There is no success without cooperation
Pedagogy is one. This is the science of human upbringing, which includes both training and education, moral, physical, aesthetic and other development.
Pedagogy is the science of the art of education. (S. Soloveichik) (p. 6)
Power in the hands of a smart educator is like a traffic controller's baton, which gives movement to one flow, slows down another, and in general ensures the safety of each student of the movement, prevents disaster (p. 8).
The ability to properly dispose of power, to punish the guilty, to encourage the deserving speaks of the high professionalism of the teacher (p. 9).
If a Personality (teacher) sees Personalities (students) in those around him, recognizing their uniqueness, respecting their thoughts, feelings, the right to freedom of choice, then he thereby recognizes their equality, their right to cooperation, no matter what official relations they are in (p. .ten)
Cooperation in pedagogy is mutual respect for individuals, willingness to help self-realization of their capabilities, optimistic faith in the future.
Cooperation is, first of all, a position, a kind of starting point in the activities of the Educator, Teacher, teacher, be it parents, social activists (p. 10).
The starting point ultimately determines the fate of the child, it highlights the teacher's pedagogical credo, his principled position. It concentrates the spiritual, intellectual, even physical forces of the teacher, the degree of his ethical education (p. 10).
Teacher egocentricity- events "for show", "for show", the pursuit of prestigious places (supposedly for the team, but in fact for the teacher). Egocentrism is accompanied by lack of initiative, indifference, moral infantilism.
The reverse form of egocentrism - pedocentrism - is an extreme form of pedagogical indifference or pedagogical helplessness. Such educators give their pupils freedom of action, remain in the position of an outside observer at a time when intervention is needed, when the teacher is required to give his mind, energy, and heart completely (p. 12).
The attitude towards the child as a personality provides for the teacher's ability and ability to put himself in the position of a pupil, to be imbued with his states, feelings (p. 14).
One-sided emotional contact is the beginning of an individual approach to the child, and two-sided - personal. An individual approach to education is a subtle tool that every educator should hold in their hands, and a personal approach is the ability to play on it, and in such a way that the soul of the child sounds in response (p. 15).
In order to correctly understand the emotional life of children, one should be able (and learn to do this) to put oneself in the position of a child, to recall one's own state in similar situations; constantly enrich the world of your feelings, analyze them (p. 18).
It is necessary to create situations for the child to succeed, when, having achieved something, the child could say: "Hurrah!" I did it! I did it!". What can help your child succeed in school? Follow these 10 tips - and you will see how your child will start to succeed.
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Tips for parents.
How to create a situation of success in a child.
It is necessary to create SITUATIONS of SUCCESS for the child, when, having achieved something, the child could say: “Hurrah! I managed! I did it! You may be surprised, but whether your child succeeds or fails is largely up to you. Only adults can create such situations for a growing personality. Wise and loving adults around.
As a result of the research, it turned out that lack of sleep, malnutrition, obesity and lack of parental support most negatively affect schoolchildren's academic performance.
The highest results in school are shown by students from families who lead a healthy lifestyle, adhere to a clear daily routine as far as possible and are able to find a solution that suits everyone in any situation.
What can you do to help your child succeed in school? Follow these 10 tips and you will see how your child will start to succeed.
Tip 1. Lead a healthy lifestyle.
Nobody can do something well if they feel bad. To help your child do better in school, develop healthy habits and ensure proper work and play routines at home. Choose a bedtime so that your child gets enough rest and insist on following a daily routine. If at night his body rested enough, you will not have to persuade the child to eat in the morning - he will have an appetite. You will only have to prepare a healthy breakfast for the student - for example, porridge and cocoa with toast. In general, encourage your child to engage in various clubs and sports sections - this will help you minimize the time your child spends watching TV, playing video games, listening to music and using a computer.
Tip 2: Stick to a set daily routine.
Most children quickly get used to a clear daily routine and structured activities - this helps them organize their activities correctly on their own. For example, when your child is getting dressed, making his bed, and having breakfast, you can pack his lunch and put homework notebooks and sports uniforms in a school bag. When he comes home in the afternoon, you give him a snack and then he does his homework while you prepare dinner. Your daily routine may differ, but the basic principle of obligation remains the same - every day your child knows what to expect and what to do.
Tip 3: Create a "starter platform" for your child.
Experienced parents know how important it is for a child to have a well-defined place to store backpacks, jackets, shoes, lunch boxes, and other school supplies. Some call it the "launching platform" and others call it the foothold. Whatever you call it, be sure to set up a corner where your child can store the items he needs for school every day and make sure he keeps it tidy. Then you will always know where to find the right thing in the morning rush.
Tip 4. Organize the right workplace for the child.
At school, your child has a desk or desk to work at. There is enough light, a lot of coasters and an equipped room. Why not provide a similar environment for your child to do their homework? A properly organized workspace often makes it easier and more fun to do it. This is especially important for children of primary school age. A writing desk is great, but a fold-out countertop shelf built into the closet or a place in the kitchen is also suitable.
Tip 5. Read anytime, anywhere.
It is often said that children spend the first few years of school learning to read and the rest of their lives they read to learn. The written word is the gateway to all kinds of learning, and the more you read to your child, the more likely he is to become a good specialist in the future.
Try to find time every day to read together - give your child the opportunity to read aloud to you and read for yourself, getting mutual pleasure from this process.
Tip 6. Teach children constantly.
Remember that home education plays a critical role in motivation and learning experience.
Look for ways to teach your child throughout the day. For example, cooking combines chemistry, mathematics and physics. Use the time when you are preparing dinner as an opportunity to teach your child to follow the instructions and dose the products correctly. Along the way, you can discuss the components of the dish, put forward hypotheses (“What will happen when I break the eggshell?”).
Tip 7. Be an example.
Like all babies, human children learn by imitating adults. Let your children see you reading or learning something new. Take time to learn useful new skills yourself, and discuss the new skills with your child. It's good if while your children are doing homework, you will also be busy with something - sit down and pay bills, sew, craft or do other homework.
Tip 8. Talk to your children every day.
Do you know how your child feels in his class, how he communicates with the teacher and classmates? If not, then ask him about it. Talk to your child about what he likes and dislikes about school. Give him the opportunity to speak out, telling you about his problems, successes or disappointments, daily. In the future, make it a rule to talk with your child about the past day, support and inspire him, praise him for his achievements and efforts.
Tip 9. Be aware of the affairs of the child.
Go beyond just talking to your child - get to know their teachers (coaches) and stay in constant contact with them by phone or email so you can discuss any news or concerns as they arise. This way, it is not only convenient to ask questions that interest you, but also to listen to teachers if they have any concerns about your child.
Tip 10. Set your child up for success.
Perhaps the most effective way to support your child's efforts at school is to expect him to succeed and to give him confidence that he will certainly achieve his goal.
This does not mean that you should demand that he be the best student, or the best sportsman, or the best artist. But he needs to know that you expect him to do his best, "everything possible" to achieve the goal. After all, only in this case he will be proud of what he was able to achieve.
If you expect him not to get high grades, but to do quality work and provide a home environment that would facilitate normal learning, then your child will make every effort to become the best student to the best of his ability.
Create success situations for your child!
Sections: elementary School
Creating a situation of success in the educational activities of younger students
Teaching 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, one often hears phrases from students that express a negative attitude at school. A child, going to an educational institution, hopes to achieve recognition and expects to earn love and respect from teachers and classmates. The collapse of this bright optimism is the most serious problem of training. A child comes to school full of desire to learn. So why is he losing interest in studying? Is the school and its teaching methods to blame? What role does the teacher play in this? Can a teacher create interest in students in the educational process and with what help? At present, the answers to these questions are quite relevant for representatives of the pedagogical community.
These and many other questions were answered not only by our contemporaries, but also by teachers of the past. K.D. talked about how best to organize the education of children. Ushinsky. In his pedagogical essay “Labor in its Mental and Educational Significance” K.D. Ushinsky came to the conclusion that only success maintains the student's interest in learning. A child who has never known the joy of work 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 him, and the educational institution should become a school of joy. The joys of knowledge, the joys of creativity, the joys of communication. This determines the main meaning of the teacher's activity: to create a situation of success for each student. (3, 23)
Much attention is paid to the creation of situations of success by A.S. 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-conceived step of the teacher can break the child in such a way that no educational tricks will help later. (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 with different interpretations. From a psychological point of view, success, according to A. Belkin, is an experience of a state of joy, satisfaction because the result that a person aspired to in his activity either coincided with her expectations, hopes, or exceeded them. On the basis of this state, new, stronger motives for activity are formed, the levels of self-esteem and self-esteem change. (2.28)
From a pedagogical point of view, the situation of success is such a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both a single individual and the team as a whole. (1.30)
The main purpose of the teacher's activity is to create a situation of success for each pupil. Here it is important to separate the concepts of “success” and “success situation”. A situation is a combination of conditions that ensure success, and success itself is the result of such a 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 outside view. The task of the teacher is to give each of his students the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves. (2.30)
Student's experience of success:
- increases the motivation of learning and develops cognitive interests, allows the student to feel satisfaction from learning activities;
- encourages high performance;
- corrects personal characteristics 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 sense of success, the child loses interest in school and studies, but achieving success in his educational activities is hampered by a number of circumstances, among which are the 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 - a subjective experience of satisfaction from the process and result of an independently performed activity. Technologically, this assistance is provided by a number of operations that 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, melody of speech and correctness of addresses, as well as an open posture and friendly facial expressions, combine to create a favorable psychological background that helps the child cope with the task assigned to them.
Technological operations for creating situations of success:
- Removal of fear - helps to overcome self-doubt, timidity, fear of the work itself and the assessment of others. “We are all trying and looking, this is the only way something can work out.” “People learn from their mistakes and find other solutions.” “The control work is quite easy, we went through this material with you.”
- Advancing a successful result - helps the teacher express his firm conviction that his student will definitely cope with the task. This, in turn, instills confidence in the child's own strengths and abilities. "You're bound to succeed." “I don’t even doubt the successful outcome.”
- Hidden instruction of the child in the ways and forms of performing activities - helps the child to avoid defeat, is achieved through a hint, a wish. “Perhaps it is best to start with…..”. “When doing work, don’t forget about…..”.
- The introduction of a motive shows the child why, for whom this activity is performed, who will feel good after doing it. “Without your help, your comrades can’t cope…”
- Personal exclusivity - indicates the importance of the child's efforts in the upcoming or ongoing activity. “Only you could….” "You're the only one I can trust..." “I can’t 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 want to see you soon…”
- A high assessment of a detail helps to emotionally experience the success not of the result as a whole, but of some of its individual details. “You especially succeeded in that explanation.” “Most of all I liked your work…”. “ This part of your work deserves the highest praise.”
The system of methods for creating a situation of success in the lesson (from work experience)
The activity of the teacher - teaching, is built on the basis of a system of methods.
Let us characterize the methods, using which the teacher will be able to create conditions for students to experience the situation of success.
Differentiated Learning Methods
The need for a differentiated approach to students stems from the fact that students differ in their inclinations, level of training, perception of the environment, and character traits. The task of the teacher is to enable students to show their individuality, creativity, relieve fear and instill confidence in their abilities. Differentiated learning allows each student to work at his own pace, makes it possible to cope with the task, increases 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 different-level groups of students with a specific goal. For each group, the teacher selects the content of training that corresponds to the level of learning and the needs of 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 multi-level.
When studying new material, you can create groups in the class, conditionally dividing them into “strong”, “average” and “weak” students. The teacher explains the new material to the whole class, then provides an opportunity for a group of strong students to show their creativity in the course of an independent task to apply the learned material. The nature of creative tasks can be different:
- to establish interdisciplinary connections;
- guiding students to search for a variety of solutions;
- for comparison and comparison;
- research character;
- to broaden your horizons.
The second and third groups continue to work under the guidance of the teacher, after which the average students also receive a task with elements of creativity. The teacher has the opportunity to work with a group of weak students and reinforces the material on the basis of a return to what has been learned, using a large number of examples and exercises. Also, children are offered examples of tasks, reference schemes and algorithms of actions. Each student in such a situation works to the best of his ability, does not lose interest in the subject, experiences success from the activities carried out.
Implementation of multi-level control - the creation of groups of students, each of which performs a test work corresponding to the level of education of its members. Mandatory to perform is that part of the tasks, which is based on the program requirements for the level of knowledge and skills of students. Tasks completed in excess of the mandatory minimum are assessed by the teacher separately.
Another type of learning differentiation is giving students the right to choose the content, methods and forms of education. To choose from, you can offer exercises of the same content, but of different shapes, different volumes, 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, the 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, to the limit of his capabilities.
If tasks to choose from are offered systematically, then children develop the ability not to get lost in a situation of choice, to consciously choose work according to their strength, and the ability to objectively assess their capabilities. At the same time, a friendly atmosphere with elements of competition and mutual assistance is maintained in the class. Dividing the class into groups helps organize mutual verification of completed tasks.
Valuable enough for the development of adequate self-esteem in students and the creation of a situation of success, in our opinion, is the provision of students with the right to choose to provide their knowledge to him for assessment by the teacher or not. In order to correct such an emotional state of students as anxiety about the mark, we use the technique of dividing the blackboard into 2 fields: a place for doubt and a place for evaluation. The student independently chooses the field when he goes to answer to the board, thereby he retains the right to present for assessment only the material that he considers well-learned. By choosing the “place for doubt” field, 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 students will always choose the right not to be assessed by the teacher, avoiding unwanted marks. Neither practice shows that younger students most often choose the “place for assessment” field for answering. Positive support of the teacher, encouragement of students contribute to the formation of self-confidence in children, increase self-esteem.
The creation of a situation of success, in our opinion, contributes to use by the teacher in the educational process of collective forms of education . In this case, the principle “One head is good, but two is better” or “What one cannot do, is easy for the team” applies. Some students, unfortunately, often feel insecure in their own abilities, working independently. Performing work in a pair of permanent or shift 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 enliven the lesson, the teacher provides an opportunity to realize the communicative needs of students. The forms of collective educational work of students that we use in our pedagogical activities: work in pairs of permanent and shift composition, work in microgroups (triples, fours), work in groups (5-7 people), collective work (the class is divided into 2-3 groups or work that is shared by the whole class).<Рисунок 1>
Picture 1
Of particular interest is the work in pairs of shifts, when children of one option move along the row: students from the first desk - to the last, the rest always move forward in place, and the second option - remain in their place. So, each time the composition of the couples changes.<Рисунок 2>
Figure 2
Here is a fragment of the lesson of the world around as an example:
Theme of the lesson “Ways of adaptation of animals to the environment”
1 var. - lays out cards with the names of animals and hides them
The teacher reads a description of the animal's adaptation
Option 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, the children sitting on the 2nd option move along the row.
| This bird lives in coniferous forests, has a characteristic cross-shaped beak, which allows it to easily get nuts from cones. | Crossbill |
| This animal has long strong legs, which allows it to quickly run away 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 by attacking it from a tree. | Lynx |
| White wool against the background of snow helps this animal to hide from the enemy in winter. | Hare |
| Sharp teeth and a tail as wide as a paddle allow this animal to swim on the water and build its own dwelling - huts. | Beaver |
| His body is covered with needles, which saves him from enemies. | Hedgehog |
A combination of reproductive, problem-search and creative-reproducing teaching methods .
The construction of a lesson in a traditional school is based on the teacher's reproductive communication of new material, designed for students to memorize it. As a result, the student who has developed abilities to memorize, preserve and reproduce information feels successful in educational activities. In addition to a functioning memory without deviations, the student must be capable of arbitrary memorization. The arbitrariness of cognitive processes is formed in a child only towards 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 assimilate the information they heard and experience failure in applying knowledge in practice. The most effective way to create a situation of success in the classroom is a combination of reproductive, problem-search and creatively reproducing teaching methods by the teacher. Problem situations can be created at all stages of the learning process. The teacher creates a problem situation, directs students to solve it, organizes the search for a solution based on knowledge, puts forward hypotheses, and establishes a causal relationship. Solving a problem situation in the classroom 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 of the world around:
Lesson topic: “Sense organs”
U. - Close your eyes and imagine the following picture: A man is standing on the seashore. In front of him is the endless sea and the golden sun. He listens to the sound of the waves, inhales the unique smell of the sea. The wind throws salt spray in his face. A person feels the pleasant warm, slightly humid air of the coast.
Who among you could imagine yourself on the beach? What surrounds the person in my story? D. - ...
Disciple: With the help of what helper organs does a person perceive the world?
A diagram is being drawn up:
Using the project method in teaching schoolchildren
The project method is a 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, younger students 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:
- development of the active position of the student in educational activities, his independence, initiative;
- education of the ability to work in a team, development of communication skills;
- increasing students' self-confidence, learning motivation;
- building the educational process based on the interests of children.
Diagnostics of the emotional state of students in the course of the educational process .
It is very important for the teacher to know what kind of emotional background prevails in the class team during the school day and how successfully students evaluate their learning achievements. This is facilitated by reflection, to which the teacher brings students, summing up the lesson, the use of self-assessment and mutual assessment by children of each other 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, slits are made for the leaves. We use the following leaf color - 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 choose a sheet and insert it into a 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 color means aggressiveness, spontaneous activity, critical attitude towards oneself; purple - depression, unwillingness to communicate, withdrawal into oneself, dissatisfaction with oneself and one's achievements; yellow - sunny mood, need for activity, self-affirmation, satisfaction with one's successes; green - a calm, even mood.
Emphasizing the success of each student, tracking his progress in educational activities.
Any confirmation by the teacher or a team of classmates of the successful outcome of the child's activities, recognition of his success contributes to strengthening the student's confidence in his own abilities. To this end, from the first grade, each child starts a folder, the name of which each student chooses individually “My successes”, “My achievements”, “My creativity”. All the student's works, highlighted by them as successful and worthy of recognition by others, are included in the folder. An individual portfolio consists of several sections maintained by students, parents and teachers. These sections include: “portfolio of documents”, “portfolio of work” and “portfolio of testimonials”. 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. Folder work continues throughout elementary school. How much effort and effort each student puts into his work, because everyone wants his folder to be the most filled. Portfolio helps the student to assess their capabilities and further realize them.<Рисунок 5>
Figure 5
In conclusion, I would like to note that the child comes to school full of desire to learn. If a child loses interest in learning, not only the family, but also the school and its teaching methods should be blamed.
Success is the source of the child's inner strength, giving rise to energy to overcome difficulties, the desire to learn. The child experiences self-confidence and inner satisfaction. Based on all this, we can conclude: success in studies is tomorrow's success in life!
Bibliography
- Azarov Yu.P. The joy of teaching and learning. M.: Politizdat, 1989.
- Belkin A.S. situation of success. How to create it? M.: "Enlightenment", 1991.
- Sukhomlinsky V.A. I give my heart to children. - K .: Glad. school, 1988.
- Ushinsky K.D. Selected pedagogical works. M.: "Pedagogy", 1974.
this paper reveals the essence of a purposeful, organized combination of conditions under which it is possible to achieve success in the activities of both a single individual and the team as a whole.
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MBOU "Urinskaya secondary school"
Scientific and methodological conference
"Modern education: experience, problems, prospects"
Topic: Increasing student motivation through creating situations of learning success
Completed by: Shigina I.A.,
Deputy Director of the School for OVR
2012
Objective : to reveal the essence of a purposeful, organized combination of conditions under which it is possible to achieve success in the activities of both a single individual and the team as a whole.
Tasks :
- identify psychological factors that determine success or failure in learning;
- reveal the role of the teacher in increasing the motivation of students;
- to diagnose students of different age groups for success in learning and determine school motivation;
- create a bank of success situations
- Relevance: V.F. Shatalov argued that in order for the work at school to be effective, the “pickle” effect should work. The main thing is to create a brine. Then, no matter what the cucumber is, good or bad, once in the brine, it will be salted. How to create such a "brine"? What to take as a basis? Many teachers believe that the main purpose of the teacher's activity is to create a situation for each child to succeed in the lesson. It is created by combinations of 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 internal strength, giving rise to energy to overcome difficulties, the desire to learn.
1. Psychological factors that determine success and failure in learning
With psychological point of view success - this is an 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 exceeded them.
Features of success: on the one hand, success is a purely personal, individual experience of joy; on the other hand, a collective assessment of the achievements of the individual.
For a child, joy shared with others becomes not one but many joys. Similarly, 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 grief from others. Failure breeds the will to succeed.
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 turn into an end in itself.
Learning success depends on:psychological factors:
- motivation for learning activities;
- randomness of cognitive processes(perception, attention, imagination, memory, thinking and speech);
- the trainee has the necessary volitional and a number of other personality traits(perseverance, purposefulness, responsibility, discipline, consciousness, etc.);
Skills interact with people in joint activities with themespecially with teachers and classmates (communication skills);
- intellectual development and formation of educational activity as a teaching.
Except purely psychological factors on the success of the child affect:
- means and content of training, the educational material used by the teacher and the student. It must meet certain requirements. The most important of them 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, such educational material is considered optimal in terms of complexity, which is at a sufficiently high, but still quite accessible for assimilation level of difficulty;
A well-thought-out system (strategy) of encouraging students for success and punishing for failures in educational activities. Rewards must matchreal successand reflect not so much the ability of the student as the efforts made by him. Punishments must be playedcatalytic role, i.e., to affect and activate important motives for learning activities aimed at achieving success, and not at avoiding failure.
Using Reward in Learning
1. Encouragement is based on a positive belief in your own and other people's abilities, on accepting students for who they are, and 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 risk appearing imperfect, to realize that a mistake is not yet a failure. Mistakes can help learning.
4. Encouragement is different from praise. The student does not have to earn a promotion by being the first to do so. It can be obtained for any positive action. Encouragement means that the student is accepted for who he is and treated with respect.
5. Encouragement is given for the efforts shown. (This does not make a value judgment to the student, as in the case of praise.)
6. Encouragement begins with finding the valuable qualities of students: talents, positive attitudes and goals, and not their shortcomings. Every student has strengths.
7. Encouragement is the opposite of disapproval. Don't discourage students
By making negative remarks and showing negative expectations,
Using unreasonably high and double standards,
Encouraging the 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 the motivation of students.
What role does the teacher play in motivating students? What can a teacher do to improve it?
First of all , the teacher may focus on learning, or the process of acquiring skills and knowledge, rather than on the achievements, or the product, or result of this process. Teachers should respond to the efforts of students, not just the results of their work. Getting students specific feedback from the teacher regarding the correctness of their performance of the task, and not just marks; a specific response to how children learn, and not to their personal characteristics and upbringing; reacting to how they learn, without reference to other students, all helps students focus on learning.
Secondly , the teacher can increase the motivation of students by reducing the competition between them. The collaborative approach and the full learning approach are ways to help students avoid negative inferences about the reasons for their activity as a result of comparing it with the activities of other students. Compared to the usual classroom approach to learning, learning in a collaborative structure and learning to mastery of the subject is more likely to give a sense of success to students who need it.
Thirdly , the teacher needs to help students assess their performance based on causal factors other than ability. This is important because ability judgments are linked to self-esteem and self-confidence, with negative judgments having the most detrimental effect on a student's desire to try to do well. As noted, one way to achieve this is to reinforce effort rather than results, so that students see effort rather than ability as the reason for success.
Another way is to introduce a new causal factor - strategy. Strategy refers to the way you do something. If a student performs poorly on a test, it may not be due to ability or lack of preparation effort. The problem may be weak learning skills and poor test-taking skills, both of which are strategies. By helping students view (failed) strategies as the cause of failure, by helping them improve their strategies, and by praising them for their efforts to do so, teachers will be able to 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 However, teachers need to constantly monitor the information they send to students about the reasons for academic failure, and accordingly modify their statements for the purpose of feedback to students. Audio and video recordings can be very helpful in this regard. Teachers should be vigilant about whether and how they convey information to students about what they consider to be incapable, and should try to change such expressions and the manner in which they convey it.
At sixth teachers themselves need to avoid 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 the definition of school motivation
3.1 .I conducted a voluntary anonymous survey of students to determine school motivation. The survey was conducted 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 praise you?
(most often: Well done! Rarely - "Clever", "Great")
3 question. Were there times when teachers didn't notice your success?
4 question. When do you feel confident?
5 question. Do you like it when your teachers praise you?
4. Bank of success situations
Conditions for creating a situation of success
- Friendliness of others:the disposition of those seated, smiles, friendly encouragement, expectation of performance and interest in the future result - all this relieves psychological tightness, reduces fear of failure, and initiates the activity of the subject.
The latter can be increased due to the high motivation of the proposed activity. “We really need this, because ...”, “It is important for you, because ...”. Emphasizing the significance of the case immediately increases the individual's idea of their own significance, which means it fills them with greater confidence in their abilities.
- Removal of fear is a special operation necessary for every child who yearns for success and fears failure. Therefore, the teacher says: “It’s not difficult at all ... Even if it doesn’t work out, it’s okay, we will look for another way ...” or “We will 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 own resources; but now he will not 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 “It is usually more convenient to start with ...”, or “Here, probably, the main thing is ...”. A hidden instruction initiates a representation in the mind of the child, he sees the picture of the object that should take shape in the course of his activity. This representation provides the basis for independent steps of the subject.
- Friendly positive reinforcement advance payment : announcement of the virtues that a person has not yet had time to show, but which others endow him with. For example: “You, so smart (strong), will certainly succeed ...”.
- "Personal excellence": “Only you could…; We have a lot of hope for you." This operation assigns responsibility by mobilizing the subject.
- Pedagogical suggestion- an intonation-rich, mimic way of persuading the pupil of great faith in him. This element entirely depends on the pedagogical technique, the measure of its development in a particular teacher.
- Terminates the system ped. operationsproduct evaluationchild. It will determine whether the child (still) experiences the joy of success. Evaluation should be detailed, not holistic: “You especially succeeded ...”, “Most of all I like how you ...”, “Such a fragment is striking ...”.
Techniques for creating situations of success
Emotional strokes
The teacher in the lesson makes a praise: “you are my good fellows”, “clever girls”, “guys, I am proud of you”.
But is it just praise? Or a statement of fact? Maybe the child is trying because he believed the teacher: “Yes, I’m great, yes, I’m smart. I deserve these words. I will always prove that I am smart and well done! We inspire the child to believe in himself.
“The deficit of the joy of learning is generated by the deficit 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 unexpectedly, perhaps for the first time, to discover for himself his own abilities and abilities. A teacher may not prepare such a situation on purpose, but his educational gift will manifest itself in the fact that he will not miss this moment, he will correctly assess it; able to somehow materialize.
Reception "follow us"
For an underachieving student, the teacher finds an intellectual sponsor. Sponsor - means providing at his own expense, disinterestedly, free of charge, not bound by any requirements, coercions.
The most effective way is to involve a high school student in intellectual sponsorship. This provides many benefits. Here is the realization of the feelings 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 older one, to feel his attention. He does not experience his humiliating weakness in front of his classmates, he has an advance of confidence in the capabilities of his sponsor.
"Delayed Mark" Reception
A mark is given only when the child deserves either a positive or an increased mark. This should not be confused with evaluation! Mark - fixed mark. Evaluation can be different, it is always needed and mandatory. And the mark is only when it speaks of moving forward, of reaching the child. You should not rush with bad grades, the child needs to be given a chance!
Reception "Eureka"
The secret of the reception is simple: it consists in “the teacher’s desire to awaken the thoughts of the students, to give everyone the opportunity to make their own little discovery, and to turn others into accomplices, to include them in the creative process” (Amonashvili Sh.A.).
So, it is necessary to create conditions under which the child, performing a learning task, will unexpectedly come to a conclusion that reveals the 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, to set new, more serious tasks for him, to 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 push. “The success of a discovery cannot occur in a vacuum. It must be prepared for a long time and patiently, revealing to the child possible connections, relationships ... ”(Sukhomlinsky V.A.).
Reception "Intellectual inversion"
(changing the position of the components, placing them in 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 students, and those, in turn, having accumulated a certain reserve and the ability to independently acquire them, enrich the teacher's intellectual fund. 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 tirelessly 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.
Acceptance of "deliberate error"
After all, 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 with what pride his face shines: he discovered a mistake in the teacher himself!
The "intentional error" technique can be applied, taking into account age, only on material known to students, which is used in the proof as a reference knowledge.
Reception "horizon line"
This phenomenon has been known since early childhood. No matter how much you approach the place where the imaginary merger of heaven and earth takes place, it will always move away, beckon, lead to infinity. The same is true in the case of a child's interest (interest) in something.
Of course, each teacher has more than one method of creating a “success situation”, and I really hope that these methods will help students in many ways to cope in difficult situations, increase their self-esteem, motivation, and avoid a “failure” situation.
Conclusion
By creating situations of success, the teacher actualizes in the structure of the need-motivational sphere of the student's personality the dispositions for achieving success in any activity, and, above all, in educational and cognitive activity. The actualization of these dispositions leads to a change in the student's perception of the educational and any other life situation. His attention in this case becomes selective, and he himself can biasedly perceive and evaluate the motivations for achieving success. Thus, we conclude that there is a relationship between success in learning and achievement motivation.
Undoubtedly, the student must necessarily experience a situation of success. Success supports the motivation of the cognitive activity of the student. Of course, the degree of success depends on the level of abilities, skills of the student and the degree of effort. But this is the task of the teacher - to identify and reveal the inner potential of the student. At the same time, the formation of motivational attitudes in a child is due to the behavior of the teacher himself, his style of management, communication, his attitude to his subject and his pedagogical activity. All this is an indispensable condition for the formation of students' faith in their own strength, in their ability to achieve. Only by forming the need for knowledge, it is possible to evoke adequate motives for learning. Therefore, the knowledge and skills of the teacher to carry out special work to stimulate and motivate the learning activities of schoolchildren are so significant.
The desire to learn arises when everything or almost everything turns out. There is a personal interest of the student in obtaining knowledge. It is proved that the basis of the creative active well-being of any person is faith in one's own strengths. The affirmation of this faith is impossible without gaining the experience of achieving and experiencing 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 in the fact that difficulties have been overcome, loses interest and desire to learn.
Each teacher can create a "success situation" in his lessons if he is engaged in the formation of educational and cognitive motivation of students. A “success situation” is a combination of conditions that ensure success, and success itself is the result of such a situation.
The task of the teacher is to give each of his students the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves.
Bibliography
1. Aleshina L. How to evaluate the success of schoolchildren. Children's health. - 2005. - No. 1. - S. 18-13.
2. Belkin A. S. The situation of success. How to create it?. - M., 1998.
3. Bityanova M. Progress and success // School psychology. - 2003. - No. 40. - P. 4.
4. Lopatin A. R. Counter efforts, success - failure in the educational process / / Pedagogy. - 2003. - No. 8. - S. 41-48.
5. Lopatin A. R. Creating a situation of success - the basis of the humanization of the educational process / / Public education. - 2004. - No. 8. - P. 143
6. Markova A.K. etc. Formation of learning motivation: A book for teachers. M.: Enlightenment, 1990
7. Titova T. E. Motivation for success: advice to parents of first-graders Primary school. - 2007. - No. 10. - S. 11-12.
Algorithm for creating a situation of success Psychological and pedagogical aspect of success. From a psychological point of view, success is the experience of a state of joy, satisfaction from the fact that the result that a person aspired to in his activity either coincided with his expectations, hopes, or exceeded them. In the case when success becomes stable, permanent, a kind of reaction can begin, releasing huge, hidden for the time being possibilities of the individual.
The teacher is connected with the students by a whole system of formal and informal ties, for the nature of which he is responsible to society, to the student's family, to the student and to his own conscience. The teacher should strive to be frank and open, try to inspire strength in the student, that is, the teacher and student should be in equal positions: the frankness of the teacher should be directed to the student as to a person. The teacher must see the personality, recognize its uniqueness, indispensability, respect the thoughts, feelings of students, the right to freedom of choice.
The number of learning activities used by the teacher. The norm is 4-7 species per lesson. The monotony of the lesson contributes to the fatigue of students. At the same time, we need to remember that the frequent change from one activity to another requires additional adaptation efforts from students. It also contributes to increased fatigue. (student survey, writing, reading, listening, storytelling, looking at visual aids, answering questions, solving examples, problems, practical exercises, etc.)
Favorable psychological climate in the classroom. A favorable psychological climate in the classroom is one of the indicators of its success: the charge of positive emotions received by schoolchildren and the teacher himself determines the positive impact of the school on health.
Success situation and its types. 1. Unexpected joy is a feeling of satisfaction from the fact that the results of the student's activities exceeded his expectations. From a pedagogical point of view, unexpected joy is the result of a thoughtful, prepared activity of the teacher. The teacher must be aware of his involvement in success. 2. Ladder or Get in line - the teacher leads the pupil progressively upwards, climbing with him the steps of knowledge, gaining faith in himself and others.
3. I give a chance - pedagogical situations in which the child gets the opportunity to unexpectedly discover his own abilities for himself. The teacher may not prepare such situations on purpose, but his educational gift will manifest itself in the fact that he will not miss this moment, correctly assess it, and be able to materialize it. 4. Follow us - the meaning is to awaken the dormant thought of the student, to give him the opportunity to find the joy of recognizing the intellectual forces in himself. The reaction of others will serve for him at the same time as a signal of awakening, and a stimulus for knowledge, and the result of efforts. Success situation and its types.
Algorithm: 1. Psychological attack. The point is to reverse the state of psychological stress. 2. Emotional blocking. The bottom line is to block the state of resentment, disappointment, loss of faith in one's own strength. The most important thing is to help the student to rethink his failure, to find its cause from the position: failure is accidental, success is natural. 3. Choice of the main direction. It is necessary to establish not only the focus of the psychological stress of the individual, but also to determine ways to neutralize it. 4. It is necessary to create conditions under which the student, for whom a situation of success is being created, had approximately equal opportunities to prove himself in comparison with classmates. 5. Unexpected comparison. Can only work once. 6. Stabilization.
1. Scattered interests 2. Entertainment (games, discos) 3. Home problems 4. Unreality of doing all homework 5. Lack of interest in certain subjects 6. My interests prevail over school assignments 7. I often have a bad mood 8. I think not all subjects need to be taught seriously 9. No one cares about my success Interference with successful studies.
With fear that I have not learned the lesson With pleasure With joy that I will meet friends With a desire to gain new knowledge I am afraid of not being able to cope with the control I go because it is necessary Studying burdens me, spoils my mood. THE MOOD IN WHICH CHILDREN GO TO SCHOOL. often rarely never
Recommendations for the teacher How to create a situation of success in the classroom? As a rule, success in teaching and educating students is achieved by a teacher who can: 1. Create a situation of joyful interaction in the lesson, joyful participation in an interesting, exciting learning process. 2. Show interest and respect for the personality of the student, be an example in behavior and speech. 3. At the lessons, not only to acquaint students with new educational material, but also to develop their skills and abilities of independence in educational activities, in achieving the goal. 4. Praise and celebrate not only the volume and quality of knowledge, but also developing skills and abilities of independence.
5. Eliminate knowledge gaps in students in a timely manner. 6. To show in emotions, in speech and in relationships with students the joy of their success and regret for failure, while instilling in students faith in the possibility of overcoming difficulties. 7. To be an example for students in personal and behavioral manifestations, not forgetting that the student largely imitates his beloved teacher, copies him. P.S. A student has good knowledge when he sees and feels that the teacher loves him, the teacher knows his subject, wants to teach the student, can and knows how to do it, then the student believes the teacher, loves him, imitating him, strives to equal him in knowledge, teaches its subject, acquires knowledge. All this gives him confidence in himself, in his abilities, develops dignity, responsibility and gratitude to the teacher.
