Problems of modern education and science. Ways to solve problems at the state level

In the course of his professional activity, a teacher, in addition to his immediate responsibilities related to the training and education of the younger generation, has to communicate with colleagues, students, and their parents.

In daily interactions, it is hardly possible to avoid conflict situations. And is it necessary? After all, by correctly resolving a tense moment, it is easy to achieve good constructive results, bring people closer, help them understand each other, and achieve progress in educational aspects.

Definition of conflict. Destructive and constructive ways to resolve conflict situations

What is conflict? Definitions of this concept can be divided into two groups. In the public consciousness, conflict is most often synonymous with hostile, negative confrontation between people due to incompatibility of interests, norms of behavior, and goals.

But there is another understanding of conflict as an absolutely natural phenomenon in the life of society, which does not necessarily lead to negative consequences. On the contrary, when choosing the right channel for its flow, it is an important component of the development of society.

Depending on the results of resolving conflict situations, they can be designated as destructive or constructive. The result destructive collision is dissatisfaction of one or both parties with the outcome of the collision, destruction of relationships, resentment, misunderstanding.

Constructive is a conflict, the solution of which became useful for the parties taking part in it, if they built, acquired something valuable for themselves in it, and were satisfied with its result.

Variety of school conflicts. Causes and solutions

Conflict in school is a multifaceted phenomenon. When communicating with participants in school life, the teacher also has to be a psychologist. The following “debriefing” of clashes with each group of participants can become a “cheat sheet” for a teacher on exams in the subject “School Conflict”.

Conflict "Student - student"

Disagreements between children are a common occurrence, including in school life. In this case, the teacher is not a party to the conflict, but sometimes it is necessary to take part in a dispute between students.

Causes of conflicts between students

• struggle for authority
• rivalry
• deceit, gossip
• insults
• grievances
• hostility towards the teacher's favorite students
• personal dislike for a person
• sympathy without reciprocity
• fight for a girl (boy)

Ways to resolve conflicts between students

How can such disagreements be resolved constructively? Very often, children can resolve a conflict situation on their own, without the help of an adult. If teacher intervention is still necessary, it is important to do so in a calm manner. It is better to do without putting pressure on the child, without public apologies, and limit yourself to a hint. It is better if the student himself finds an algorithm for solving this problem. Constructive conflict will add social skills to the child’s experience, which will help him communicate with peers and teach him how to solve problems, which will be useful to him in adult life.

After resolving a conflict situation, dialogue between the teacher and the child is important. It is good to call the student by name; it is important that he feels an atmosphere of trust and goodwill. You can say something like: “Dima, conflict is not a reason to worry. There will be many more disagreements like this in your life, and that's not a bad thing. It is important to solve it correctly, without mutual reproaches and insults, to draw conclusions, to work on mistakes. Such a conflict will be useful."

A child often quarrels and shows aggression if he has no friends and hobbies. In this case, the teacher can try to correct the situation by talking with the student’s parents, recommending that the child enroll in a club or sports section, according to his interests. A new activity will not leave time for intrigue and gossip, but will give you an interesting and useful pastime and new acquaintances.

Conflict "Teacher - student's parent"

Such conflicting actions can be provoked by both the teacher and the parent. Dissatisfaction can be mutual.

Causes of conflict between teacher and parents

• different ideas of the parties about the means of education
• parent's dissatisfaction with teacher's teaching methods
• personal animosity
• parent's opinion about the unreasonable underestimation of the child's grades

Ways to resolve conflicts with student parents

How can such discontent be constructively resolved and stumbling blocks broken? When a conflict situation arises at school, it is important to sort it out calmly, realistically, and without distortion, look at things. Usually, everything happens in a different way: the conflicting person turns a blind eye to his own mistakes, while simultaneously looking for them in the opponent’s behavior.

When the situation is soberly assessed and the problem is outlined, it is easier for the teacher to find the true cause, evaluate the correctness of the actions of both parties, and outline the path to a constructive resolution of the unpleasant moment.

The next step on the path to agreement will be an open dialogue between the teacher and the parent, where the parties are equal. The analysis of the situation will help the teacher express his thoughts and ideas about the problem to the parent, show understanding, clarify the common goal, and together find a way out of the current situation.

After resolving the conflict, drawing conclusions about what was done wrong and what should have been done to prevent a tense moment from occurring will help prevent similar situations in the future.

Example

Anton is a self-confident high school student who does not have extraordinary abilities. Relations with the guys in the class are cool, there are no school friends.

At home, the boy characterizes the children in a negative way, pointing out their shortcomings, fictitious or exaggerated, shows dissatisfaction with the teachers, and notes that many teachers lower his grades.

The mother unconditionally believes her son and assents to him, which further spoils the boy’s relationship with his classmates and causes negativity towards the teachers.

The volcano of conflict explodes when a parent comes to school in anger with complaints against the teachers and school administration. No amount of persuasion or persuasion has a cooling effect on her. The conflict does not stop until the child graduates from school. It is obvious that this situation is destructive.

What could be a constructive approach to solving a pressing problem?

Using the above recommendations, we can assume that Anton’s class teacher could analyze the current situation something like this: “The mother’s conflict with the school teachers was provoked by Anton. This indicates the boy’s internal dissatisfaction with his relationships with the guys in the class. The mother added fuel to the fire without understanding the situation, increasing her son’s hostility and mistrust of the people around him at school. Which caused a response, which was expressed by the cool attitude of the guys towards Anton.”

The common goal of parent and teacher could be desire to unite Anton’s relationship with the class.

A good result can be obtained from a dialogue between the teacher and Anton and his mother, which would show The class teacher's desire to help the boy. It is important that Anton himself wants to change. It’s good to talk with the kids in the class so that they reconsider their attitude towards the boy, entrust them with joint responsible work, and organize extracurricular activities that help unite the kids.

Conflict "Teacher - student"

Such conflicts are perhaps the most frequent, because students and teachers spend hardly less time together than parents and children.

Causes of conflicts between teacher and students

• lack of unity in teachers' demands
• excessive demands on the student
• inconstancy of teacher's demands
• failure to comply with requirements by the teacher himself
• the student feels underestimated
• the teacher cannot come to terms with the student's shortcomings
• personal qualities of a teacher or student (irritability, helplessness, rudeness)

Resolving teacher-student conflict

It is better to defuse a tense situation without leading it to conflict. To do this, you can use some psychological techniques.

The natural reaction to irritability and raising your voice is similar actions. The consequence of a conversation in a raised voice will be an aggravation of the conflict. Therefore, the correct action on the part of the teacher would be a calm, friendly, confident tone in response to the student’s violent reaction. Soon the child will also be “infected” by the calmness of the teacher.

Dissatisfaction and irritability most often come from lagging students who do not conscientiously perform school duties. You can inspire a student to succeed in their studies and help them forget about their dissatisfaction by entrusting them with a responsible task and expressing confidence that they will complete it well.

A friendly and fair attitude towards students will be the key to a healthy atmosphere in the classroom and will make it easy to follow the proposed recommendations.

It is worth noting that during the dialogue between teacher and student, it is important to take certain things into account. It is worth preparing for it in advance so that you know what to tell your child. How to say - the component is no less important. A calm tone and absence of negative emotions is what you need to get a good result. And the commanding tone that teachers often use, reproaches and threats - it’s better to forget. You need to be able to listen and hear the child.

If punishment is necessary, it is worth thinking through it in such a way as to prevent humiliation of the student and a change in attitude towards him.

Example

A sixth grade student, Oksana, does poorly in her studies, is irritable and rude when communicating with the teacher. During one of the lessons, the girl interfered with other children’s assignments, threw pieces of paper at the children, and did not react to the teacher even after several comments addressed to her. Oksana did not react to the teacher’s request to leave the class either, remaining seated. The teacher's irritation led him to decide to stop teaching the lesson and leave the entire class after school after the bell rang. This, naturally, led to dissatisfaction with the guys.

Such a solution to the conflict led to destructive changes in the mutual understanding of the student and the teacher.

A constructive solution to the problem could look like this. After Oksana ignored the teacher’s request to stop disturbing the children, the teacher could get out of the situation by laughing it off, saying something with an ironic smile to the girl, for example: “Oksana ate a little porridge today, the range and accuracy of her throw is suffering, the last piece of paper never reached the addressee.” After this, calmly continue teaching the lesson further.

After the lesson, you could try to talk with the girl, show her your friendly attitude, understanding, desire to help. It’s a good idea to talk to the girl’s parents to find out the possible reason for this behavior. Paying more attention to the girl, entrusting her with important tasks, providing assistance in completing tasks, encouraging her actions with praise - all this would be useful in the process of bringing the conflict to a constructive outcome.

A unified algorithm for resolving any school conflict

Having studied the recommendations given for each of the conflicts in school, one can trace the similarity of their constructive resolution. Let's designate it again.

• The first thing that will be useful when the problem is ripe is calmness.
• The second point is situation analysis without vicissitudes.
• The third important point is open dialogue between conflicting parties, the ability to listen to the interlocutor, calmly express your view on the problem of the conflict.
• The fourth thing that will help you reach the desired constructive result is identifying a common goal, ways to solve the problem that allow you to achieve this goal.
• The last, fifth point will be conclusions that will help you avoid communication and interaction mistakes in the future.

So what is conflict? Good or evil? The answers to these questions lie in the way tense situations are resolved. The absence of conflicts in school is almost impossible. And you still have to solve them. A constructive solution brings with it trusting relationships and peace in the classroom, a destructive solution accumulates resentment and irritation. Stopping and thinking at the moment when irritation and anger surge is an important point in choosing your way to resolve conflict situations.

Photo: Ekaterina Afanasicheva.

How to form a child’s correct perception of the learning process? Should I help and how to prepare my homework? How can problems with lessons damage the relationship between a child and parents? I hear all these questions very often during consultations.

From undone lessons to family conflicts

Preparing homework

The basic practice when we were growing up was the same: “You will do your homework yourself, and if you have difficulties, you will ask me, and I will help you.” Now the entire education system in primary school is designed for parents to do homework with their child .

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

• The programs have changed a lot - even in Russian, mathematics and reading.
• The initial level of knowledge of first-graders has changed greatly - many schools are expecting children who can already read.
• Teaching a foreign language begins in grades 1-2, the programs are designed so that an adult will help the child master them, but most of us started learning the language in grades 4-5.
• In Russia, the number of unemployed mothers who are ready to devote all their time to a child who has become a schoolchild has sharply increased, as a result of which the level of independence of children has decreased. No one walks around with a key around their neck and warms up their own lunch.

In my opinion, these changes are:

• are inconvenient for parents, as they make them directly responsible for their children’s educational success.
• In the long term, the relationship between children and parents is very adversely affected.
• Decreased independence in learning in elementary school slows down the volitional maturation of children, reduces motivation to learn, up to a complete reluctance to learn and the inability to do it on their own - without parental urging and mom sitting next to them.

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

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

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

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

You can, at the cost of losing the relationship, continue to force him until he is 14-15 years old, as long as you have enough strength. The conflict will be postponed for several years, and the child will still be unable to take responsibility for his assignments. At the age of 14-15, the protest will already be very strong - and with a break in relations.

There are indicators that children who were almost excellent students in elementary school, because their mother and father did everything for them, sharply decline in their studies in middle school, because they are no longer ready to accept help, and they lack the ability to learn.

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

If the child is behind, the teacher can present a complaint to the parents: you are not paying attention! Only old, experienced teachers adhere to the classical system - so that the child does everything himself, even with mistakes, and they themselves are ready to teach and correct.

“How are we doing?”

Formation of the correct educational stereotype

You need to understand what kind of teacher you will be dealing with and what his position is. And, depending on the rigidity of this position, bend the line of independence.

The most important things that can be taught to a child in elementary school are responsibility, the ability to work, and the ability to take a task as their own.

At first, if you are moving towards developing academic independence, your academic performance will be lower. Lack of independence is especially acute in only children in the family, and here you need to be especially careful.

The child writes his first hooks - and is immediately subjected to pressure from his parents: “I put my pen in the wrong place! You're making fun of us! You will be a janitor! The child’s level of motivation is low – the parents’ level of motivation is off the charts.

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

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

But parents often have fear: “Won’t teaching independence result in a confrontation between the child and the teacher, with the system?”

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

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

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

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

School characters

If there are many teachers

It is easier for a child to get used to one teacher who teaches several subjects. If the teachers are different, you need to help the child figure out “what is the name of which aunt.” Aunts are different, they have patronymics, but first-graders have a hard time understanding patronymics - it’s hard to remember, it’s not easy to pronounce.

Here we may need some kind of home training: we cut out a figurine of aunt so-and-so - she teaches mathematics, her name is so-and-so.

It is also worth helping your child learn the first and last names of his classmates. While the child does not know the names of his classmates and teachers, he feels uncomfortable.

Focusing on the child’s abilities, helping to remember “school characters” - children and adults - is an important parental task.

Daily worries

The student needs help organizing the learning process

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

Household responsibilities teach you to take on daily responsibility. And flowers and pets are very good here, taking out the trash is something that needs to be done regularly . Flowers visibly wither, cats meow and ask for a drink, and the trash can cannot be used. Adults should not “save” the child and not perform duties in his place.

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

Useful for schoolchildren:

1.Be able to pack your things for classes in sections and fold your briefcase yourself . You need to start doing this a year before school - at least. Boys are generally worse at this than girls.

At first, the child will do this with your help, with a sequence prompt. While your child is not reading, you can hang a drawn list of what should be in the briefcase on the wall. If a child has forgotten something, there is no need to correct him: let him find himself with the missing item once, but he will be able to remember it.

2. If you know that your child will still forget something at home, you can help him check the portfolio. “Let's check if you've collected everything. Show me if everything is in the briefcase.”

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

4."Children's time management": not only pack your briefcase, but also get ready for class on time. This is a basic skill, without which starting school is very difficult. This skill, which will become a stepping stone to the next one, also needs to be developed not in 1st grade, but in the year before it, when classes are quite relaxed and not in the morning.

5. Know what days what preparation takes place. It's good to use calendars for this. You can write under the days what activities are on that day, coloring them in different colors so that the child knows what exactly needs to be collected.

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

How to do homework

School

There must be a certain time to do homework. . We need a daily schedule: get up, wash, get dressed - the outline of the day, and a designated time - do homework. It’s easier for a child when everything is rhythmic . A dynamic stereotype arises (according to Pavlov) - a system of reaction to time: the child prepares in advance to move on to the next action.

This system is easier for about 85% of children who are classified as “rhythmic.” There are 15% rhythmless, with a chaotic temporary structure. They are visible from infancy, and they remain like this even at school.

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

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

One of the diseases of our time is lessons stretched out over an inordinate amount of time. This means that people did not take simple actions to help both the child and themselves.

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

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

Standards for doing homework for a first grader:

40 minutes – 1 hour.

2nd grade – 1 hour – 1.5 hours

3-4 grades – 1.5 – 2 hours (not 5 hours)

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

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

If a child takes longer to do his homework, then he has not been taught how to work, or he is a chronic “slower,” and they especially need to be taught how to work. The child does not feel time, and parents should help him feel time.

The adequate period for doing homework for a first grader is 20-25 minutes, for preparatory work it is even less - 15 minutes, for children who are exhausted - maybe even less.

But if you sit your child down for longer than necessary, you are simply wasting time - both yours and his. You don’t have to help with homework, but it’s still worthwhile with “time management.”

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

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

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

— sports watches that have a stopwatch, timer, and programmed signals;

- kitchen timers;

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

When preparing homework, you need to make a plan for its implementation. . Usually they start with a lesson that comes quite easily. The written assignments are done first, and then the oral ones. You start with what is easier; the child is working out - break.

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

But The child’s workplace is not in the kitchen. He must have a specific place, and he can come to the kitchen during his “break.” It is necessary to teach the student to keep the workplace in order. Good ecology of the educational place is a very important matter. There should be a place for toys, a place to sleep, and a place for activities can be organized even from 4 years old.

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

Homework time is preferable before it gets dark . After school, rest. Do not leave lessons until after clubs until you have developed a skill. In order to have time for extra classes (swimming pool, dancing), you need to learn how to do homework quickly and efficiently. If you do this, there will be no stretching for the rest of the day.

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

The final consequences need to be changed periodically: replace board games with listening to a fairy tale or something else pleasant. The daily schedule includes lessons first, and then free time, i.e. your own life begins, and you don’t need to mix it up with lessons.

Lessons with enthusiasm?

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

Psychologically, this is training a skill: they explained it in class, and practiced it themselves at home. If there is no strong failure, then it is better to treat this as something after which life begins. There is no need to expect enthusiasm from a child (although there are some children who are potential excellent students ). We need to teach you to treat lessons as an intermediate stage, even fun - you work hard, and then there will be joy. If another stereotype has not formed (lessons until late with tears and swearing), then this is enough.

Tasks cannot be duplicated (adding more than what is given) - they must be small so that the desire to learn is maintained, so that the child does not overwork. All “over-” are much more dangerous than “under-”.

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

If a child was faced with time restrictions before school - in some classes, getting ready on his own or engaged in some specific activity within a clearly allocated time frame, then he has already developed some skill.

Facing these complex time skills for the first time in 1st grade can be a big challenge. It’s better to start with “preparation”, and even better from 5 – 5.5 years.

If assignments are not assigned at school, then you still need to invite the child to do a certain amount of assignments in a certain amount of time on his own.

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

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

The lack of ratings in . While the skills of doing homework are being developed, the child picks up on his own, in the 2nd grade he turns on, and the grading system immediately puts everything in its place. We must allow ourselves to make mistakes. Perfect expectations that everything will be “excellent” right away must be restrained.

Wherein need a lot of praise , When the child took on independence, he tried to praise him for what he did himself. Praise not the result, but the effort. From any parent, strictness towards school success is perceived as a blow to self-esteem. In middle school, a child already understands that if a parent scolds, then he means well. A junior schoolchild perceives criticism as a blow: “I’m trying, but here you are saying something against...”. Focus on effort.

It’s good if the teacher is also inclined to evaluate effort rather than success. But, unfortunately, many teachers believe that reprimand is the best way to promote a person to greater success.

Special situations

1. It is especially difficult if a child immediately starts speaking English in 1st grade. .

If you choose such a school, it is better to start English a year before school. This is a very heavy load - mastering two written languages ​​and two grammars at the same time. With the preparation of homework in English help is necessary. It is advisable to have a tutor or teacher. If a parent wants to teach the child himself, then he should try to maintain a good-natured mood, not get angry, and if this is not to the detriment of the family as a whole. But it’s better not to replace yourself as a teacher.

2. If there are a lot of questions at school, and the child does not understand what to do? Should I help him?

It is advisable to avoid such a situation. It’s better not to do homework with a child, but still keep an eye on what’s happening: “Tell me what happened at school, what did you study? How do you solve problems? This situation is possible if you went to a stronger school than you were shown. Usually a normal child without special needs understands everything in a school of his level, although he can listen and chat. Use the help of a teacher and take extra classes at school. Teach your child that the teacher gives knowledge, and if you don’t understand, you need to ask him. In situations of misunderstanding, you need to deal with it specifically: talk to the child, to the teacher. Usually, after preschool training, the child has already developed the ability to hear and perceive in a group.

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

Decide that he still reads the task first, then you read it. This won't happen in 2nd grade. In 1st grade, explain that for now you are writing down the assignment because he doesn’t know how to write well, but later you won’t do it. Set time limits on how long this situation will last.

4.The child makes a lot of mistakes when doing his homework, and teachers demand excellent finishing.

Checking homework is still necessary, but if you hand in tasks that you have completed perfectly, teachers will not understand that the child is lacking in something.

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

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

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

The role of a mother is support, care, acceptance. The role of the teacher is control, rigor, discipline. The child perceives all teaching qualities from the mother as offensive, especially in the first two grades, while the student’s position is being formed. He does not perceive correction as correction, but thinks that you are scolding him.

Primary school - learning to learn

Three Factors for Success in Primary School

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

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

The key to raising a child is your personal memories . As your child approaches school, it's time to jog your memories. Everyone probably has them; everyone has kept them since they were 5.5-6 years old. It’s useful to ask your parents and find your notebooks.

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

Negative experiences and memories can be held back and not projected onto the child. But there is also no need to idealize the school; if you do not intimidate, but explain, then you can usefully share your negative experience.

Relationships with classmates are extremely important . Nowadays, children often study far from school, and after school they are immediately dismantled and taken away. Contacts are not made. Parents need to make contacts with children from the class, go for walks together, and invite them home.

Well, happy upcoming Knowledge Day and good luck!

All of us in our lives are connected with school - we all went through it as students, many of us have children who are either already studying at school or will soon be studying there; many of us work in schools, and many of us would like to go there. In our country there is a lot of talk about education, about schools, about forms of final exams - school is one of the most important topics in our lives. What is important in the school itself?

Whatever they say, the most important thing in a school is the students, that is, those for whom the school was created. Let's imagine that all schoolchildren, following the advice of some teachers, quit studying and went to work - the school could be closed, because it would simply no longer be needed. At the same time, many students do not want to learn at all, which, quite naturally, irritates many teachers. But why don't children want to study? There are many reasons for this.

Firstly, many teachers have the wrong attitude towards their work and towards children. Teachers believe that no matter how uninteresting a child is, he must be forced to know the subject (and each teacher considers his subject to be the most important). But teachers often do not take into account the individual characteristics of their students, some of whom, due to their personal make-up, are unable to study well in a given subject. Teachers make a general conclusion - “this student is bad,” although in other subjects he may well be one of the best. Teachers may blame students for not wanting to learn; say that they will work with this student only when he wants to learn. But if he really wants to learn this subject, he will be able to get the necessary information himself, and he will not need a teacher. The teacher’s task is to captivate students with their subject, and not to “drill” it into them against their will.

Secondly, schooling is very divorced from life. At school, one thing is invested in a child, but on the street and at home he encounters something completely different. The overwhelming majority of knowledge acquired at school does not find application in life, and this is also why this knowledge is quickly forgotten. Students are often presented with demands that are not appropriate for their age, making them difficult to meet. And homework can take up a lot of time, and a person will not have time for a free life, and this is also needed - you cannot isolate yourself in school. Education at school is very formalized, and not everyone can fit into the established form, which also creates problems for students with a more spontaneous personality. All this causes students to hate school, turning it into hard labor. And studying at school is difficult and uninteresting, so the task is, if not to make it easier, then at least to make learning at school interesting and relevant to life.

Thirdly, it is not entirely clear to us what exactly a school should do. Some people think that it should teach (but it is not clear exactly what); someone thinks that it should educate (but it is not clear what exactly), but no one can give an exact answer to what the school does. And school is the foundation of every person’s life; Many received what they learned at school that allowed them to subsequently build their entire lives on this basis; but in the same way many were broken by school and deprived of the opportunity to achieve anything. What should the school do? In our opinion, the school’s objectives are as follows:

1. Show students the world in all its diversity and offer interests in this life.
2. Give a person a chance to try to realize himself in something that he finds interesting.
3. Help a person promote himself in his area of ​​interest, at least at the initial level.

That is, the school should help a person find and realize himself in life. The school must make sure that the student finds it interesting to study there and interesting to live in general. But to do this, a lot of systematic work is needed to improve the school as a public institution. What can be done in this area?

We put forward several proposals:

1. Reduce the number of academic subjects to 7 - 9. At the same time, subjects that are similar in content should be combined into one. Teach the basics of science, gradually increasing the complexity of the material presented. We offer the following list of educational subjects:
   1. Physical training.
   2. Russian language.
   3. Foreign languages ​​(at least two).
   4. Exact sciences (mathematics, physics, chemistry).
   5. Humanities (history, literature, etc.).
   6. Natural sciences (geography, biology, etc.).
   7. Arts (music, MHC, drawing, etc.).
   8. Other electives.
2. Every academic subject is compulsory. Each subject can be studied at one of two levels - in-depth and standard. At the same time, one subject must be studied at an in-depth level, and the student chooses this subject himself.
3. Exams are taken for each subject. There are several forms of exams, and the student himself chooses the form of taking the exam. In case of an unsatisfactory grade, the exam is allowed to be retaken using other forms, and the student is given a better grade.
4. Torment with studying is not allowed. Perhaps school lasts 4 days a week (mandatory in the lower grades). The number of lessons per day is no more than 7, even in high school. Lesson duration is 40 or 45 minutes. The duration of autumn and spring holidays is at least 10 days; the duration of the winter holidays is at least 16 days; summer holidays - from May 26 to September 1.
5. In addition to basic school classes, classes in an art studio and classes in the sports section are mandatory. In each of these areas, the student must complete at least 53 weeks of classes at least 2 times a week (a total of 106 classes in each area). But in case of high results in one of the directions, the second direction is allowed not to be taken.

These transformations, in our opinion, will help improve the quality of education and school work, and will give students new and broad opportunities to build their future lives.

Summary of the article:

1. The most important thing in school is the students.
2. Problems and goals of the school:
   1. Problem: teachers' incorrect attitude to work. Task: the teacher must captivate students with his subject.
   2. Problem: isolation of learning from the demands of life. Objective: to make schooling closer to real life.
   3. Problem: uncertainty about the direction of the school. Objective: to help students find themselves in life.
3. The main task of the school is to help a person build a foundation for his future life, which should be successful and interesting at the same time. School should not give or force - it should help a person find his own interests, activities and knowledge.
4. Our school would like some changes that would make learning there more productive, which would help solve the main task of the school. Proposals for these transformations are presented in our article.

1. General emotional distress

Modern schoolchildren have almost everything they want, but for the most part they are much less happy than we were at their age. The reason for this is the crisis of the modern family. A huge number of divorces, parents searching for new partners, replacement of live communication with parents with modern toys, lack of due attention to the child’s personality. The result is neuroses, feelings of loneliness, and negative self-esteem.

2. Information overload

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

3. Lack of independence, spoiledness

Child-centrism has long become a reality of modern society, seriously affecting family relationships. There is intense participation of parents in the growing up of the child. Parents strive to “tie” him to themselves, making him the center of their small world, satisfying his slightest whims, solving all his problems for him. Result: late maturation, inability to control one’s whims, reluctance to make independent choices.

4. Pursuit of success

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

5. High competition

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

6. The problem of conflict resolution

There have always been conflicts at school. Modern schoolchildren have a problem solving them, which is associated with the development of virtual communication. After all, in the Internet space you seem to exist, but somehow you don’t. You can stop communicating at any time by simply leaving the network. As a result, the modern schoolchild does not know how to put up, make compromises, cooperate, or explain himself.

7. Social stratification

The school is an incredibly accurate illustration of our society. Children bring to school not only textbooks, but also stereotypes formed in their parents’ environment. And stereotypes are often simple - you are what you can buy for yourself. And, taking an expensive tablet out of his briefcase, the child takes out with it part of his status in the school group. The number of children refusing to go to school due to lack of expensive gadgets is growing steadily.

8. Lack of time

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

9. Increasing responsibility for your choices

In modern schools, specialized training is widespread. After the 9th grade, or even earlier, a schoolchild is asked to decide on subjects for deeper study, believing that at this age the child is quite capable of making an independent choice. Schoolchildren are forced to do it, but often without any idea of ​​what motives should motivate them. And at the mention of the abbreviation Unified State Examination, only a very “don’t give a fuck” schoolboy would widen his eyes in fear. Both parents and teachers, starting from the first grade, constantly ask their children the sacramental question: “How will you pass the Unified State Exam?”

10. Poor health

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

We found out the opinion of the guys themselves. A survey on the topic “Problems of modern schoolchildren” was carried out with ordinary students aged 12-16 years old in a regular Rybinsk school.
And here are the problems our children noted:
1. Fear of choosing post-school education – 100% of schoolchildren.
2. I’m afraid I won’t pass the Unified State Exam! — 95% of schoolchildren.
3. Enmity between peers – 73% of schoolchildren.
4. Lack of time for personal life, lessons take up all the time - 70% of schoolchildren.
5. Conflicts with adults (teachers, parents) – 56% of schoolchildren.
6. Too many unnecessary subjects in the schedule - 46% of schoolchildren.
7. Introduction of school uniforms - 40% of schoolchildren.
8. Small assortment in school canteens - 50% of schoolchildren.
9. Little time for sleep – 50% of schoolchildren.
10. Non-reciprocal love, problems in personal life – 35% of schoolchildren.
The world around has changed, society has become more complex, demanding, and unpredictable. The children have also changed, but they are still children. They fall in love, become friends, worry, dream. Just like we did 20 years ago.

Inessa ROMANOVA

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