher in the educational process... In this case, the principle “One head is good, but two is better” or “What one cannot do, is easy for a team”. Some of the students, unfortunately, often feel insecure in their own abilities, working independently. Performing work in a pair of permanent or replacement staff, in a group, children get the opportunity to cope with the task successfully. In addition, the introduction of collective forms of learning into the lesson allows the teacher to revitalize the lesson, the teacher provides the opportunity to realize the communicative needs of students. When organizing a training session, it is advisable to use the following forms of collective educational work of students: work in pairs of permanent and shift staff, work in microgroups (triplets, fours), work in groups (5-7 people), collective work (the class is divided into 2-3 group or work common for the entire class is performed).

Of particular interest is the work in pairs of a replacement composition,when children of one option move along the row: students from the first desk to the last one, the rest always move forward in place, and the second option remains in place. So, each time the composition of the pairs changes.

Let's take as an example a fragment of the lesson of the surrounding world:

The topic of the lesson is "Ways of adapting animals to the environment"

Option 1 lays out cards with the names of animals and hides them.

The teacher reads a description of how the animal adapts to its environment, for example:

This bird lives in coniferous forests, has a characteristic cruciform beak, which allows it to easily get nuts from cones.

Option 2 guesses the name of the animal, takes the card if the name of the animal is named correctly.

At a signal from the teacher, children sitting on option 2 move along the row.

This bird lives in coniferous forests, has a characteristic cruciform beak, which allows it to easily get nuts from cones

Crossbill

This animal has long strong legs, which allows it to quickly escape from a predator, as well as horns that help it cope with the enemy.

Deer

This animal is a large forest cat. Quiet steps, good hearing, sharp teeth, the ability to see in the dark allow this animal to catch prey, pounced on it from a tree.

Lynx

White fur against the background of snow helps this animal hide from the enemy in winter.

Hare

Sharp teeth and a tail wide, like an oar, allow this animal to swim in the water and build a dwelling for itself - huts.

Beaver

His body is covered with needles, which saves him from enemies

Hedgehog

Combination of reproductive, problem-search and creative teaching methods .

The construction of a lesson in a traditional school is based on the teacher's reproductive message of new material, designed to be memorized by his students. As a result, the student who has a well-developed memory feels himself to be successful in learning activities, i.e. developed ability to memorize, preserve and reproduce information. In addition to functioning memory without deviations, the student must be capable of voluntary memorization. The arbitrariness of cognitive processes is formed in a child only by the end of primary school age. For this reason, half of the students listening to the teacher's explanation in the classroom are not able to absorb the information they heard and fail to apply knowledge in practice. The most effective way to create a situation of success in the classroom is the teacher's combination of reproductive, problem-search and creative teaching methods. Problem situations can be created at all stages of the learning process. The teacher creates a problematic situation, directs students to solve it, organizes the search for a solution based on knowledge, hypotheses are put forward, cause-and-effect relationships are established. Resolving a problematic situation in class increases the strength and effectiveness of the acquired knowledge, allows students to feel their involvement in what is happening in the lesson. As an example, here is a fragment of the lesson about the surrounding world:

Lesson topic: "Sense organs"

The teacher invites the students to close their eyes and imagine the following picture:A man stands on the seashore. Before him is the endless sea and the golden sun. He listens to the sound of the waves, breathes in the unique scent of the sea. The wind throws salt spray in his face. A person feels the pleasant warm, slightly humid air of the coast.

Then the teacher asks the class problem questions:

- Which of you could imagine yourself on the seashore?

- What surrounds the person in the story?

- With what help organs does a person perceive the world?

Project method

The use of the project method in teaching schoolchildren also contributes to the creation of a situation of success in the lesson.

The project method is a pedagogical technology focused not on the integration of actual knowledge, but on their application and acquisition of new ones; this is an independent creative work of students under the guidance of a teacher. Projects can be carried out by children both individually and in groups. When working on projects, the age characteristics of schoolchildren are taken into account. The older the guys are, the more difficult the topics for project development.

The significance of the project method in the technology of creating a situation of success in the lesson is as follows. The student develops an active position in educational activities, his independence, initiative. The ability to work in a team is improved, communication skills are manifested. As a result, students' confidence in themselves, in the motivation of their activities, increases, and this makes it possible for the teacher to build the educational process based on the interests of children.

To reveal the creative potential of a person, you can use the Eureka technique.Its essence is that the teacher creates a situation in which the student himself comes to an interesting conclusion, which reveals his own hitherto unknown personal qualities... For example, you can invite students to create an image of the main character of a work by any methods: with the help of drawing, music, making a film, putting together a song or a poem. Such creative tasks reveal the potential of children, and the teacher, as a result, receives a whole "bouquet" of talentedly executed works.

The problem of choosing a method has always been raised, but it has become especially urgent at the present time. Commercial educational institutions have appeared, admission to which does not cause difficulties in the presence of funds.

Teenagers, communicating with each other, reason something like this: "Why study if you still have to pay at the institute?" or “Do I need to study if I don’t go anywhere, since the family has no money?”.
At first glance, everything seems to be correct. But for the prosperity of any country, competent, educated people are needed. That is why it is necessary to use all methods of stimulating the learning activity of the student. And since everything starts from elementary school, every effort must be made to ensure that children learn with enthusiasm, with joy, and know how to overcome difficulties in their studies.

In order for the educational process to bring joy to the child, it is necessary that the teachers themselves learn to love the child, humanize the environment in which the child lives, and live their childhood in the child.

It should be agreed that not every child is comfortable in the family, therefore, it is necessary to strive to ensure that every child feels comfortable in the classroom.

Various forms of human activity invariably emphasize the need for the presence of a motivation component in it. Any activity proceeds more efficiently and yields high-quality results, if at the same time the person has a sense of responsibility.

Most of the researchers of the problem of methods of stimulating learning activity come to the conclusion that since the concept of a method is multifaceted, multifaceted, the teaching method in each case must be constructed by the teacher. In educational activities, several methods are always combined, which are almost always interrelated.

Part 4.

Diagnostics of the emotional state of students during the educational process .

It is very important for the teacher to know what emotional background prevails in the classroom during the school day, and how successfully students evaluate their educational achievements. This is facilitated by reflection, to which the teacher brings students, summing up the results of the lesson, the use of self-esteem and mutual evaluation of each other by children during the lesson.

There are a huge number of definitions of the emotional state of a student. An example is the work with the “mood tree”, which is used as a kind of diagnostic tool for determining the mood and emotional background of students during the school day.

A tree trunk is depicted on a large sheet of paper, cuts are made for the leaves. You can use the following color of the leaves - red, yellow, green, purple. At the request of the teacher, you can expand the color spectrum and include black, gray leaves. Coming to class, children independently select a sheet and insert it into the slot in the tree. Color interpretation:

Red means aggressiveness, spontaneous activity, a critical attitude towards oneself;

Purple - depressed state, unwillingness to communicate, withdrawal into oneself, dissatisfaction with oneself and one's achievements;

Yellow - sunny mood, the need for activity, self-affirmation, satisfaction with their successes;

Green is a calm, even mood.

During the day, children are encouraged to go to the mood tree, select a leaf and attach it to the tree. Thus, the “Mood Tree” technique is used as a kind of diagnostic tool for determining the mood and emotional background of students during the school day. By analyzing the color scheme, the teacher can draw a conclusion about the emotional state of individual students and the entire class as a whole.

Emphasizing the success of each student, tracking his progress in educational activitiesis an important task for every teacher who wants to have successful students.

Strengthening the student's self-confidence is facilitated by any confirmation by the teacher or a team of classmates of the successful outcome of the child's activities, recognition of his success. For this purpose, from the first grade, each child can create a folder, the name of which each student chooses individually "My successes", "My achievements", "My creativity", "Portfolio". The folder contains all the work of the student, identified by them as successful and worthy of recognition of others. The individual portfolio consists of several sections, which are led by students, parents and teachers. These sections include: Portfolio of Documents, Portfolio of Work, and Portfolio of Reviews. Such a portfolio allows you to get an idea of the student's personality, to follow the growth of knowledge and skills, to rejoice at his successes and failures. Working with folders continues throughout the training. How much effort and effort each student puts into his work, because everyone wants his folder to be the most complete. The portfolio helps the student to assess their capabilities and further realize them.

Of course, for a lesson to be successful, it must be adaptive. If optimal conditions are created for the participants of the educational process: the humanization of the learning process, the content of the educational material is correctly selected, the appropriate forms of organizing the lesson and effective teaching methods are used, various types of student support are traced, the right of free choice, a comfortable material-spatial environment is organized, then this is will contribute to the success of the lesson and learning in general. To study the degree of adaptability of the lesson, you can conduct the following micro-studies:

Micro-research 1. Observations in the lesson for students.

Micro-research 2. Identification of problems of socio-psychological adaptation and self-regulation in the classroom.

Micro-research 3. Questioning the parents of students on this problem.

Micro-research 4. Observation of the teacher's activities to create an adaptive environment.

Micro-research 5. Study of socio-psychological adaptation.

You can get acquainted with the programs of the listed micro-studies on your own in the appendix to this presentation.

Part 5

Praise as a way of reinforcing the "success" of students.

A child comes to school filled with a desire to learn. Success is the source of the child's inner strength, giving birth to energy to overcome difficulties, the desire to learn. The child experiences self-confidence and inner satisfaction. "Success changes a person.
It makes a person self-confident, gives him dignity, and a person discovers qualities in himself that he did not suspect before ”, -
Joy Brothers claims.

Psychologists say that the feeling of success is similar to the feeling of euphoria. Let us assume that a success situation has been created, that the child has achieved a certain degree of success. How to consolidate the achieved result, so that next time you do not start all over again?

Here again, you can turn to psychologists for help, who argue that praise is the most powerful tool for a teacher, if it is used correctly. Naturally, if continuous praises are poured from the teacher's lips, then the price of such praise is zero.

On the other hand, A. Camus noted: “It is more useful for a person when he is portrayed in a favorable light than when he is endlessly reproached for his shortcomings. Every person naturally tries to be like his best image. "

Let's try to answer the question: How often should you praise?

It happens that one teacher is not stingy with praise, the other, on the contrary, is stingy with flattering words, believing that praise must be earned. And both are right in their own way. Probably, this issue should be solved individually by the teacher and specifically for each child. It happens that a kind word pushes a child to perform “new deeds”. But other students begin to "glow with joy" when they hear only a well-deserved mark. The third (especially from among those who are constantly praised) are often useful and "cold shower".

"If you don't know what to praise a child for, come up with it!" - every teacher should arm himself with such an uncomplicated recommendation of the psychiatrist and psychotherapist V. Levy. The main function of praise is to convey the teacher's sincere faith in the capabilities of his student. But every student needs a positive assessment and approval of his activities and achievements. This is the only wayconvince the child to learn,and enjoy learning.

To begin with, it is imperative to praise the student! Why? To appreciate the efforts of the student, to support him, to increase self-esteem and increase the motivation to study the subject. Teacher approval can do wonders! Water falling on a wilting flower acts in the same way as a kind teacher's word for a child who needs his support and attention. The task of the teacher is to constantly find good reasons for verbal encouragement of his pupils.

The golden rules of teacher praise

How to praise a student in class and not do him a disservice? For this, it is important for the teacher to observe the following rules.

1. Praise your diligence!

The student should be praised for the efforts and efforts that he made in completing the assignment or assignment, and not for the good abilities and intelligence given to him by nature. For example, you can praise a student in a Russian lesson for an excellent dictation like this: “Well done! You read a lot, carefully prepared for work, repeated all the rules! " It is not entirely correct in this case to say: “You did not make a single mistake in the dictation! You have an inborn literacy! "

2. Praise actions, not personality!

In praise, it is very important to express approval of the student's actions and achievements, and not to evaluate his personality. Otherwise, the student may develop biased self-esteem and self-esteem.

3. Be clear about what you are praising for!

It is important that the student understands what exactly he was praised for, what exactly he managed to do well. General praise is not very effective, it raises doubts about its sincerity. For example, if you want to praise a student in a drawing lesson, you can pay attention to the details of the drawing: "What a beautiful bowl of fruit you were able to portray!" At the same time, it is recommended to avoid common phrases: “You are smart! A real artist! " If appropriate, try to emphasize the difficulty of the student successfully completed the task.

4. Praise in moderation and to the point!

Teacher praise should be sincere, deserved, moderate, and justified so as not to arouse envy on the part of other students. Immeasurable praise loses all value and meaning, teaches the child to cheap success. A student who is praised for every little thing subconsciously expects approval from almost every one of his actions. And when he does not receive it, he is sincerely perplexed. In addition, praise without measure is a direct path to conceit, the cause of laziness and indifference to other subjects.

5. Praise not only "favorites"!

Each class does not do without an informal hierarchy, on the basis of which it is believed that some students are worthy of praise in to a greater extent than others. How to praise your pupils who are not popular with classmates? Persistent praise for them can only worsen the attitude of the class towards them. It is important to support such students reasonably, to pay attention to their success in educational and extracurricular activities... To praise his “favorites”, it is advisable for the teacher to choose the most appropriate moment for this.

6. Stay on good!

How easy it is with verbal approval to boost a student's self-esteem! But just one extra sentence can ruin everything. For example, if a teacher wants to praise a student in a math class for an interesting solution to one problem, he should not point out that he failed the rest of the work. Poor example of praise: “Well done! You solved this problem in an unusual way! And I don't even want to look at other examples! " In this context, the last sentence should not have sounded from the mouth of the teacher.
The teacher's praise should not contain reproaches, conditions or clarifications, it should end on a good note. Having praised the student, you should not after a while dissuade him of the importance of this personal achievement.

7. Don't pit one student against the whole class!

One student cannot be praised if he is not supported by a group. Even if he did the right thing. For example, how to praise a student in a chemistry lesson if he alone has completed homework? It is best to do this alone with your child. After all, praise in front of the whole class (albeit well deserved) in this case can generate in classmates not so much envy as aggression. But this student is not guilty of anything!

8. Praise without comparison!

It is important that the teacher's praise is unconditional, free from comparisons. Do not compare the student's success, results, and personality with those of their peers. Do not say that Fedor is great, because he coped with the task better than his classmate Ivan or Nikolai.

Compare your child's success today with his own failure yesterday. Do not compare your child with children from the class, older children, or children of relatives and friends (because of this, self-esteem is significantly reduced, and the child ceases to believe in himself). For example, say that he did a much better job today than he did yesterday. This approach will guide the child towards his own improvement.

9. Back up the praise!

Praise supported by approving non-verbal components (smile, facial expressions, open gestures) is more powerful and effective.

10. Stock up on “I-Messages”!

More effective is the praise in which the teacher uses the “I-message”. For example, you can praise a student in a literature lesson like this: "I am very glad that you managed to learn and expressively tell this difficult poem." Such praise contributes to the rapprochement between the teacher and his pupils.

Praise is a very effective, important and subtle tool in the correct upbringing of children. A sensible teaching staff is associated with reasonable expectations, and most students will be able to meet them. It is important for the teacher to remember that the most valuable and effective praise for a student is deserved and moderate. Look for a reason to praise your pupils, and you will definitely find it!

The crown can be collective praise, as a result of recognition of the success of a particular student by his classmates, peers.

Every child wants to establish himself not only in the eyes of the teacher, but also among his classmates. In this regard, it will be good if the whole class praises the child for certain achievements. For example, you can applaud the winner of a school competition, subject Olympiad, or just a student who has completed an interesting project.

Part 6.

Sabotaging a child's school success parents

The learning process is not limited to the walls of the school, having come home, children continue to study, do their homework, prepare their own creative projects. Therefore, it is equally important to teach parents how to properly support their children while continuing the school's endeavors.

As always on the eve of a new school year schools are ready to welcome their students, newspapers and magazines are full of tips on how to prepare your child for a successful school year. The articles are full of advice to parents on how to help their child become the next Kurchatov, Tchaikovsky or Aivazovsky. There seems to be no need to advise anything else.

However, let's look at another option for possible parenting behavior. Let's see how we can disrupt the coming school year, demotivate learning and undermine its achievements and successes?

There are a number of such methods that parents use, albeit unintentionally, but steadily and, unfortunately, quite effectively. This is a pretty long list of subversive parenting strategies that can sabotage children's progress in school.

These strategies are often misused by parents and sometimes even recommended by teachers to motivate children to achieve academic achievement. Unfortunately, many parenting strategies have unpleasant consequences: they lead to a decrease in motivation to learn, a decrease in academic performance, a decrease in the desire to be cognitively active, and sometimes even a refusal to work at school.

Consider the most common parenting sabotage strategies.

A lot of parents remain aloof and indifferent to the events that happen to their child at school.... Avoid attending school events, events and general gatherings, citing lack of time. In addition, they do not ask, question, or discuss the child's day at school, including what they have learned or found to be interesting and enjoyable. This behavior will effectively communicate to your child how insignificant his life is for those closest to him, and how insignificant school and his teaching in general are. Parents' unwillingness to participate in any activities, interesting and informative events outside the school, such as libraries, museums, parks, wildlife sanctuaries, etc. helps to amplify the insignificance of what is happening. As a result, the child develops the position "It doesn't matter!" regarding his school success and aspirations. And since this is not important for the parents, then it is not necessary to do it.

Everyone knows how important homework is in achieving success. Wanting to help the child, parents often become a "Homework Terminator", turningevery night in the homework battle. The “No room for error” strategy successfully destroys the educational focus of the child. It does not follow ! It is very bad if parents insist on completing the assigned lessons in the place and at the time that is convenient for them, and not for the students themselves. You do not need to do this when your favorite TV series is on, or when friends are passionate about some interesting, healthy occupation, game. This will lead the child to perceive homework as hard labor. If you severely point out mistakes that must certainly be corrected or a task that must be redone, then this will translate learning into a struggle for power between parent and child. This is a fight in which a parent demonstrates their black belt in martial arts parenting. Parents are proud to have achieved their goal: "they made the child do his homework." In fact, in this situation, the parent is the winner, but the real problem has already settled in the child's mind - his desire for education has been undermined.

Research has shown that homework, at least, in primary school, has no positive effect on learning efficiency. Homework in middle and high school, if u have some positive influence on the success of the training, it is very insignificant. In addition, the same studies indicate that the more time parents spend trying to get their child to do their homework better, the more the child's success in school decreases.

The method of "reward and punishment" is also destructive.Wrong is the desire of parents to make the child work harder and get better grades, rewarding only for the result, and not for the work itself, the process, or even an attempt. By applying restrictions and depriving toys, privileges and favorite activities whenever the result does not match high standards found by the parents will not be successful either. Consistent use of these punitive strategies turns the learning process into a parent-child war. The child will soon understand the axiom - “never fight someone who can defeat you just by doing nothing; he is invincible. "

Thus, the more parents criticize and punish the child, the more and more often the child will use passive resistance to overcome the demands and attempts of adults to overpower him. In this case, the added benefit of being a strategic parent is that punishment turns learning more and more into a negative, potentially painful process every day, offering another chance of failure in the eyes of the parent. Gradually, children will develop "armor" against failure. The child will ultimately refuse to study hard and achieve results, stating instead, “I don't care! I don't like school! " This response actually means, "Actually, I am very worried, but if you find out about this, you will use it against me and hurt me."

Praising children (as the flip side of punishment) also subtly undermines their motivation for achievement. Praise involves an adult's assessment of a child in statements such as, "Oh, you're so smart, you got an excellent!" or "I'm so proud of your victory!" Children pick up implicit logic, which means, “If I get excellent, then I’m smart, so if I get a lower grade, then I’m stupid,” or “If I win, my parents are proud of me, but if I don’t I win, then they will be disappointed. " Thus, if success is not guaranteed, then avoiding potential failure, abandoning the desire to do something at all, becomes an attractive solution.

While many parents believe that school rewards motivate children to learn, research strongly suggests the opposite. External rewards (money, pleasure, special activity, etc.) for successful academic work or reading books, in fact, lead to its decrease. Reward is a motivating factor in a short period of time, but in a long term it is a factor of demotivation.

Practicing techniques such as offering a prize for reading a certain number of books will also reduce reading comprehension skills. Children learn to read in order to receive a prize, not understand what they have read in the book. Ultimately, the child's attitude towards school work becomes: "I got a good grade - so I have to get paid for it." Once the rewards are no longer interesting, the motivation for academic work disappears.

When children are very young, parents welcome and accept every attempt and every effort a child makes to learn to speak, walk, hold a cup, play ball, etc. This support for the child's efforts is needed to stimulate his natural desire for improvement and growth without fear of criticism. Now that the children have started to go to school, parents take this successful method, which worked so well for 4-5 years, and turn it upside down: now they focus on mistakes and shortcomings, persistently pay attention to what the children did wrong. is not good enough or should be improved. And at the same time, there is a false belief that all this is done for the good of the child, that this strategy of parenting behavior helps the child to achieve high results and achieve success.

Parents of a successful student are people of different professions, but the main one is the parent! As in any profession, it also requires knowledge, skills and abilities, and most importantly - the desire to be a good parent. The child learns what he sees in his home! Before making demands on a child, parents must make demands on themselves in order to become a true and immutable example for their children. The family was, is and will be the most important institution for the upbringing and socialization of a child. Therefore, parents need to remember that the child needs constant parental support. A sincere interest in his school affairs, a serious attitude towards achievements and difficulties will help the student.

Parents should regularly remind their child of school rules and the need to follow them. To do this, you can create a daily routine with your child, and then monitor the implementation.

Adults should not forget that when a person studies, he may not succeed in something, this is natural. The child has the right to make mistakes.

Parents should not ignore the difficulties and, if necessary, seek professional help.

Encourage your child to be successful. In every job, be sure to find something to praise him for. Praise can boost intellectual achievement.

A successful student is a successful person who learns. A successful person is a harmonious person, i.e. a person who is in harmony with the world around him and with himself. The surrounding world is understood as a society. For a student, this is, first of all, a family and a school.

The last decade has brought a lot of new things into our lives, and the contradictions of the past have intensified. If earlier, in order to be a successful student, it was enough just to study well, now the concept of success has become blurred. One of the contradictions is too early specialization (choice of school, circles, sections). The student is chosen by the parents and forced to follow this choice. Another contradiction is the asexual nature of learning. Nowadays, boys' work is often replaced by computer science, and those who are good at working with their hands have nowhere to prove themselves. The third contradiction is that right-brain thinking has become more common, but there is less and less creativity at school. It is difficult for a left-handed humanitarian to find themselves in the left-hemisphere world. All these contradictions lead to a decrease in motivation and, as a result, dissatisfaction with oneself and, consequently, to a decrease in success.

Leading a child to success, you need to remember that a successful student is not just an achiever, it is a healthy, joyful, happy student. He learns playfully. He loves his family and loves going to school. He is interested and comfortable at school.

Success is not an accident, but a pattern, repeatedly confirmed positive life experience, which is formed thanks to a positive way of thinking, a good all-round education, an optimistic way of life, a strong desire of a person to reach certain heights and irrepressible activity aimed at conquering them. SUCCESS IS NOT SO MUCH WHAT YOU HAVE, AS MUCH WHAT YOU BECOME AS A RESULT, WHAT YOU DO.

Based on this, a conclusion can be drawn.

A successful learner is a learner who can learn educational programs, i.e. those programs that pedagogy as a science at this stage of its development is ready to give to children. He is able to demonstrate his knowledge, skills and abilities (after all, knowing, understanding and being able to explain what you understand is not the same thing).

A successful student is a student with a high level of knowledge - most often it is he who is the main criterion for school success.

A successful student is a student who is able to use the knowledge gained in life - this is very important: no one needs knowledge that remains only within the walls of the school.

A successful student is a student who has a positive motivation to learn, a positive attitude towards school, and the preservation of cognitive interest. A student who does not like school and does not want to learn cannot be called successful.

A successful learner is a learner who can "build" positive relationship with a teacher - there can be no question of any success if the student does not love or is afraid of the teacher, and the teacher does not understand and does not accept the student.

A successful student is a student who has positive relationships with classmates.

A successful student is a student who is in good physical and mental health. This is a person with an adequately positive self-esteem - the student himself must feel successful.

A successful student is a student with a sense of well-being, security in the family and at school - an anxious, twitchy excellent student cannot be called a successful student.

It is necessary to preserve the childhood of the children. Studying is, of course, serious, but not to tears. Each lesson should have the joy of learning, the joy of discovery, because today'sacademic success is tomorrow's success in life!

Bibliography

Yu.P. Azarov A joy to teach and learn. M .: "Politizdat", 1989.

Belkin A.S. Success situation. How to create it? M .: "Education", 1991.

Brushlinsky A.V. Psychology of thinking and problem learning. - M., 1983.

Ilnitskaya I.A. Problem situations and ways to create them in the classroom. - M., 1985.

Ksenzova G.Yu. Advanced school technologies. - M., 2000.

T.V. Kudryavtsev Problematic learning: origins, essence, perspectives. - M., 1991.

Levin E.A., Prokofieva O.I. Methodology of individual-group teaching at school // Director of the school. 2007, no. 1.

Levites D.G. Training practice: modern educational technologies... - M., 1998.

Matyushkin A.I. Problematic situation in thinking and learning. - M., 1972.

Makhmutov M.I. Problem-based learning: basic questions of theory. - M., 1975.

E.A. Melnikova A problem lesson, or how to discover knowledge with students. - M., 2002.

Okon V. Fundamentals of problem-based learning. - M., 1968.

V.A. Sukhomlinsky I give my heart to the children. - K .: Rad.shk., 1988.

K.D. Ushinsky Selected pedagogical essays. M .: "Pedagogy", 1974.

P.I. Tretyakov School: Management for Results. Practice of pedagogical management. M. 2001

Yakimanskaya I.S. Technology personality-oriented education // Director of the school. 2000, no. 7.

Annex 1

Micro-examination 1

Student observation program

Target: explore the teacher's activities to create an adaptive environment in the classroom.

Assess in points:

1 - partially

0 - no

Appendix 2 Micro-examination 2

Problems of social and psychological adaptation

and self-realization in the lesson

Assess in points:

1 - partially

0 - no

Appendix 3

Micro-examination 3

Assessment of the degree of adaptability of the lesson

Teacher _ Class __

Evaluate each position in points, calculate the amount of points and calculate “TO »Adaptability.

0 - critical level

1 - low level

2 - acceptable level

3 - optimal level

TO adapt. =100

Conclusion: _______% of adaptability of the lesson (sum of points ___)

Appendix 4

Micro-examination 4

Parents questionnaire

Does your child often speak favorably about lessons?

Often not often never

What subjects does your child enjoy teaching?

___________________________________________________________________________

What lessons are causing your child problems?

_________________________________________________________________________

Have you noticed that your child feels depressed after school?

yes no never

If so, what were the reasons for his bad mood?

____________________________________________________________________

Do you think your child was able to realize his abilities in the classroom?

yes no not really

What would you like to wish the administration and teachers of the school, gymnasium?

____________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 5 Micro-examination 5

The program for monitoring the activities of the teacher to create an adaptive environment

Does the material selected for the lesson meet the educational requirements, learning opportunities, interests, intellectual abilities of students?

Are the forms of organizing educational activities in the lesson productive?

What kind of help and support does the teacher provide to students?

Is there freedom of choice of tasks and methods of solving them, is it provided for participation in independent or joint creative work?

Have favorable environmental conditions been created for the work of students (office design, cleanliness, lighting, teacher's image)?

Appendix 6 Micro-examination 6

Study of social and psychological adaptation

Learning activity.

points - actively works in the lesson, often raises his hand and answers correctly

3 points - rarely raises his hand, but answers correctly

2 points - educational activity in the classroom is short-term

1 point - passive in the lesson, gives negative answers

0 points - not included in the educational process

Assimilation of knowledge.

points - correct, error-free implementation of school knowledge

points - small blots, single errors

3 points - rare mistakes

2 points - poor mastering of the material in one of the main subjects

1 point - frequent mistakes, inaccurate performance of tasks, many corrections, inconsistent assessment

0 points - poor mastering of programs

3. Behavior in the lesson.

points - sits calmly, conscientiously fulfills all the teacher's requirements

4 points - fulfills the teacher's requirements, but sometimes distracts from the lesson

3 points - turns around, exchanges remarks with comrades

2 points - stiffness in movements, posture, tension in responses is often observed

1 point - partially fulfills the teacher's requirements, is distracted by extraneous activities

0 points - does not fulfill the teacher's requirements, most the lesson is engaged in extraneous matters.

4. Relationship with classmates.

5 points - sociable, easily contacts with children

4 points - little initiative, but easily comes into contact

3 points - the sphere of communication is limited

2 points - does not come into contact, but is near children

1 point - closed, isolated from other children

0 points - shows negativity towards children

5. Attitude towards the teacher

5 points - shows friendliness towards the teacher

4 points - values a good opinion of himself, strives to fulfill all the requirements

3 points - diligently fulfills all the requirements, but does not ask for help

2 points - fulfills the requirements formally, is not interested in communicating with the teacher

1 point - avoids contact with the teacher

0 points - communication with the teacher leads to negative emotions

6 emotional well-being

5 points - good mood often smiles, laughs

4 points - calm emotional mood

3 points - episodic manifestation of low mood

2 points - shows negative emotions (anxiety, grief, fear, resentment)

1 point - depressed mood

0 points - aggressive manifestations in relation to the teacher and classmates

Protocol for the study of social - psychological adaptation

Class ___________

Overall score, conclusion Success situation.
"Organization of the situation of success in the classroom"
V. A. Sukhomlinsky:

Success in learning is the only source of internal strength, giving rise to energy to overcome difficulties, the desire to learn

1. Psychological - pedagogical meaning of the situation of success
A SITUATION is a combination of conditions that ensure success

EXPECTATION FOR SUCCESS - striving to gain approval; the desire to assert one's "I", one's position, to make an application for the future, the expectation of others, the personality, the result of the personality's activity.

SUCCESS from a psychological point of view Is the experience of a state of joy,

satisfaction from the fact that the result, to which the person was striving in his activity, either coincided with his expectations, hopes, or surpassed them.

In the event that success is made stable, constant, a kind of reaction can begin, releasing huge, hidden for the time being, the possibilities of the individual.

From a pedagogical point of view, the situation of success - this is such a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and the team as a whole.

The teacher's task is to give each of his pupils the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves.

TYPES OF SUCCESS SITUATIONS

A fulfilled joy;

Unexpected joy;

"Stairs";

"I give a chance";

"Confession";

General joy:

"Follow us";

Role Exchange;

"Infection";

The joy of knowing:

"Eureka";

"Skyline";
Types of success situations

"A fulfilled joy"

(typical for children with good abilities, stable academic performance, painful failures).

The task of the teacher is to show the ways of preventing failures or the reasons, the source of failures,

convince the student of the possibility of claiming higher achievements, stimulate the desire to constantly work, and not take one part of the assignment by storm

"Unexpected joy"

(typical for children with traditionally low scores)

"Imaginary success": student satisfaction with low achievements with an objective opportunity to have higher success

The tasks of the teacher are to overcome situations of imaginary success by creating conditions under which the student increases his achievements.
"I AM A CONCEPT"

This is a system of conscious and unconscious ideas of a person about himself, on the basis of which he builds his behavior.

Positive "I am a concept" - I like me, I am capable, I mean - contributes to success, effective activity, positive personality manifestations.

Negative "I am a concept"- I do not like me, I am not capable - it interferes with success, worsens the results, contributes to a change in personality in the negative direction.

To form a positive "I - concept" it is necessary:

1. Seeing a unique personality in each student.

"All children are talented."

2. To create a personality of a situation of success, approval, support, benevolence.

"Learning is victorious!"

3. Eliminate direct coercion, as well as emphasis on lagging behind and other shortcomings of the child.

"A child is good, but his act is bad."

4. Provide opportunities and help children.

"There is a miracle in every child, expect it."

Success law

Success for a student can be created by a teacher who himself experiences the joy of success.

Only a happy person can raise a happy person
How to create a situation of success in the classroom?
The main paradigm in the teacher's work is "Give every child a chance to prove himself."

To realize the main goal of his pedagogical creativity, the teacher pays great attention to creating a situation of success in the lesson. Situation

success is seen as a student living his personal achievements in the context (history, or other subject) of his own life. Considering that this situation is always subjective, the result of efforts is assessed only in comparison with yesterday's achievements, from the standpoint of tomorrow's prospects.

Living a situation of success, the child gains dignity, satisfaction with life at the moment, and this is nothing more than happiness in its variety. Often a technique is used in the work - "highlighting personal exclusivity" - a delicate and graceful operation. To carry it out, the teacher develops multilevel assignments, crosswords, designed personally for one child. For different classes, a different pace of the lesson and different systems of questions are provided for generalizing the educational material. A necessary method of activity is a high assessment of a detail - the most difficult, because sometimes it is difficult to single out the detail for which the highest assessment can be given, so that all the children of the class can appreciate it and support the created situation. The most important indicator of the success of the chosen technology is the teacher's ability to create an atmosphere of benevolence.

At the same time, the teacher comes up with methodological techniques that provide:
relieving anxiety,
high motivation,
advancing student merit

The prevalence of hidden instructions,

support for the individuality (exclusivity) of the student,
objectivity and benevolence of pedagogical suggestion
high appreciation of the successfully completed every detail of the activity

schoolboy.

It is almost impossible to teach the Russian language to all children, but to teach not to be afraid of the Russian language, to teach to love it is a goal that can be realized.

In the work of a teacher, the main thing is to carefully use such delicate instruments as assessment. Assessment is one of the structural components of pedagogical activity. Evaluation is almost always subjective, therefore, the professional skills of the teacher are very important, while it is necessary, in the presence of negative results, to find successes in something and be able to show them both to the whole class, and to the student as well.

For himself, the teacher identifies the main functions of assessment: informational, orienting, stimulating, effective. All types of estimated impact will be most effective only if a number of conditions are met:
emotional balance of the teacher - in anger, the teacher is often unfair;
a benevolent tone at the time of the announcement of an assessment of any level (positive or negative);
preponderance of a positive assessment over a negative one;
understanding the state of mind of the child;
not punishment by evaluation, but an incentive to action;
good knowledge of their subject and the requirements for assessing knowledge in this subject.
Preliminary monitoring of the level of learning of students makes it possible to build a survey in such a way that students with poor preparation receive tasks of the reproductive level with the obligatory commentary of the teacher and programming for a positive mark. Guys working at a constructive level have the opportunity to choose a task for themselves. Theoretical assignments are only offered if the teacher is confident that the class is ready for that level. For anyone creative assignment clear instruction and sometimes a pattern is provided to help students understand and complete the assignment.
Lysenkova (the idea of commented management) - a student in the class thinking aloud, explaining his actions, leads the others, using table support schemes in order to correctly build his judgments, proofs, reasoning.

Rationale for the choice. The selection of the content of the material is designed to take into account the abilities and capabilities of the students.

The teacher conducts a daily analysis of how the student is moving from ignorance to knowledge, on the basis of which subsequent lessons are formed. In the lessons, the principle of step-by-step completion of the assignment is clearly traced. Children see which path they have to go. Tasks are differentiated according to the degree of difficulty, the ability to reason according to the algorithm is formed: for the strong, there is a sample, for the middle and weak, the ability to express themselves is formed, the weakest "stick together" the algorithm at work.

There is a 911 service in the classroom. Those who cannot cope with the task on their own raise a signal circle. Then the students who have coped with the task will help him. This type of work helps to foster friendly relations with each other, develops a sense of mutual assistance, the ability to assess the swap of strength and opportunities. Use a lot of visual aids in the lesson, which allows you to activate both visual and auditory memory.

Reception "Announcement"- the teacher warns the student in advance about the upcoming independent test work, the test of knowledge and preliminarily discusses what the student was supposed to do: for example, consider the essay plan, listen to the first answer, and pick up literature for the performance together. In some ways, it resembles a rehearsal of the upcoming action. For those in doubt, such preparation creates psychological preparation for success, gives confidence in strength.

Reception "Emotional stroking", "well done", "student", "guys, I'm proud of you." Reception "chance" to correct the assessment or put "5" undeserved and others (see Bank of situations of success).

BANK OF SUCCESS SITUATIONS
1. Minutes of psychological relief or emotional charging (jokes, riddles, tongue twisters).
2. Questions that the children themselves ask. + Ask a question to the teacher
3. Reception-hint (Plan-answer, picture-hint, table, reference signals, etc.)
4. Partial search and heuristic situations (problem tasks)
5. Role situations ("observer", "sage", "keeper of knowledge")
6. System games in the classroom
7. What grade do you want to get at the end of the quarter?
8. Competition of scholars (on subject weeks)
9. Final interdisciplinary conferences
10. Offer the entire list of works
11. Teach a lesson (exchange roles)
12. Explain your actions (reflection)
13. 911 service
14. Emotional stroking
15. Rehearsal for independent work (announcement)
16. Fill in the blank in the information
17. Find the error.
18. Reception - alignment
19. Confession.
20. Horizon line
21. Emotional surge
22. Expectation of joy
23. Selection of tasks of increasing complexity
24. Differentiated assistance to students in completing assignments of the same difficulty
25. Highlighting personal exclusivity (personal tasks)
26. Public speaking
27. "I give a chance" (correct the mark or give an undeserved "5")
The urgency of this problem is as follows:
In their daily work, teachers are faced with the reluctance of students to go to school, to fulfill the requirements of the school. What role does the teacher play in this? Can a teacher form students' interest in the learning process and with what help?
Sukhomlinsky argued that the methods used in educational activities should arouse interest in learning about the world around them, and the educational institution should become a school of joy.
The teacher, using his professional and personal potential, is able to create conditions in which the child would experience self-confidence and inner satisfaction.
Dear colleagues, each of you for many years carrying out his professional activities on a daily basis, in essence, is engaged in creativity.
The essence and structure of pedagogical activity is one of the most pressing issues of pedagogical science and practice.
The work of a teacher is unique, it is the same art as the work of a composer and an artist - and maybe much more complex.
Remember? how proud of his work the Magician in “An Ordinary Miracle” by Yevgeny Schwartz, saying: “Just think of making the living out of the dead. But from the living, to make it even more alive! .... "
Today we are returning to the topic of pedagogical communication again, since the communicative competence of a teacher is one of the main tools, mastering which perfectly, a teacher can perform miracles.
This topic is not new for you, and we have already talked about what pedagogical communication is.
But today we decided not just to return to this topic, but to expand and deepen its boundaries.
So, remember, pedagogical communication, what is it?
“Pedagogical communication is a professional communication between a teacher and students in the classroom and outside it (in the process of teaching and upbringing), which has certain pedagogical functions and is aimed at creating a favorable psychological climate, as well as another kind of psychological optimization of educational activities and relations between the teacher and students. . "
A.A. Leontiev
The criteria for productive pedagogical communication are:

Creation of a favorable psychological climate.

Formation of certain interpersonal relationships in the study group.

Interpersonal relationships should be formed purposefully.

The poets of the Ancient East said that students are like an orchard, and a teacher is like a gardener. At first, the trees are weak and their life completely depends on the trouble of the gardener, but then, having gotten stronger, they grow on their own and bear sweet fruits.
Effective pedagogical communication is always aimed at the formation of a positive self-concept of the personality, at the development of the student's self-confidence, in their abilities, in their potential.
To confirm this, I present the results of one classic experiment conducted at an American school by the psychologist R. Rosenthal.
It consisted of the following:
the psychologist diagnosed schoolchildren on various scales of intelligence, and then randomly chose one in five from the list, regardless of the test results and announced to the teachers that these very few children showed the highest level of intelligence, the level of abilities and that in the future they will show the highest results in studies ...
And at the end of the school year, he repeated the testing of the same children and, oddly enough, it turned out that those whom the psychologist chose at random and highly rated as the most capable, really do better than others.
The results of the experiment indicate:

Self-concept depends on the social environment of the child

From the peculiarities of the attitude towards him in the process of pedagogical communication
The attitude given to teachers was passed on to children in several directions:
1 direction
The teacher believed that the child was, in fact, capable, and began to discern potential in him that could have gone unnoticed before.
Having discovered the ability, he will repeatedly give the student a positive verbal assessment;
Praise stimulates a child's positive attitude towards himself, self-confidence
2 direction
Believing in the child's potential, the teacher is likely to count on the child as the most capable in the educational process.
This will be reflected in his communication with the student, not only at the speech level, but also in the organization of such subject interaction that allows you to effectively develop these abilities.
This phenomenon is called the "Pygmalion effect"
The "Pygmalion effect" is formulated as follows: if an event or phenomenon is treated as something that actually happened, it really does occur.
Projecting the concept of a child onto I, we get:

We treat the child as responsible, disciplined and let him know.

Thus, we create the preconditions for it to really become such.

Otherwise, a negative attitude will start the same mechanism, but in the opposite direction.

The child will treat himself badly, and the teacher will thereby lay the foundation for his future inferiority complex.
Pedagogical communication is a special communication, the specificity of which is due to the various social-role and functional positions of the subjects of this communication.
A teacher, in the process of pedagogical communication, carries out, in a direct or indirect form, his functional duties to guide the process of teaching and upbringing.
The effectiveness of teaching and upbringing processes depends to a significant extent on the style features of this communication and leadership.
First experimental psychological research styles of leadership was carried out in 1938 by the German psychologist K. Levin, later with the coming to power in Germany of the Nazis who emigrated to the United States. In the same study, a classification of leadership styles was introduced, which is commonly used today:

Democratic.

Permissive.

What is the style of pedagogical communication, what is its originality, how is it formed?
By the style of communication, we mean the individual-typological features of the socio-psychological interaction of the teacher and students. The style of communication finds expression:

features of the teacher's communication skills;

the prevailing nature of the relationship between the teacher and pupils;

creative individuality of the teacher;

Moreover, it should be emphasized that the style of communication between a teacher and children is a socially and morally rich category.
1. Authoritarian
It manifests itself:

There is a tendency towards tight management and all-encompassing control

It is expressed in the fact that the teacher resorts to an ordering tone, makes harsh remarks.

Tactful attacks on students

Tasks and methods of its implementation are given by the teacher in stages.

Characterized by:

Decrease in activity motivation, since the child does not know what is the purpose of the work he is doing in general, what is the function of this stage and what lies ahead.

It should also be noted that the phased regulation of activities and its strict control indicate the teacher's lack of faith in the positive opportunities of students.

In the eyes of such a teacher, students are characterized by a low level of responsibility and deserve the most severe treatment.

With an autocratic leadership style, the teacher exercises sole control over the leadership of the team, without relying on an asset.

Students are not allowed to express their views, critical remarks, to show initiative, much less claim to resolve issues that concern them.

The teacher consistently makes demands on students and exercises strict control over their implementation.

Ultimately, the decision is always made by the teacher in accordance with his attitudes.

2. Permissive

It manifests itself:

A leader with a permissive style essentially removes himself from the educational process.

Disclaimer of responsibility for what is happening.
Characterized by:

The teacher's desire to interfere as little as possible in the life of students, to practically withdraw from the leadership

Be limited to the formal fulfillment of the duties and instructions of the administration
3. Democratic
It manifests itself:
The leader evaluates facts, not personality.
The main feature is the fact that the group takes an active part in discussing the entire course of the upcoming work and its organization.
As a result, students develop self-confidence and self-government is stimulated.
In parallel with the increase in initiative, sociability and trust in personal relationships grow.
The teacher relies on the team, stimulates the independence of students.
Characterized

Not only students show interest in the work, they show positive internal motivation, but they also come closer to each other in a personal relationship.

The position of the teacher in the organization of the team: “first among equals”.

The teacher's manifestation of a certain tolerance for criticism of students, penetration into their personal affairs and problems.

Discussing the problems of collective life by students who make choices, but final decision is formulated by the teacher.
The value of an individual style of activity
The most important condition for professional activity and skill is the definition of an individual style of activity.
Individual style of activity - due to natural features, a stable system of tasks, methods, tactics of activity, ensuring the efficiency of labor.
The individual style of the teacher's activity is a pedagogical handwriting that depends on naturally-conditioned typological characteristics and some other personality traits
Educators with a strong and agile nervous system achieve success due to:

You were fast;

Originality;

unexpected decisions.

They are characterized by:

artistry;

expression;

willingness to improvise;

immediacy;

expressiveness of emotional reactions.

Educators with a strong, but inert and balanced nervous system:

carefully prepare and weigh their decisions;

act slowly, thoroughly;

have a long exposure;

are restrained in emotional manifestations;

consistent and persistent.

Teachers with a weak type of nervous system:
They are characterized by:

special sensitivity;

thoughtfulness in emerging pedagogical situations;

the ability to understand the inner world of students.

There are various typologies of styles of individual teacher activity, depending on the reasons for which they are distinguished.
Given the type of pedagogical activity, the style is distinguished:

teaching activities

educational activities

pedagogical communication

The most optimal is the style that is chosen in accordance with the inclinations of the teacher, and at the same time does not contradict the requirements of the profession.
The basis of the proposed A.K. Markova and A. Ya. Nikonova classifications of styles of learning activity are based on the following grounds:

dynamic (flexibility, stability, switchability);

performance (level of knowledge and learning skills, interest in the subject).

Based on this, four styles are distinguished:

Emotional and improvisational.

Emotional and methodical.

Methodical and improvisational.

Reasoning and methodical style.

Advantages:

High level of knowledge.

Artistry.

Flaws:

Result:

High cognitive activity is combined with fragile knowledge.
Recommendations:

Emotional and improvisational style of the teacher's activity
Advantages:

High level of knowledge.

Artistry.

Ability to captivate students with the subject taught.

The lessons are distinguished by a favorable communicative climate, a variety of methods.
Flaws:

There is no system of reinforcement and repetition of educational material.

Insufficient control over the knowledge of students (especially low-performing students).

Your self-esteem is somewhat overestimated.

Dependence of behavior on the situation in the lesson.
Result:

Students have a strong interest in the subject.

High cognitive activity is combined with fragile knowledge.
Recommendations:

To intensify attention to the subject not by external entertainment, but by the ideological essence.

Systematically monitor knowledge.
Emotional and methodological style of the teacher's activity
Advantages:

High level of knowledge.

High methodicalness.

Ability to energize students.

Ability to use various methods, forms and means of teaching.
Flaws:

Your mood depends on the situation in the lesson, on the preparedness of individual students in the lesson, and their discipline.

Result:

Solid knowledge is combined with high activity and well-formed learning skills.

Recommendations:
Be patient and, if necessary, several times explain the material that the students do not understand, while varying the methods of explanation.
Memo

If a child lives in enmity, he learns to be aggressive.
If a child is constantly criticized, he learns to hate.
If a child is ridiculed, he becomes withdrawn.
When a child is encouraged, he learns to believe in himself.
When a child grows up in a situation of acceptance, he learns to accept others.
When a child grows up in honesty, he learns to be fair.
When a child is supported, he learns to value himself.
If a child lives in understanding and friendliness, he learns to find love in this world.

The situation of success in the lesson

The desire to learn arises when everything or almost everything works out. The student's personal interest in acquiring knowledge appears. It has been proven that the basis of any person's creative active well-being is faith in their own strengths. The affirmation of this belief is impossible without the acquisition of the experience of achievement and experience of success. It has long been no secret to anyone that a child who has never known the joy of achievement, who has not experienced pride that difficulties have been overcome, loses interest and desire to learn.

Each teacher can create a "situation of success" in his lessons if he is engaged in the formation of educational and cognitive motivation of students. A "situation of success" is a combination of conditions that ensure success, and success itself is the result of a similar situation.

The task of the teacher is to give each of his pupils the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves.
Algorithm for creating a situation of success
1. Against the background of emotional comfort, the removal of fear

“We try and search everything, this is the only way something can work out.”

"People learn from their mistakes and find solutions."

2. Advance payment of a successful result.

“I don’t even doubt the successful result”,

"You will definitely succeed"

3. Covert instruction of the child in the methods of activity .

"Perhaps the best place to start is ..."

"When doing work, do not forget about ..."

4. Introduction of motive (to indicate practical significance).

"Without your help, your comrades cannot cope ..."

5. Personal exclusivity.

"Only you could", "Only you, I can trust ...",

"I cannot address this request to anyone but you ..."

6. Mobilization of activity, or pedagogical suggestion.

"I really want to see as soon as possible ..."

7. High appreciation for details

"You especially succeeded in that explanation ...",

"Most of all I liked your work ..."

The success of pedagogical communication is the success of teaching and upbringing Student Scientific Society "Useful" school psychologist

Pedagogical communication is a professional communication between a teacher and students in the classroom and outside it, which has certain pedagogical functions and is aimed at creating a psychological climate for educational activities and relations between the teacher and students and within the student body; his success determines his success in teaching and education.
Upbringing in its essence is a communicative process, the basis of which is communication: through communication, the teacher organizes the behavior and activities of students, evaluates their work and actions, informs about the events that are taking place, causes appropriate feelings about misconduct, helps to overcome difficulties, not to lose faith in their capabilities ...
It is more difficult to talk with a child than with an adult: for this you need to be able to correctly perceive the external manifestations of his contradictory inner peace, take into account the possible emotional reaction to the word addressed to him, his sensitivity to falsehood in communication with adults. Communication is carried out not only in verbal form. A glance, gesture, posture, even silence is also an answer or an appeal to a partner.
The teacher's word acquires the power of influence only if the teacher recognized the student, showed attention to him, helped him in some way. Pupils are the most active in communication with teachers primary grades... This activity is the result of a trusting, good relationship between the teacher and students at this age: students tell the teacher about events in the family and school, about grievances, grief and joys, books and programs read. Such communication helps the teacher to strengthen the educational power of influence on the personality of the student, to prevent breakdowns in his behavior, to establish contact with parents. In secondary school, the nature of communication changes, the student is involved in relationships with several subject teachers who know little of him, and communication with him depends on the student's success in the subject and behavior in the lesson. In the process of communication, students learn not only the content of the material, but also the attitude of the teacher towards them. The nature and content of those assessments that he gives to students, the nature of their experiences about their actions or disruptions in behavior largely depend on the teacher's attitude to students. The attitude towards students is always shown by the teacher in communication with them. This attitude is based on certain stereotypes. It is known that a favorable relationship between teachers and students determines the accuracy and visual attractiveness of students, their academic success, diligence and discipline.
Based on the analysis of teachers' perception of students, four groups of students were identified.
The first group includes children who have mastered the requirements of teachers well, are doing well, actively participating in pedagogical process... Contact with them brings joy to the teacher in educational and other types of pedagogical work. Their parents often visit school, carry out assignments from teachers, and are part of the parent committee. Wide contacts with students provide a good knowledge of their psychological characteristics and more opportunities for educational influence. They are in a zone of favorable relationships. In such relationships with teachers, conflicts almost never happen, and if they do happen, the teachers are sure that they were "involved by other students, and they suffer for the team."
The second group includes calm students, sometimes indifferent to events. school life, the actions of their peers - they are more often not participants, but spectators of everything that happens at school. Relationships with teachers for such students are limited to participation in educational work and good academic performance creates the opinion of teachers about their personal “well-being”. Communication with them at school is of a business, evaluative nature, and this suits both interacting parties - both the teacher and the student.
The third group includes students who are easily influenced by others, they act under control strong personalities... They are always ready to apologize to the teacher for a misdemeanor, to fulfill any assignment, relations with such students do not take on a conflictual character.
The fourth group includes independent independent children who have their own point of view on events at school, are sensitive to relationships between people. This group also includes students from disadvantaged families, disadvantaged losers, “difficult” children. They irritate teachers with their behavior. Sometimes the teacher, wanting to “break” their resistance, reminds them of their trouble, insults the students, and in return receives an answer - an insult. This style of communication leads to protracted conflicts.
The communication of the teacher with the students is always fraught with a lot of the unexpected. Constant spiritual growth, character formation with relatively calm development in primary school age up to sharp leaps and breakdowns in adolescence do not allow the teacher to self-complacency, even with visible successful communication with students. Pupils' mood swings are difficult to analyze immediately, but the teacher must not only recognize them, but also skillfully and tactfully manage moods in communication processes.
The changes that have taken place in the life of society have accelerated physiological maturation in comparison with the past. Awareness and the possibility of obtaining information, the wide distribution of youth families, the high educational level of parents, their increased social activity, in comparison with the past, could not but affect the upbringing in the family. For a significant part of schoolchildren, civic development is taking place with a significant delay; many of them are characterized by political naivety, consumer and dependent sentiments, and pragmatism. The teacher cannot ignore this when communicating with modern schoolchildren.
Communication of a teacher with his students is a chain of interconnected and interdependent with each other, carried out in various forms and circumstances of contacts. The subject taught by the teacher has a special role here. Any subject of the school curriculum already contains certain grounds for educational influence, for spiritual contacts, a thorough exchange of opinions, a serious conversation about life. The quality of teaching affects the content of the lesson, which can result in a memorable and vivid communication between the teacher and the students; this is of particular importance not only in the formation of interest in science, but also in the establishment of authority, respect, love and trust in the teacher. But the teacher is often faced with a situation when his subject is learned poorly. At the same time, attention is drawn to the inability of the student to master the subject. But the process of mastering the subject and the disposition to the teacher of this subject are interrelated and have one common basis - the interest in communication. The presence or absence of special abilities only increases or decreases the interest in communication.
To form a stable student's interest in the subject being taught, the teacher must pay attention to the content, depth of science and teaching methods. Any school subject is interesting for a student if ideas, topics, and the meaning of learning are presented interestingly. The Soviet psychologist A. N. Leontiev wrote that the problem of learning is, first of all, the problem of the psychology of communication. As a form of communication, any school lesson is the transfer of information and at the same time the refraction of this information from the angle of educational impact on students. To maintain interest in the lesson, its development, the teacher needs to diversify the forms of the lesson. For example, a lecture, seminar, debate, press conference, excursion, test, competition, business game... All this can be found in life itself, in the diverse forms of human relationships. The lesson should be creative, be a means of interested communication between the student and the teacher.
A lesson is, first of all, a business communication between the teacher and the class as a team. But the lesson should at the same time be a business communication between the teacher and each student. It is extremely difficult to build communication in the lesson so that it involves all students in the class and at the same time, as it were, is addressed to each student separately. The teacher manages to organize such communication mainly only when he conducts laboratory or practical work. But the organization of such communication is possible in any class.
If the teacher's words, even the most correct and sincere ones, are at odds with the deed, with the practice of life (when a student hears one thing at school, but observes another in life), he will not be able to evoke a reciprocal feeling of support and agreement in the students. Apathy and opposition arise where there are many empty declarations, there is no deep and versatile analysis of life situations, speech is replete with cliches and platitudes, and the presentation suffers from dryness and gives off schematism. It quickly gets boring and that which is oversimplified, chewed, is repeated many times. A lesson is always “driving into the unknown,” even if it is devoted to repetition, consolidation of the material learned. He should form an interest in the subject, the need for knowledge. In this regard, a lesson as a form of communication is the formation of interest not only in the subject, but also in the personality of the teacher ”.
For the success of communication, the teacher needs the ability to manage the attention of students. Reception of novelty, when a teacher, at the very beginning of a lesson or conversation, intrigues students with the message of some new information, and not completely new, but such when something new is revealed in a known phenomenon. It is good to rely on the interests of the children in a conversation; each class may have its own characteristic techniques. If students are in a state of heightened excitability and react very violently to words, then more effective form is the presentation of material from less interesting to more interesting. When students are indifferent to the subject of conversation, then the reverse order of presenting the material will be more effective - from the most interesting to the least interesting. The action of the phenomenon of mental infectiousness can also help to capture the attention of pupils. It has been noticed that people, coming together, have the ability to succumb to the reactions of other people.
In order to stimulate interest in the subject, the studied material, you can use a variety of games, films, slides, books - everything that enlivens communication in the lesson, causes surprise, attracts attention. The teacher should not neglect the psychological characteristics of the formation of interest: avoiding monotony, not going to extremes, turning the lesson into a "pursuit race", where every minute is occupied by intense mental work; the lesson should not take the form of lax, prolonged idleness. Children need to be kept busy, whether it's play or work.
The teacher needs to skillfully break the lesson into parts, because after 7-10 minutes, the attention of any audience usually decreases. Thinking wants to take a break from the old logical course, therefore, various methods of activating attention should be combined: a joke, a colorful example, an unexpected and vivid comparison, a small parable, aphorism, metaphor, drawing, music, etc. It is important that the transition from one type of work to another in the lesson is not abrupt, so that it does not sound

the threat to give a deuce for inattention. There should not be any lethargy or sluggishness. This requires a certain amount of stress from the teacher, since it is necessary to take into account the capabilities of each of the students in the class and all of them together. Having felt the fatigue of the children, seeing that not all students can follow the set pace of communication, the teacher should smoothly change it. A skillfully set pace, its transitions in communication, in many ways contribute to an increase in the interest of students.

One of the best ways to organize active communication in the lesson is considered to be a business, or situational role-playing game (press conference, symposium, consultation, etc.). In such a game, given and organized by the teacher, the students imitate some of the professional functions of adults. The game reproduces activities and relationships that develop in some real life situations. The famous psychologist L.S. Vygotsky explained play as “the kingdom of arbitrariness, freedom and imagination”, where “imaginary situations” are created by operating with pure meanings and “illusory realization of unrealizable desires” occurs. The game acts as a method by which the teacher accelerates, condenses and revives the process of practical assimilation of students' knowledge and skills. These games are incredibly enlivening for the lesson as a form of communication. In the game, the psychological adaptation of students to each other is carried out, which contributes to the improvement of the psychological climate of the team, helps to form at the same time the spirit of competition and mutual assistance. The essence of the game as a type of communication is that new knowledge is obtained as a result of a constant dialogue, a clash of different opinions and positions, mutual criticism of assumptions, their justification and consolidation.
The teacher needs to be very attentive to the student's progress. Success must be noticed and appreciated immediately. Almost everyone can be praised for something: appearance, beautiful handwriting, accuracy, cheerful disposition, resourcefulness. A student who is praised has a special sense of trust in the teacher. Words of approval strengthen the child's self-esteem, build self-confidence, and build kindness.
Demanding, adherence to principles and consistency in the implementation of work discipline and order in the lesson and outside it contribute to the development of a business attitude of the class, and this affects communication. Some comments aimed at maintaining business communication are appropriate to say right in the lesson in the presence of the class, if only this or that action can be correlated with someone else from the class. In this case, a joke, irony, a practical joke works well.
When communicating with a class or group of students on training sessions quite often situations arise that, as it were, specifically test teachers for restraint, patience, and the ability to control themselves. More often than others, a situation arises when, when explaining a lesson, one or two students have to make the same remark several times. Often the teacher does not hold back, he is tired of disobedience, he is tired of repeating the same thing several times. Good, kind words, it seems to him, do not reach this student, and the teacher breaks down to shout, to threats. This short temper in the form of a shout helps to finish the explanation without hindrance, but without enthusiasm. The lesson is crumpled, the teacher has a bitter aftertaste from his intemperance, fervor, the students - bewilderment, tension, stiffness, anxiety.
“A cry is the surest sign of the absence of a culture of human relations,” wrote VA Sukhomlinsky. Restraint is an important psychological property in teacher-student communication. This quality is characterized by a stable, even, calm, but not indifferent, not cold attitude to various situations of life. Restraint involves the neutralization of such emotions and feelings as anger, rage, discontent, hatred, contempt, etc. Controlling the emotional-volitional sphere is the ability to play in advance in the mind possible maximum failures, exclude unexpected situations, translate negative emotions into positive ones. Mood as a stable general emotional state plays important role in the process of activity. The teacher must monitor his mood. He is obliged to immediately rebuild his sad, depressed, depressed mood. Guys most of all are drawn to people who are characterized by an elevated, cheerful, cheerful mood. On the contrary, they avoid people who are gloomy, unsmiling, bored. Children are constrained by the mood of sadness, depression of adults.
The most important type of professional communication of a teacher, along with a lesson, is extracurricular activity(evening, excursion, cultural outing, class hour, meeting). These types of communication should not resemble a lesson, otherwise students will avoid these activities, considering them as a forced continuation of the lessons.
In individual communication with students, the teacher is always faced with an initial psychological attitude: it is necessary to unravel the student, discover his talents, discover everything of value that is inherent in his character. Everyone has their own temperament, abilities, character: one is very easily carried away by everything, the other gets tired of everything quickly, one is hardworking, the other is not averse to being lazy. And all this must be taken into account by the teacher. Everyone needs their own specific, specific, individualized style of communication.
Children are taught not the instructions of an adult (teacher), but the style of interaction. The personality of the teacher, his professional communication, his success are the keys to the success of teaching and raising children. And relationships built on the basis of mutual respect, equality, complicity, faith in abilities, provide an opportunity for self-realization and personal development of each of the participants.
Pedagogical council. Topic: Parenting and Learning Success.

“There are no children - there are people, but with a different scale of concepts,

other sources of experience, other aspirations, a different play of feelings "(Janusz Korczak)

Relevance of the topic.

The most important discovery of the 2nd half of the 20th century should be considered the introduction into the practice of teaching and education of the principle of teaching and education success.

Success gives rise to a strong additional impulse, contributes to the development of the student's dignity, this is the key to a positive attitude towards learning, school, science, work as such. Thus, the situation of success becomes a factor in the development of personality. The success situation is subjective and individual. It is experienced by both a student of poor academic performance and a student of high productive activity.

Creating a situation of success in the lesson:

1. Mandatory condition. The atmosphere of goodwill in the classroom throughout the lesson. The components of benevolence: a smile, a kind look, attention to each other, interest in everyone, friendliness, disposition, gentle gestures.

2. Removal of fear - advance payments to children before they begin to implement the task. Advancement of success means announcing positive results before they occur. This operation increases the child's self-confidence, increases activity and his freedom. (Acceptance of personal exclusivity, the basis is any dignity of the student corresponding to the proposed activity: physical strength, clarity of thinking, originality of perception, good memory, resourcefulness, etc.)

3. Key point. High motivation for the proposed actions: in the name of what? For what? What for? Motive is the strongest mechanism.

4. Real help in moving towards success is a hidden instruction of activity, sent to the subject to initiate a mental image of the upcoming activity, and the way of its implementation.

5. Brief expressive influence - pedagogical suggestion, collected in a bright focus: “For the cause! Let's get started! "

6. Pedagogical support in the course of work (short remarks or facial expressions).

7. Evaluation - evaluation is not done as a whole, it is not pronounced "from above", it focuses on the details of the work performed.

From the point of view of educational psychology, the self-esteem of children is very important. Children can hold a high or low opinion of themselves, depending on their own success and the assessments of the people around them. In early childhood, a child judges himself according to four main criteria:

Cognitive competence: the ability to solve problems and achieve set goals

Social competence: the ability to maintain relationships with others

Physical competence: “what I can or cannot do” - run, jump, etc.

Code of Conduct: "Am I a good boy (girl)"

With age, self-assessment criteria become more differentiated as ideas form about our attractiveness in the eyes of the opposite sex, about our sense of humor, professional suitability, etc.

In some theories, self-esteem is seen as the result of the cumulative perception of our abilities in all areas of life. Since some areas seem to be more important than others (for example, we may not be bothered by our appearance or physical strength), we tend to weigh the importance of each opinion, rather than sum them up. According to other views on the development of self-esteem, it is based on the opinions and judgments of other people.

Mirror Self is a term used by Charles Cooley to convey the idea that a person’s self-awareness is largely due to the reactions of the people around him. Thus, other people play the role of a "mirror", looking into which we can judge ourselves.

Assimilated helplessness. The tendency of the body to stop trying to avoid an unpleasant stimulus, since all attempts in the past have ended in failure. During experimental research of this phenomenon, dogs were affected by discharges electric current preventing them from escaping. After several discharges, the dogs no longer tried to hide, even when presented with an obvious escape route.

Self-fulfilling (self-fulfilling) prophecy. The belief that events often happen according to our predictions. So, if you tell a student that he will fail in exams, he can adjust himself accordingly, believe in the inevitability of failure, give up on preparation and in the end really fail, fulfilling the prophecy. “I will inevitably fail. Everyone tells me that I am hopeless. " Lack of proper preparation and familiarity with the subject did their job: "I failed the exam." “They were right, I am hopeless” is a self-fulfilling prophecy in action.

Work in creative teams to design programs for teaching and educating success.

The creative group is offered an assignment for discussion. According to the results of the work of the 1st and 2nd groups, a poster "Teaching and education with success" should be obtained, which is prepared in advance, and the members of the creative group should fill it with content. The poster may show a ship with flying sails and a student on deck, representing the educational process in a particular school.

Task for the 1st group.

Dear colleagues! We ask you to analyze the proposed actions of the teacher and choose from them only those that contribute to the creation of a situation of success in the lesson. If necessary, suggest your options for the teacher.

ACTIONS OF THE TEACHER IN THE LESSON

1. We focus on the negative

2. Smile, kind look

3. Interest in each student, generosity towards anyone

4. Gives nicknames (bad, lazy ...)

5. Comparison of one child with another

6. Celebrates personal exclusivity

7. Arguments the need for action

8. Teaches the algorithm of actions

9. Assessment of student actions with emphasis on details

10. The teacher speaks a lot for the children.

11. Expresses dissatisfaction with a student, a group of students

12. Believes in the student's ability

13. Warning and threats of non-compliance

This group, when presenting their work, sticks their cards on the sails - this is the personification of the tailwind that moves the ship forward.

Task for the 2nd group.

Dear colleagues! We ask you to analyze the proposed actions of the teacher and choose from them only those that do not contribute to the creation of a situation of success in the lesson. If necessary, suggest your options for the teacher's actions that interfere with the creation of a situation of success.

ACTIONS OF THE TEACHER IN THE LESSON (the same)

This group, when presenting their work, sticks their cards on anchors, which do not contribute to the creation of a situation of success, interfere with effective teaching and moving forward.

Task for the 3rd group.

Dear colleagues! There are many ways to support the student as they complete the assignments in the lesson. This support is needed all the time. And it should be more than a few phrases that are repeated all the time: "good", "very good", "excellent." Sincerity, creativity and diversity are powerful tools in building a child's self-esteem.

We ask you to give 20-25 possible options (ways) to tell the student: “You are great! Fine!" For example: “Continue to work well as well”, “this is an achievement! I appreciate what you did! "

The presentation of the work of this group can be done as a creative presentation of the teachers.

Some options. It's great! You did better today than yesterday!

Well done! You made me happy!

Much better already! You exceeded my expectations!

Great! You did it today!

Congratulations, well done! I am amazed at your knowledge!

Now I love you, now I praise you!

Task for the 4th group.

Dear colleagues! We ask you to analyze the questionnaires of our teachers. For the efficiency of your work, you must: 1) cut all the questionnaires into 4 parts (for questions); 2) form 4 microgroups to handle each question; 3) each microgroup makes a conclusion based on the majority of answers; 4) the whole group chooses one representative to present the overall result for the entire questionnaire (better with numerical data, you can calculate the percentage of typical answers).

Presentation of creative groups.

Analyzing, the group or the teacher of the teacher's council concludes about the actions of the school teachers: are they aimed at creating a situation of success or not, what problems are revealed by this questionnaire.

Reflection.

After the performance of all groups, the members of the teachers 'council are invited to fill out the exit card of the teachers' council. The processing of this card will testify to the understanding of the problem by the teachers. The best answers can be read to the team, thereby summing up all the work and moving on to making a decision.

Summarizing. Decision-making.

An approximate draft of the decision of the pedagogical council:

The principle of teaching and educating success is one of the factors in the development of the student's personality. This principle contributes to the formation of a positive attitude towards learning, school, work, that is, it contributes to the effectiveness of learning.

Each teacher should take as a basis the proposed algorithm for creating a situation of success in the lesson.

The developed programs: "20 ways to say: you are great!"

Application form.

"Unfinished sentence".

Complete the sentence.

Starting the lesson, I say the words: ____________________________________________________________

____________________________________________________________________________________

The student does not work in the lesson. I tell him: _________________________________________________

Before the test (dictation, verification work) I usually say: _____________

________________________________________________________________________________________

In my opinion, the effectiveness of the lesson is influenced by: _______________________________________

This work reveals the essence of a purposeful, organized combination of conditions under which the possibility of achieving success in the activities of both an individual and the collective as a whole is created.

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MBOU "Urinsk secondary school"

Scientific and methodological conference

"Modern education: experience, problems, prospects"

Topic: Increasing student motivation through creating situations of success in learning

Completed by: Shigina I.A.,

Deputy director of the school for OIA

2012 r.

Objective : to reveal the essence of a purposeful, organized combination of conditions under which the possibility of achieving success in the activities of both a single individual and the team as a whole is created.

Tasks :

identify psychological factors that determine success or failure in learning;
to reveal the role of the teacher in increasing the motivation of students;
diagnose students of different age groups for success in learning and determine school motivation;
create a bank of situations of success
Relevance: VF Shatalov argued that in order for the work at school to be effective, the "pickle" effect must work. The main thing is to create a brine. Then, no matter what the cucumber is, good or bad, once it gets into the brine, it will be salted. How to create such a “pickle”? What to take as a basis? Many teachers believe that the main purpose of a teacher's activity is to create a situation of success for each child in the classroom. It is created by combining conditions that ensure success. The task of the teacher is to give each student the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves. Success in learning is one of the sources of the student's inner strength, giving rise to energy to overcome difficulties, the desire to learn.

1 Psychological Factors Determining Success and Failure in Learning

WITH psychological point of view success - this is the experience of a state of joy, satisfaction from the fact that the result to which the person aspired in his activity, either coincided with his expectations, hopes (with the level of claims), or surpassed them.

Features of success: on the one hand, success is a purely personal, individual experience of joy; on the other, a collective assessment of the achievements of an individual.

For a child, the joy shared with others becomes not one but many joys. Likewise, failure shared with others becomes something else. The best option: the joy of one becomes the joy of others, and failure prompts the student to remove the grief from others. Failure breeds a desire for success.

If a child rejoices in his achievements, does not calm down on them, strives for new heights, pleases others - is it worth worrying? In some cases, it's worth it. It is important that success is not needed only for an external effect or does not become an end in itself.

Learning success depends on the followingpsychological factors:

- motivating learning activities;

- arbitrariness of cognitive processes(perception, attention, imagination, memory, thinking and speech);

- whether the student has the necessary strong-willed and a number of other personality traits(persistence, dedication, responsibility, discipline, conscientiousness, etc.);

Skills interact with people in joint activities with them, especially with teachers and classmates (communication skills);

- intellectual development and formation of educational activity as a teaching.

Besides purely psychological factors affect the child's success:

- means and content of training, the teaching material used by the teacher and the student. He must meet certain requirements. The most important of these is accessibility and a sufficient level of complexity. Accessibility ensures the assimilation of this material by students, and sufficient complexity ensures the psychological development of students. From a psychological point of view, the optimal educational material in terms of complexity is considered to be at a sufficiently high, but still quite accessible level of difficulty for assimilation;

A well-thought-out system (strategy) of rewarding students for success and punishment for failures in educational activities... Promotions must matchreal successand reflect not so much the abilities of the learner as their efforts. Punishments must playstimulating role, that is, to touch upon and activate important motives of educational activity aimed at achieving success, and not at avoiding failure.

Using incentives in learning

1. Encouragement is based on a positive belief in your own abilities and the abilities of others, on accepting students as they are, not as they could be.

2. The purpose of encouragement is to help students believe in themselves and their abilities.

3. Encouragement helps students to take the risk of appearing imperfect, realizing that a mistake is not a failure. Mistakes can contribute to learning.

4. Reward is different from praise. The student does not have to earn incentives by being the first to do so. It can be obtained for any positive action. Encouragement means that the student is accepted and respected for who he is.

5. Reward is given for the effort shown. (This does not give the student a value judgment, as in the case of praise.)

6. Encouragement begins with finding the value of the learners — talents, positive attitudes and goals, not shortcomings. Each student has strengths.

7. Encouragement is the opposite of disapproval. Do not discourage students

By making negative remarks and showing negative expectations,

Using unreasonably high and double standards,

Encouraging a spirit of competition between students and excessive ambition.

8. Reward is a statement that the student is trying and that it is worth trying.

2. The role of the teacher in increasing student motivation.

What role does the teacher play in motivating students? What can a teacher do to improve her?

Firstly , the teacher may focus on learning, or the process of acquiring skills and knowledge, rather than on the achievement, or product, or result of this process. Teachers should be responsive to student efforts, not just their results. Students receive specific feedback from the teacher regarding the correctness of their assignment, and not just grades; specific response to how children learn, and not to their personal characteristics and upbringing; reacting to how they learn, without referring to other students, all help students focus on learning.

Secondly , the teacher can increase the motivation of students by reducing competition between them. A collaborative approach and a mastery approach are ways to help students avoid negative inferences about the reasons for their performance by comparing it with those of other students. Compared to the conventional teaching approach used in the classroom, teaching in a collaborative structure and teaching prior to mastering the subject is more likely to provide a sense of success for learners who need it.

Thirdly , the teacher needs to help students evaluate their results based on causal factors other than ability. This is important because judgments about ability are associated with self-esteem and self-confidence, with negative judgments most detrimental to a student's desire to try to learn well. As noted, one way to do this is to reinforce effort rather than results so that learners see effort rather than ability as the cause of success.

Another way is to introduce a new causal factor - strategy. Strategy refers to the way you do something. If a student is performing poorly on a test, it may not be due to ability or insufficient preparation effort. Poor teaching skills and poor execution skills may be the problem control works, both are strategies. By helping students view (failing) strategies as causes of failure, helping them improve their strategies, and praising them for their efforts to do so, teachers can turn failure into success for many students.

Fourth , the teacher should strive to set realistic goals in order to increase the likelihood of success and the students' personal assessment of their abilities.

Fifth , teachers need to constantly monitor the information they send to students about the reasons for academic failure, and accordingly change their statements in order to provide feedback to students. Audio and video recording can be very useful in this regard. Teachers should monitor whether and how they communicate to students what they perceive as incapable, and should try to change the expression and manner in which they communicate it.

At sixth , teachers themselves need to avoid the state of learned helplessness as a result of their perceived failures and frustrations experienced in the classroom.

3. The results of the survey on the subject of success in learning and determination of school motivation

3.1 I conducted a voluntary anonymous survey of students to determine school motivation. The survey was carried out selectively in different age groups: Grade 2, Grade 5, Grade 9

The results are presented in the diagram:

Do you like school?

Are you always happy to go to school?

Do your teachers often praise you?

2 question. What words do teachers use to compliment you?

(most often: Well done! Rarely - "Clever", "Excellent")

3 question. Were there times when teachers did not notice your success?

4 question. When do you feel confident?

5 question. Do you like it when your teachers praise you?

4. Bank of situations of success

Conditions for creating a situation of success

Friendliness of others:the disposition of the seated, smiles, friendly encouragement, expectation of performance and interest in the future result - all this removes psychological constriction, reduces fear of failure, initiates the subject's activity.

The latter can be increased due to the high motivation of the proposed activity. “We really need it, because…”, “It's important for you, because…”. Emphasizing the importance of the case immediately raises the person's idea of their own worth, which means it fills them with greater confidence in their abilities.

Removing fear - a special operation required for every child thirsty for success and fearful of failure. Therefore, the teacher says: "It's not difficult at all ... If it doesn't even work out, it's okay, we'll look for another way ..." or "We'll all help you."
This operation is supported by another influence -"Hidden instruction": this is a veiled help to a person who must learn to do without help, fully rely on his resources; but now he will not be able to cope with the work yet, because he is small, inexperienced, inept, timid. The teacher says: "You remember, of course, that it is better to start with ..." or "Usually it is more convenient to start with ...", or "Here, probably, the main thing is ...". The latent instruction initiates a representation in the child's mind, he sees the picture of the object that should be formed in the course of his activity. This idea provides the basis for the independent steps of the subject.
Friendly positive reinforcement - advance payment : the announcement of the merits that the person has not yet managed to show, but which others endow him with. For example: "You, so smart (strong), will certainly succeed ...".
"Personal exclusivity": “Only you could ...; we have great hope for you. " This operation places responsibility by mobilizing the subject.
Pedagogical suggestion- an intonationally rich, mimicry way of convincing a pupil of great faith in him. This element entirely depends on the pedagogical technique, the degree of its development in a particular teacher.
Completes the ped system. operationsproduct performance assessmentchild. It will determine if the child is (after all) experiencing the joy of success. Evaluation should be detailed, not holistic: "You especially succeeded ...", "Most of all I like how you are ...", "Such a fragment is striking ...".

Techniques for creating situations of success

Emotional stroking

The teacher in the lesson gives praise: "you are great," "clever," "guys, I'm proud of you."

But is this only praise? Or a statement of fact? Maybe the child is trying because he believed the teacher: “Yes, I’m a fine fellow, yes, I’m a clever one. I deserve these words. All the time I will prove that I am smart and well done! " We instill in the child self-confidence.

"The lack of the joy of learning is generated by the lack of the joy of teaching" (Belkin A.S.)

Reception "I give a chance"

We are talking about a situation prepared in advance by an individual teacher, in which the child gets the opportunity to unexpectedly, perhaps for the first time, reveal for himself his own possibilities and abilities. The teacher may not specially prepare such a situation, but his educational gift will manifest itself in the fact that he will not miss this moment, will correctly assess it; will be able to somehow materialize.

For an unsuccessful student, the teacher finds an intellectual sponsor. A sponsor means one who provides at his own expense, disinterestedly, free of charge, not bound by any demands or coercion.

The most effective way is to attract a high school student to intellectual sponsorship. This has many benefits. Here is the realization of the senses of the "senior", and the awareness of one's own intellectual "I". At the same time, it is flattering for a weak student to accept the help of an elder, to feel his attention. He does not feel his humiliating weakness in front of his classmates, he has an advance of trust in the capabilities of his sponsor.

Receiving a "Delayed Mark"

A grade is given only when the child deserves either a positive grade or an increased grade. This should not be confused with evaluation! A grade is a fixed grade. Evaluation can be different, it is always necessary and necessary. And the mark is only when it speaks about movement and forward, about the achievement of the child. You should not rush to bad grades, the child should be given a chance!

Reception "Eureka"

The secret of the technique is simple: it consists "in the teacher's desire to awaken the students' thoughts, to give everyone the opportunity to make their own little discovery, and to turn those around them into accomplices, to include them in the creative process" (Sh.A. Amonashvili).

So, you need to create conditions under which the child, performing study assignment, will unexpectedly come to a conclusion that reveals a previously unknown.

The merit of the teacher will be not only to notice this deeply personal "discovery", but also to support the child in every possible way, set new, more serious tasks for him, and inspire him to solve them.

A child, especially in the lower grades, who already has some kind of accumulated intellectual reserve, but cannot really use it, resembles a mechanism wound up by the spring of knowledge, a mechanism that needs an initial impetus. “The success of a discovery cannot arise from scratch. It must be prepared for a long time and patiently, revealing to the child possible connections, relationships ... ”(Sukhomlinsky VA).

Reception "Intelligent Inversion"

(changing the position of the components, placing them in the reverse order)

There is a continuous process of mutual enrichment of knowledge. Schematically, it can be represented as follows: the teacher receives knowledge, transfers it to the students, and those, in turn, having accumulated a certain reserve and the ability to independently acquire them, enrich the intellectual fund of the teacher. So, schoolchildren also develop their own intellectual potential. You can even talk about the potential of the class.

Formula: the teacher's potential gives rise to a group of potentials that constantly interact with each other in order to "charge" student potentials, the teacher must constantly replenish his own, and the stimulus for this process is the mental growth of students, "connecting" to which the teacher receives a new charge of energy.

Reception "deliberate mistake"

We are used to the fact that only a teacher can point out mistakes to students. When such an opportunity is given to a student, one must see what pride his face shines with: he discovered a mistake with the teacher himself!

The "deliberate mistake" technique can be applied taking into account the age only on the material known to the student, which is used in the proof as reference knowledge.

Reception "horizon line"

This phenomenon has been known since early childhood. No matter how much you approach the place where the imaginary merging of heaven and earth takes place, it will always move away, beckon, lead you to infinity. The same is true in the case of a child's passion (interest) in something.

Of course, every teacher has not a single method of creating a "situation of success", and I really want to hope that these techniques will largely help students cope in difficult situations, increase their self-esteem, motivation, and avoid a situation of "failure".

Conclusion

By creating situations of success, the teacher actualizes in the structure of the need-motivational sphere of the student's personality the disposition of achieving success in any activity and, above all, in educational and cognitive. The actualization of these dispositions leads to a change in the student's perception of the educational and any other life situation. In this case, his attention becomes selective, and he himself can biasedly perceive and evaluate the motivation for achieving success. Thus, we conclude that there is a relationship between success in learning and achievement motivation.

There is no doubt that the student must definitely experience the situation of success. Success supports the motivation of the student's cognitive activity. Of course, the degree of success depends on the level of ability, skill of the student and the degree of effort involved. But this is the task of the teacher - to reveal and reveal the inner potential of the student. At the same time, the formation of motivational attitudes in a child is conditioned by the behavior of the teacher himself, the style of his management, communication, his attitude to his subject and his pedagogical activity. All these are indispensable conditions for the formation of students' faith in their own strengths, in their ability to achieve. Only having formed the need for knowledge, it is possible to evoke motives adequate to it in learning. Therefore, the knowledge and skills of the teacher to carry out special work to stimulate and motivate the educational activities of schoolchildren are so significant.

The task of the teacher is to give each of his pupils the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves.

Bibliography

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