Characteristics of a weak student. Template of psychological and pedagogical characteristics

per student ___ class

MOU "Secondary School No. ___", _________

FULL NAME,

The year of birth

The student has been studying at school No. __ since ___ years.

During his studies, he showed weak abilities in many disciplines of the school curriculum, due to the fact that the teenager has absolutely no desire to learn. The student does not prepare homework, he works in the classroom only when it is necessary to urgently correct unsatisfactory grades, and then with repeated reminders from the teacher. It is almost impossible to convince a teenager of the need for systematic work, since he does not respond to all the teacher's comments. He is systematically late for classes, motivated by poor health, leaves the lessons when he pleases. She does not wear school supplies, explaining this by forgetfulness. The state of health is unsatisfactory, the teenager often gets sick.

Repeated conversations with the student, with the student's mother, discussion of behavior at councils for the prevention of offenses, meetings with the director do not give positive results. The teenager is on the intra-school record due to the presence of absences from classes without a good reason.

Emotionally labile, tense, anxious, exhausted, rigid, irritable. The student repeatedly attended conversations with the school psychologist. Relationships with peers are superficial. Good-natured, ready to help a friend. Self-esteem is inadequate, does not notice the ridicule of classmates, uncritically assesses his status in the team. He is indifferent to the social life of the class. Participation in school and classroom activities is mediocre. He spends his free time with friends, despite repeated conversations and offers to organize employment after classes.

The student is brought up in an incomplete family, the parents are divorced. Mother PhD, works as a teacher at the university. The relationship with the mother is conflicted. The mother regularly visits the school on the call of the class teacher and director. The family was visited at home, where there is everything necessary for successful education and upbringing.

per student ___ class

MOU "Secondary School No. __", _____

FULL NAME,

The year of birth

The student has been studying at school No. ___ since the first grade.

At school, the Student does not show aggression, there are no conflicts with teachers, he is on friendly terms with classmates. The student repeatedly attended conversations with the school psychologist. He is indifferent to the social life of the class. Participation in school and classroom activities is mediocre. He spends his free time with friends, despite repeated conversations and offers to organize employment after classes.

The student is brought up in a complete family. Mother regularly visits the school on the call of the class teacher and administration. The family was visited at home, where there is everything necessary for successful education and upbringing.

student from educational organization

Ivanov Ivan Ivanovich, ______ year of birth, student of grade 7 MBOU secondary school No. 7, lives at ______, arrived from MBOU secondary school No. __ at the beginning of the 2014-2015 academic year in grade 5. He did not stay for a second year of study.

Brought up in an incomplete family, relationships in the family are complex. Ivan is provided with everything necessary.

Living conditions are satisfactory.

Knowledge about the environment is formed at the everyday level, knows information about himself, orients himself in the phenomena and objects of the surrounding life.

Overall performance: Ivan is focused on cognitive activity, but in the main subjects he does poorly. The level of learning is low, so the prevailing marks are triples. Reasons: there are violations of attention, a low level of concentration, distribution.

There are absences from classes without a good reason.

Formation of educational skills in mathematics. Practically does not work at the lessons: he does not know the multiplication table well, he has the ability to perform arithmetic operations for addition and subtraction with integers, multiplication and division causes difficulties, he performs operations with fractional numbers with difficulty. When solving equations, he does not know the rules for finding the components of an equation. The ability to solve text problems is low, poorly oriented in the condition of the problem and finding a solution. It is necessary to additionally repeat, explain, prompt when performing the task. While doing homework is having difficulty. The material on the main sections of mathematics in grades 5 and 6 was not mastered.

Possession of written language: Experiencing difficulties in mastering the program material, reveals insufficiently formed basic educational skills and abilities in the Russian language. Graphically confuses the spelling of some letters (for example, E-E), writes proper names with a small letter. When copying, he makes mistakes in the words that are written on the board. Skips letters, sometimes whole syllables in words. Allows a large number of errors on the spelling of an unstressed vowel, checked by stress. When writing essays, the text itself often does not correspond to the topic, grammatical and speech errors. The handwriting is illegible. Independent work causes difficulties for Ivan, he cannot orient himself and solve the task. The constant help of the teacher is required in the form of leading questions, hints based on visual material. Unable to find and correct an error in his work. He tries to learn the rules, but he cannot independently apply the studied material in the lesson. The writing speed is not correct. Makes spelling mistakes when writing. Calligraphic skills are poorly developed. The pace of work is low. He often fails to do his homework in Russian.

In literature, when retelling, Ivan experiences difficulties, as he reads inattentively at home.

The level of development of the student's speech does not correspond to the age norm. The student answers the questions in monosyllables according to the text he has listened to. He rarely teaches poems by heart, more often he speaks of his unpreparedness for the lesson. Written works fails in literature.

During the lessons, Ivan is constantly trying to attract the attention of the teacher and students in the class. Frequent tardiness for lessons, shouting from the spot, chuckles and games at the desk distract from the learning process. When difficulties arise, he quickly gives up, therefore, he needs additional help and support from the teacher.

Ivan emotionally balanced. Good-natured, ready to help a friend. Self-esteem is adequate, tries to comply with accepted rules and norms. Interactions with classmates are generally friendly. Shows respect for adults. Always responds to requests.

Head of educational organization / E.G. Kondrashkina/

Teacher's signature /L.A. Badakwa _____/

Petya is a capable boy, but he studies poorly. Parents are not always interested in their son's studies, they do not always care about the appearance of the child, and do not attend parent meetings.

CHARACTERISTIC
on a weak elementary school student

Ivanov Petr was born on 05/03/2006. He entered the gymnasium on September 1, 2013 well prepared. During the training he showed himself not a very conscientious student. Petya is a capable boy, but he studies poorly. Homework does not always and not completely. Training program difficult and when doing homework requires the help of parents, which, according to the child, he does not receive.

During this period of study, the student satisfactorily copes with the program material, but does not keep up with the general pace of the class, constantly needs the organizing help of an adult. The efficiency is extremely low; in the classroom - passive, absent-minded. By the end of the lesson, the number of errors increases. Answers questions in monosyllables, often refuses oral answers. The child's calligraphy is severely impaired. When reading, he makes mistakes, copes with the norm of reading technique. He shows great interest in mathematics: he quickly learned to count within 20 and vice versa. Petya decides simple tasks, copes with solving examples, but poorly mastered the multiplication and division tables.

Peter misses classes very often and without warning. Mom refers to the child's illness. However, medical certificates are rarely provided.

Parents are not always interested in their son's studies, do not always care about the appearance of the child, do not attend parent meetings. The teacher repeatedly invited parents to individual talks. But during the year the parents came only three times. At the first conversation, dad came with the smell of alcoholic beverages. The next two meetings were with my mother. After the conversation, performance improved only for a short time. For the last six months of training, the teacher's invitations to talk were ignored.

The boy listens to the teacher's remarks, but does not try to act in accordance with them. All assignments are not carried out very conscientiously. In the class, he communicates only with individual children. Doesn't violate school rules.

In the morning, the child came to the lessons unaccompanied by his parents. After school, dad met the child with signs of intoxication, the smell of alcoholic beverages. Often, after school, no one came to pick up the child, and Petya had to wait for his parents in the gymnasium building.

Classroom teacher

The work presents 8 detailed specifications for the psychological-medical-pedagogical commission (PMPC) for underachieving elementary school children.

You can also choose the most suitable sample for presentation upon request.

Characteristicstudents of 1 "B" class,residing at:

I went to secondary school No. ____ in _______ from the age of 7 (09/1/2008) to the first general education class "B", where she is currently studying.

The girl lives in an incomplete low-income family with her mother and 2 more children. Mother constantly changes jobs. According to Lena, the mother lives with a roommate (Uncle Misha), who does not work and, while intoxicated, beats the children and the mother. The house is constantly fighting and quarreling.

She attends school regularly and does not miss classes. At the request of the school administration or the teacher, the mother always comes to school.

The physical development of the girl corresponds to her age. At first glance, the girl gives the impression of a sloppy, neglected child. An unpleasant smell often comes from the girl, because she sleeps with small children in the same bed. According to her mother: "Every day Lena is dressed in fresh clothes."

During the primary period of schooling (1 quarter), the girl showed herself to be a very aggressive child with inappropriate behavior, as a result of which she was referred to a neurologist. Based on the results of the examination, the conclusion was given: “Continue education in a comprehensive school. A course of treatment (sonopax) was prescribed. Reappearance in the second half of the year "

During the 1st quarter, Lena did not enter into contact with the children, any relationship ended in a fight and aggression on her part. She herself provoked conflicts in the classroom with the children (fought, tore the children's textbooks, "scratched" in other people's textbooks). She did not react to the teacher's remarks, any adult intervention also met with aggression (she could bite, throw something, and even hit). I could not suppress my unwanted aggressive emotional manifestations.

Example . In the morning before the start of classes, she began to provoke the children (pulling, taking away a rag from the board from the duty officer), then she began to run up and hit the head with a diary. She did not respond to the teacher's remarks. After the bell, she continued to walk around the classroom and beat the guys. Didn't let me start the lesson. She did not respond to the request to leave the class.

Example. She beat the boy at recess (hit him in the eye). He was taken to the doctor, she did not lag behind a single step, trying to hit him again. After that, in an emotional outburst, she began to beat other children. The class teacher and primary school teacher 1 "B" began to hold her, breaking free, she hit the teacher several times on the chest, jumping back and began to "bark".

Example. At recess, Lena closed the door to the classroom, preventing the children from leaving, and held her by force. The conversation held by the class teacher with Lena did not help. This went on for about 15 minutes. Then honey was connected. worker, social worker teacher and primary school teacher 1 "B". There was no result. The girl aggressively rushed to the door and held it, not reacting to adults. When she was dragged away from the door and forced to sit on a sofa in the hallway of the school, she became hysterical. She screamed in the hallway the whole lesson, under the supervision of a physician, preventing teachers from teaching until her mother came, called by the class teacher.

After Lena began to drink the pills prescribed by the neurologist, such undesirable manifestations of aggression did not begin to be observed. The girl became very calm, which remains to this day.

Lena does not strive to maintain order and cleanliness in the classroom. Does not keep in order his things, as well as school property and things of his comrades.

Gaming activity is not developed. The girls don't accept her.

The girl does not show interest in educational activities. She never seeks to learn something new, interesting. Attention is not stable, concentration is reduced. He doesn't listen to the teacher in class and does whatever he wants.

Before the visit to the neurologist, Lena was noisy at the lesson, tried to provoke a conflict with the children closest to her, walked around the classroom, climbed into the cabinets, drew on the blackboard during the lesson, and also in her notebooks, which naturally distracted the children and the teacher. She did not respond to comments.

Example. At the math lesson, after the bell, she did not sit down at her desk, but continued to draw on the blackboard. She did not respond to the teacher's remarks to sit down. When trying to seat her at a desk, Lena rushed at the teacher with her fists, but did not leave the board for the whole lesson, continuing to draw.

A number of tests were carried out with Lena to determine the level of readiness for school.

A test at the beginning of the year, examining thinking, showed a very low level of psychosocial development (i.e., school immaturity).

A test conducted to determine the assimilation of the initial mathematical concepts showed that the girl could not name geometric figures, does not know how to count, cannot distinguish between the concepts of “more”, “less”, “between”, “small”, “big”, does not know elementary social and everyday concepts (how many ears a hare has, legs a cat has).

No reading skills. Knows individual letters. Makes mistakes while copying.

Speech is poorly developed. Cannot compose a story from a picture (single words and sentences). Sounds are not isolated from words.

In this regard, work was carried out and individual conversations were held with ____________ class teacher, social teacher, school psychologist and physician. School management has been notified.

At the moment Lena behaves calmly in the lesson, does not make noise, draws in the lesson when the teacher is talking. Sometimes, looking at other children, she raises her hand, but cannot answer anything, either she repeats the answers of the children, or she may raise her hand and answer something off topic of the lesson.

Example: The syllables are given on the board: na, za, do, ka, ra, ma, sy, sa, lo, vo, ro, ha, yes, go, but, r, s, la. Task: make up the words. Lena raises her hand and answers: "Cat"

Performs written tasks when there is a sample (writing on the board, showing in a notebook). When you need to complete tasks on your own, he tries to cheat from the "neighbors", which interferes with the children.

At home, her mother does the tasks for Lena.

At the lessons of labor and fine arts, he performs tasks, but the result is not always achieved. Accompanies with the words: “I couldn’t. I can not"

A study of the state of the analyzers showed that the girl's hearing and vision are normal.

The study of general motor skills showed that the girl had good control over her voluntary movements. Fine motor skills are poorly developed. Tasks for motor memory and dynamics of movement coordination Lena does not perform accurately.

Spatial and temporal representations are poorly developed. She cannot name the location of the object indicating the sides (confuses left, right), cannot complete the task of finding the object according to the proposed instructions, but she is oriented in her own body. Confuses the concept of "older-younger".

Memory is not developed. The girl cannot learn a quatrain, tongue twister, retell a story.

The study of thinking and speech showed that the subject is not capable of identifying causal relationships, analysis and synthesis, identifying common and differences, grouping objects. The hidden meaning does not understand (in the picture). The logical sequence in a series of plot pictures cannot be established independently. Vocabulary is poor. Responds in single words or short phrases.

Writing: Cannot write from dictation. Writes off the text, distorting some elements of the letters.

Mathematics: counting up to 10 forward and backward with the help of a teacher. Cannot perform calculations, does not solve simple arithmetic problems.

At the moment, Lena cannot cope with the requirements of the "School of Russia" program for the knowledge, skills and abilities of 1st grade students. Psychological and pedagogical research ______ gives reason to say that the girl is pedagogically and socially neglected.

With such indicators, aggression, pedagogical and social neglect, pedagogical correction and education in the 1st general education class high school No. __ we consider inefficient and insufficient.

Attached are the specifications:

Test for the study of thinking.

Test in mathematics for the assimilation of initial mathematical concepts.

Some works on fine arts and labor.

"_____"__________________ ________G.

Classroom teacher

Head teacher __________________ (______________)

Admin

To download material or !

Every class teacher is familiar with the task of compiling a psychological and pedagogical description of the students in his class. And every time you don’t want to invent something anew, it’s better to have a ready-made template on the basis of which it’s easy to prepare the necessary document.

The psychological and pedagogical characteristics of the student are written with maximum consideration for the individual aspects of the development of each child, describing in detail his psychological characteristics. This is explained by the fact that it plays a very important role in the educational process, greatly simplifying the interaction of the teaching staff of the school with the student. Allows the teacher to get an initial idea of the student, to choose the most beneficial strategy for interacting with him.

In addition, such characteristics may be required when transferring to another school or college, they are requested by the guardianship authorities, the police and the PDN, the military registration and enlistment office.

Rules for conducting psychological and pedagogical examination

There are fairly clear rules for compiling a characteristic for a student. One of the fundamental requirements for conducting psychological and pedagogical characteristics is objectivity. It is equally important to carefully analyze the factors influencing the development of the child as a whole, with the obligatory consideration of the characteristics of the student. The child should be treated as delicately as possible, minimizing any coercion or pressure on him. Only in this case, the psychological and pedagogical characteristics of a student or student can be as objective and useful as possible.

The characteristic for the student is written by the class teacher, signed by the director of the school. When writing the psychological characteristics of the child, the help of a school psychologist, the results of testing and diagnostics may be required.

How to write a testimonial for a student

Consider what a typical psychological and pedagogical characteristic should look like, drawn up for a student of secondary educational school. The content of the characteristic may be based on the one who requires it. The minimum length of the characteristic is 800-900 characters, the maximum length is not limited, and, as we said above, the characteristic may contain reports on work with the student, test results.

At the beginning, they indicate the last name, first name and patronymic of the student, the class in which he is studying, and the characteristics of his health group.
If desired, you can also specify the most striking external features. This data can be obtained by organizing a conversation with both the student himself and his parents.
It is equally important to indicate the composition of the student's family, the features of social status, and the quality of interaction.
After that, you can proceed to the study of the child's personal characteristics, covering his attitude to learning (industriousness, perseverance, academic performance), to others (development of communicative competencies, the ability to communicate with peers and with adults). Data can be obtained both through observation and conversation with the child, and with the help of projective techniques (drawing tests, etc.).
The psychological and pedagogical characteristics of the student should contain information about his stress resistance, the level of development of thinking and speech, emotionality, attention, punctuality.
It is necessary to indicate how high the social status of the child is, whether it is easy for him to establish social contacts.
At the end of the compilation of the characteristics, it is necessary to summarize the development of the student and the correspondence of his level to age characteristics. Recommendations are given related to the upbringing, training and further interaction with the child.

The characteristic, which will be transferred to a third-party organization, is written on the letterhead of the school, the date and signature of the person who prepared it, the signature of the school principal, are put at the bottom.

Sample characteristics for a student

Ready-made characteristics for a student you can see on our website - select a sample of the characteristics below. The development will help the class teacher to quickly and accurately draw up a characterization for the student. You can make a full description according to the plan on this page.

Sample pedagogical characteristics for an elementary school student

A sample of a characteristic for a primary school student from a teacher, which is necessary when passing a psychological and pedagogical commission of any level. The characteristic is written in duplicate, signed by the teacher and director, the seal of the school is required.

Psychological and pedagogical characteristics surname first name.

Full Name:

Date of Birth:

Address of residence: ………………….phone….

School No. class

At school No. has been studying since the year (left for a second course in the classroom);

g. studied at school no.

Psychological characteristics of cognitive processes

Gross motor skills are characterized by (not) sufficient arbitrariness of control over movements, fine motor skills are well / poorly developed.

The function of perception is not sufficiently developed, the child (does not) experience minor difficulties in acting on a visual pattern / verbal instruction. Perception is developed better/worse than thinking.

Attention is (not) stable and (not) exhaustible, arbitrariness, concentration and switchability are reduced/within the age norm.

Visual memory, short-term and long-term, is (not) sufficiently developed. Arbitrary short-term memory is (not) high. Medium/high/low mechanical memory level, logical memory level lower/higher. When memorizing, he quickly gets tired / remembers (not) large / medium volumes of text.

Visual-effective and visual-figurative thinking are developed better / worse than verbal-logical / correspond to the norm of this age.

(not) Identified violations of oral speech development, phonemic hearing. Articulation (“blurred” / pronunciation of sounds in syllables and words is fuzzy / frequent agramatism / inconsistency).

The level of formation of concepts and orientation in the surrounding world are (not) sufficient / age-appropriate.

In general, the child is characterized by (increased fatigue / unstable attention / the predominance of inhibition processes over excitation processes).

Pedagogical characteristics of educational activity.

The child is studying in a mass class / is on individual training ... a year.

Literary reading. The pace of reading ... words per minute (the norm at the end of the first / second half of the year ... words). Reading (not) sufficiently conscious, but not very expressive / not expressive / expressive), without observing / observing logical pauses and intonation of the end of the sentence. Makes many mistakes (the nature of the mistakes), (but does not) repeat them when re-reading the text. Detailed / short / creative retelling of the text is difficult, skips details, descriptions, the story is little / rather emotional. He reads poems by heart with errors, (not) expressively enough. Answers to questions gives full / detailed / monosyllabic, makes (minor) mistakes, establishing causal relationships. Vocabulary limited/age appropriate.

In Russian, he (does not) know the rules poorly and (does not) understand / does not always understand how to apply them. Grapho-motor skills are (not) sufficiently developed, handwriting is different (sloppy/often very small/very large/uneven, (un) legible). The following errors appear in writing: (omissions and substitutions of letters (often similar in spelling or denoting similar sounds), extra elements of letters, as well as their underwriting, agrammatisms), which indicates a violation of writing processes.

In mathematics, difficulties are caused by the formation (graphic skills, counting skills, problem solving). Mathematical speech is (not) formed slowly/in full. It causes the greatest difficulties (the formation of computational skills that are at a low / medium level (without relying on clarity, it counts within 10), mechanical memorization of the multiplication / addition table is more successful). The specific meaning of the operations of multiplication and division / addition and subtraction is realized only when using visualization. When solving problems, difficulties arise (explanation of the choice of action, recording of explanations, omission of names).

Homework (not) performs (not) in full, but under the supervision of parents/independently.

The pace of work in the lesson is (not) sufficient / low / medium / high with independent / collective / performing simple (of the same type) tasks, exercises that require switching attention (do not) cause a decrease in pace. The child is little / active in the lessons, creative tasks (do not) cause interest.

Learning motivation is absent/low. Self-control is poorly developed / within the age norm / high, skills independent work are formed in (not) sufficient volume / are formed with difficulty.

Relations with the teacher / calm / even / benevolent; fulfills requirements and instructions formally / willingly / sometimes reluctantly / with desire. Reacts to comments and praise more often with restraint/(in)adequately.

The child's clothes are (un)tidy, writing materials and school items are in good/(un)satisfactory condition.

The child is (little) sociable, (not) friendly with other children, (does not) participate in collective games / often is a leader. Outside of school, there are no/have friends, hobbies(...), at school she is engaged in circles(...), outside of school she attends(...).

Teacher ______________ / surname acting /

Director ____________/ surname acting /

Characteristics for a difficult student

Characterization of a difficult student requires a special approach from the teacher who composes it. Not only psychological knowledge, but also the ability to analyze the situation from different angles, revealing the main reasons for his low academic performance or difficult education. The social environment has a great influence on this:

the influence of the family (parents have addictions, criminal records, single-parent families and large families, violence and conflicts in the family);
low material well-being in the family;
the presence of seriously ill close relatives who are in direct contact with the child;
difficult life circumstances

An example of a characteristic for a difficult student

Characteristics of the student __ class
MBOU SECONDARY SCHOOL

The year of birth,

residing at: _________________________

Ivanov Ivan has been studying at MBOU ________________ since class __. Consists of intra-school records from the 2nd grade for violations of discipline. He was registered with the Commission for Juvenile Affairs and Protection of their Rights under the administration of the ________ district in 2016-2017 for causing harm to the health of a student of the school _____________.

The composition of Ivanov Ivan's family: mother - __________________ and father ____________________. The parents are currently living separately. Ivan lives with his mother in a rented apartment.

The mother of ____________________ works ________________ at _______________. The father does not participate in the upbringing, does not help the family financially, and abuses alcohol.

Mother ____________________ answers the calls of the class teacher, always comes to school at the invitation of the class teacher, teachers, deputy principals, but does not always attend parent-teacher meetings. The mother overprotects Ivan, seeks to satisfy all his needs and protect him from worries and efforts, does not control Ivan's academic work and behavior enough.

Ivan is outwardly tidy, well dressed, has all the necessary school supplies and textbooks provided for him by the school.

Ivan's intellectual abilities are low. Attitude towards learning is negative. He was transferred conditionally to the 6th grade with an academic debt in mathematics. According to the results of the 1st and 2nd quarters of the 2015-2016 academic year, he had unsatisfactory marks in 6-9 subjects. He rarely does his homework. He often reacts inadequately to the comments of teachers. At many lessons, he refuses to get a textbook, notebook, diary, to complete educational tasks.

Conflict, quick-tempered, unbalanced. Has high self-esteem. During the last two years of study, he allowed numerous violations of discipline in the classroom and extracurricular time, a rude attitude towards classmates. There was a statement in an obscene form in a mathematics lesson, obscene abuse against classmates.

Refuses to participate in school activities. Performs public assignments under pressure. Treats public property with disrespect.

Shows interest in physical culture, is engaged in weightlifting in the sports and health center in +______. E

With Ivanov Ivan, preventive conversations were repeatedly held by the class teacher, members of the Prevention Council and the school administration. Preventive work was carried out with the student's mother, who was repeatedly invited to talk with the class teacher, the school administration on the issue of her son's low academic performance, but changes in better side did not follow. During the 2014-2015, 2015-2016 academic year, it was considered at meetings of the small teachers' council, the teachers' council, the Prevention Council for poor progress, violations of discipline. Repeatedly, individual interviews were held with the mother and Ivan about complaints about Ivan's rough treatment of classmates. The mother was advised to increase control over Ivan's progress and behavior. Mom listens to the remarks of the class teacher, teachers, deputy directors, but believes that teachers do not pay enough attention to Ivan's education and upbringing. Mother ____________ explains the rough treatment of classmates and other students of the school by the fact that the children themselves provoke Ivan. Due to the fact that Ivan's behavior in the classroom reduces the effectiveness of the teachers' work, members of the parent committee of the class asked the school administration to take action against Ivanov Ivanov.

During the 2014-2015, 2015-2016 academic year, the class teacher, deputy director for VR conducted conversations with Ivan about the inadmissibility of rough treatment of school students, the prohibition of fights.

In vagrancy, theft, the use of alcohol and psychoactive substances at school was not noticed.

characteristics for the family of a student from a dysfunctional family

student ____class MBOU _SOSH ...,

The year of birth

A student has been studying at this school since _______ class, from ______ years.

He is brought up in an incomplete large family. In addition to the student, the family has ___________. The mother works all day. Children can remain on their own. parent meetings the student's mother does not visit, often good reason(work shift). He comes to school on the call of the class teacher and subject teachers. Can't handle the child's behavior.

The student completed the first half of the 2015-2016 academic year satisfactorily. For the first quarter I had an unsatisfactory grade in algebra. During his studies, the student shows weak abilities in many disciplines of the school curriculum due to the fact that he has absolutely no desire to learn. The student does not prepare homework, in the classroom he works only with repeated reminders from the teacher. Can be rude to teachers. She does not wear school supplies, explaining this by forgetfulness. The diary does not submit marks to subject teachers.

Established friendly relations with the class. Participated in class events and competitions.

He attended the hockey section at the FOK, participated in district and regional competitions. Currently not attending the section.

The student is physically healthy. Smokes.

Started skipping training sessions from ___________ year. Since January 2017 I attended only 4 lessons.

At the moment, she does not attend classes, but all the study time is in the school building. Rude to teachers, technical staff, using obscene language. Disrupts the lessons taking place in the second shift (runs into classes, knocks on doors), behaves outrageously in the corridors and the dining room. Doesn't respond to anyone's comments. The child had a sense of permissiveness.

The class teacher, the deputy director for educational work, the deputy directors for educational work, and the social teacher repeatedly conducted conversations with the student.

But the student remains indifferent to his misdeeds, does not confess to anything, does not realize his mistakes.

Director of MBOU _________________

Classroom teacher _________________

Positive characteristic for a student

Psychological and pedagogical characteristics

per student... class MAOU ... ..

…… the year of birth,

residing at:…..

The student was born...

The general physical development is above average, a strong physique, the state of health is satisfactory - I main health group, has slight vision problems, wears glasses.

Lives in a family, which consists of three people (mother..., father..., student...). An apartment with all amenities, the student has his own room. The duties of a schoolgirl around the house include washing dishes, cleaning, taking out the trash and other household chores. Parents are actively involved in the upbringing of the girl, they are always interested in her success, they themselves are directly involved in school affairs.

In …… studies from the first class. The class is large (... person). Several groups can be distinguished in it: leaders, preferred, elected, no outcasts. The student can be attributed to the preferred group, which was shown by the sociometric study. In the class team, the student enjoys a certain authority, this is determined by her academic performance (she studies “good” and “excellent”) and the ability to defend her point of view. Relations with classmates are friendly. Equally easy to communicate with both boys and girls. Befriends in class... .I am satisfied with my position in the team. She cherishes her stay at school, values communication most of all, which was shown by the test for determining school motivation, actively participates in all school affairs. Relationships with teachers are trusting. The student willingly makes contact with teachers, tries to comply with subordination and generally accepted school rules.

A student from the first grade studies without triples, she is also a participant and winner of many school and distance olympiads in various disciplines, recently participated in such competitions as the Golden Fleece, British Bulldog, native word”, “Perspective”. He has commendation sheets, many thanks and awards in his portfolio. The level of knowledge in all subjects is approximately the same, shows great interest in biology, with equal success masters the basic educational program. The student is emotional, well-read, has a rich vocabulary He is able to correctly express his thoughts both orally and in writing.

He studies with interest, if questions arise, he always looks for answers to them, consults with his elders, and studies additionally after school. She treats praises and censures from teachers adequately, she realizes that study is a necessity for later life. According to the survey, he has a “good” average level of school motivation, even slightly higher (close to high).

Knows how to be concentrated, long-term stability of attention, rationally allocates time. The level of voluntary attention is high, which was shown by tachistoscopy testing.

She perceives educational material meaningfully and quickly, which is one of her strengths. He remembers quickly, arbitrary memory prevails over arbitrary (this was shown by the results of a study of arbitrary and involuntary memory). Memory is long-term. He owns the techniques of analysis and synthesis, successfully draws conclusions and generalizations, easily finds the main idea and knows how to separate the priority from the secondary. Quickly seeks solutions when a problem arises. Medium-developed imagination, likes specificity, accuracy and certainty. Possesses the ability to learn: independently works with a book, draws up plans, notes, memorizes material.

Labor respects, understands its significance and value. The student is interested in the social benefit of her work. She conscientiously performs all individual tasks and social work. Sometimes he is the initiator of some business, actively goes forward in helping and organizing school events. Thanks to his household duties, he possesses labor skills for highest level. Every job is done with care.

The student is interested in literature (likes to read works of art), music, sports, attends many school electives, such as the culture of speech and the second foreign language. He is engaged in swimming.

The student behaves calmly, with restraint. She follows her daily routine on her own. Fulfills the requirements of adults, even if there is no strong desire.

The student manifests such traits as sensitivity, kindness, collectivism, conscientiousness, as well as perseverance, independence. The mood is often good, sometimes it is neutral, even.

The student has great potential and a huge number of positive traits that she is not yet able to fully realize. The ability to instantly get up to speed and adequately understand the task at hand greatly facilitates the assimilation educational material. I relied on her for some questions during the lesson, and my trust was justified. She was always active, reasonable and interested. In the future, I consider it necessary to develop its potential through extracurricular activities. Also, through various methods, develop her leadership qualities, because. she has great potential to become a class leader.