"Questionnaire" Personal growth "(methodology Grigoriev D.V., Kuleshova I.V., Stepanova P.V.) Purpose: To reveal the nature of the adolescent's relationship to people, nature, homeland, work, etc. Progress. ... "

Personal growth questionnaire

(methodology of Grigoriev D.V., Kuleshov I.V., Stepanova P.V.)

Purpose: To reveal the nature of the adolescent's relationship to people, nature, homeland, work and

The course of the event. The teacher addresses the pupils with the words: “You will

a number of statements have been proposed. Please read them and determine how much you

agree or disagree with them. You can assess the degree of agreement or disagreement in

points (from "+4" to "-4");

"+4" - undoubtedly yes (very strong agreement);

"+3" - yes, of course (strong agreement);

“+2” - in general, yes (average agreement);

"+1" - rather yes than no (weak agreement);

"0" - neither yes nor no;

"-1" - more likely no than yes (weak disagreement);

"-2" - in general, no (medium disagreement);

"-Z" - no, of course (strong disagreement);

"-4" - no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no "correct" or "wrong" assessments. It is only important that they reflect your opinion. You can enter your grades in a special form next to the ordinal number of the approval of the questionnaire. Thanks!"

1. I like it when our whole family comes to visit, celebrates some holiday or just gathers at a common table.

2. Those who criticize what is happening in the country cannot be considered true patriots.

3. Stray dogs must be destroyed, as they can be dangerous.

4. Any conflict can be resolved without resorting to force.

5. I am able to happily do a variety of jobs.

6. What many call the cultural values ​​of the past, in fact, often turns out to be primitive old junk.

7. It is not necessary to ask the teacher with questions during the lesson: they distract from the main thing.

8. A person who has committed a crime can never change for the better.

9. It is foolish to take risks for the benefit of another person.

10. Even the most strange people with the most unusual hobbies and interests should have the right to defend themselves and their views.

11. Sports activities are a vital necessity for every person.

12. Most of my peers prefer to communicate with beautiful people.

13. I strive to solve my problems on my own, on my own.

14. I can live happily without starting my own family.

15. I owe a lot to my country.

16. It is better to go to the forest for a Christmas tree, because there you can choose the fluffiest one.

17. People who oppose the war are really cowardly.

18. Physical labor is the lot of losers.

19. Appearance- an indicator of respect not only for oneself, but also for others.

20. I am anxious to know the meanings of unknown words.

31. The country will become easier if we get rid of mentally ill people.

22. I feel sorry for helpless people and I want to help them.

23. There are nations and peoples that do not deserve to be treated well.

24. I believe that smoking or alcohol can help me relax, relieve tension.

25. I often feel frustrated with life.

26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.

37. Without a family and children, a person feels more free.

28. I am ready to defend my homeland in case of serious danger.

29. Keeping animals in mobile menageries is inhuman.

30. Action films with shooting and blood build courage.

31. A housewife can also be a creative person.

32. Obscene expressions in communication are a sign of lack of culture.

33. Study - an occupation for "nerds".

34. If for the sake of justice it is necessary to kill a person, then this is normal.

35. I experience strong positive emotions when I give someone a gift.

36. Most of the crimes in our city are committed by visitors.

37. I will not become a drug addict from one dose of drugs.

38. I am very worried about any, even minor, failures.

39. I am ready to argue with the teacher if I think that he is wrong.

40. I am proud of my last name.

42. Importing rare exotic animals from abroad is a normal way to make money.

43. Prisoners of war should not be subject to human rights.

44. I would like to earn money in free time if it does not interfere with learning.

45. What communication without a bottle of "Klinsky"!

46. ​​A person cannot know everything, so I am not worried about my ignorance of some important things.

47. It is better to acquit 10 criminals than to execute one innocent person.

48. People begging for alms are most likely deceitful and lazy.

49. Judging against “ours” is often unfair, because no one likes Russians.

50. All people who have taken place in life try to maintain good physical shape.

51. It's hard for me to make acquaintances with new people.

52. It is important for me to find the meaning of my own life.

53. Looking at old family photographs is an eccentric activity.

54. Once abroad, I will try not to be perceived as a Russian.

55. Cleaning up someone else's garbage at tourist camps is a stupid task.

56. Making concessions means showing weakness.

57. Good studies are also serious work.

58. Manifestation of vandalism is one of the forms of youth protest.

59. I like to delve into encyclopedias, magazines, dictionaries: there you can find a lot of interesting things.

60. I cannot feel good when the people around me are overwhelmed by something.

61. I can sacrifice my well-being for the sake of helping a stranger.

62. It is unfair to put dark-skinned people as leaders over white people.

63. I prefer active rest to sitting in front of the TV or computer.

64. I feel uncomfortable in unfamiliar company.

65. My actions often depend on external circumstances.

66. A person does not need to know his ancestry.

67. It happens that I experience great excitement when I hear songs about my homeland.

68. Taking into account all the pros and cons, the storage of nuclear waste will bring more financial benefits than environmental harm.

69. We are a strong military power, and that is why we must be respected.

70. The clean-up work on the territory of a house or school is a relic of the past.

71. I cannot imagine Russian speech without a mat.

72. I think that even without getting good knowledge I will be able to make a good career in the future.

73. Even notorious criminals deserve torture and humiliation, because they are people too.

74. I am ready to help an elderly person only for a reward.

75. The authorities should deny access to our country for refugees from economically backward states, as their influx increases the level of crime.

76. I think that health is not the most important thing in life today.

77. I am not oppressed by temporary loneliness.

78. I most often follow the opinion of the majority.

79. I am saddened that I do not do everything for my parents that I could.

80. I would like to go to other countries, but I prefer to live in my own.

81. I think that wearing fur coats made of natural fur is immoral.

83. It seems to me that there are too many weapons in our country.

84. I can force myself to do work that I don't like.

85. I can get nasty on a person if I don't like him in some way.

85. Television, first of all, should be a means of entertainment and recreation, and only secondly - a source of information about events in the country and the world.

86. All homeless people must be caught and forced to work.

87. It is natural for a person to never do anything without regard for his own benefit.

88. Only one single religion can be a true religion.

89. Taste qualities of food, in my opinion, are more important than their usefulness.

90. Deep down, I know that I value myself low.

91. When I do wrong, my conscience torments me.

Answer form Processing of results The answers of adolescents are distributed on 13 scales: they correspond to 13 lines in the answer form filled in by the respondent. Results are obtained by adding the scores for each scale.

1. The nature of the adolescent's relationship to the family is shown by his assessments of statements No. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions No. 1, 40, 79 the sign does not change. In the answers to questions No. 14, 27, 53, 6b, the sign is reversed.

2. The nature of the adolescent's relationship to the Fatherland is shown by his assessments of statements No. 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions No. 15, 28, 67, 80 the sign does not change. In the answers to questions No. 2, 41, 54, the sign is reversed.

3. The nature of the adolescent's relationship to the Earth is shown by his assessments of statements No. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions No. 29, 81 the sign does not change. In the answers to questions No. 3, 16, 15, 68, the sign is reversed.

4. The nature of the adolescent's relationship to the world is shown by his assessments of statements No. 4, 17, 30, 43, 56, 69, 82. At the same time, in the answers to questions No. 4, 82 the sign does not change. In the answers to questions No. 1 7, 30, 43, 69, the sign is reversed.

5. The nature of the adolescent's attitude to work is shown by his assessments of statements No. 5, 18, 31, 44, 57, 70, 83. At the same time, in the answers to questions No. 5, 31, 44, 57, 83 the sign does not change. In the answers to questions No. 18, 70, the sign is reversed.

6. The nature of the adolescent's relationship to culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32 the sign does not change.

In the answers to questions No. 6, 58, 71, 84 the sign is reversed.

7. The nature of the adolescent's attitude to knowledge is shown by his assessments of statements No. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions No. 20, 59 the sign does not change.

In the answers to questions No. 7, 33, 72, 85 the sign is reversed.

8. The nature of the adolescent's relationship to the person as such is shown by the assessments of statements Nos. 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions Nos. 47, 60, 73, the sign does not change. In the answers to questions No. 8, 21, 34, 86 the sign is reversed.

9. The nature of the adolescent's relationship to the person as the Other is shown by the assessments of statements Nos. 9, 22, 35, 48, 61, 74, 87. At the same time, in the answers to questions Nos. 22, 35, 61 the sign does not change. In the answers to questions No. 9, 48, 74, 87, the sign is reversed.

10. The nature of the adolescent's relationship to a person as an Other, as to a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements No. 10, 23, 36, 49, 62, 75, 88. In this case, in the answer to question No. 10, the sign does not change. In the answers to questions 23, 36, 49, 62, 75, 88 the sign is reversed.

11. The nature of the adolescent's relationship to his bodily self is shown by his assessments of statements No. 11, 24. 37, 50, 63, 76, 89. At the same time, in answers to questions No. 11, 50, 63 the sign does not change. questions 24, 37, 76, 89 the sign is reversed.

12. The nature of the adolescent's relationship to his own inner peace, his mental self is shown by his assessments of statements No. 12, 25, 38, 51, 64, 77, 90. In this case, the sign does not change in the answer to question No. 77. In the answers to questions No. 12,25,38,51,64,90 the sign is reversed.

13. The nature of the adolescent's relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78. 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91 the sign does not change. In the answers to questions No. 65, 78, the sign is reversed.

Analysis of the results The description of the levels of development of a child's attitude to a particular value, offered to your attention, gives an approximate, typified picture of what is behind the adolescent's answers to the corresponding group of questions. This is not an accurate diagnosis, it is a trend, a reason for your pedagogical thinking.

In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of answers over four levels. Make the big picture multifaceted, note the outstanding results for yourself.

In the case of an individual diagnosis, be extremely attentive to the teenager's answers. By implementing factor analysis, pay attention to what his answers “fall out” of his own individual “norm”. Perhaps this is the point of his personal growth (or regression).

And in that, and in another variant of the diagnosis, even if there is a negative trend, try to emphasize all the available positive points.

If you need to make the results of a survey public, please be extremely tactful. Remember: you are not judging, you are thinking!

1. The adolescent's attitude to the family From +5 to +28 points (stable-positive attitude) - the value of the family is highly significant for the adolescent. He values ​​family traditions, remembers various little things that are pleasant to someone from the family. Family holidays are always held with his participation and assistance in preparation. In the future, he wants to create a happy family.

From +1 to +4 points (situationally positive attitude) - a family for a teenager is of a certain value, but the very fact of having a family, family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder, he does not always remember the birthday of someone close to him. Takes parental care for granted. He assumes that the family he will create in the future will be different from the one in which he lives now.

From -1 to -14 points (situationally negative attitude) - the adolescent's attitude to the family is, as a rule, consumerist. He "should" give money for petty expenses and forgive pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience. He himself, most likely, believes that he owes nothing to anyone.

From -15 to -28 points (stable negative attitude) - the family does not represent any value for the child. This attitude is manifested in a sense of shame for their surname, a conscious rejection of the norms of behavior adopted in the family, ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.

2. Attitude of the adolescent to the Fatherland From +15 to +28 points (stable-positive attitude) - the adolescent has fully developed feelings of citizenship and patriotism. For him, Motherland is not an abstract category, but a concrete country where he is going to live, of which he is proud.

He feels personally responsible for the fate of the country. At the same time, such feelings are not caused by the conjuncture, not by the fashion for patriotism, but are deeply personal, experienced.

From +1 to +14 points (situationally positive attitude) - a teenager experiences a feeling of the Motherland as a feeling of a home, a tree. However, it seems to him that something that is happening in the country and in his "small homeland" has little in common. He gets up when a hymn is played, rather not out of a spiritual impulse, but because it is so accepted. If necessary, the teenager will not refuse to help the veterans, although he himself may not offer power.

From -1 to -14 points (situationally negative attitude) - the teenager tries not to openly show his attitude towards the country. In principle, he is indifferent to talking about her "wretchedness". He can speak “correctly” on the topic of citizenship and patriotism, but depending on the situation, he can place the emphasis in different ways. The teenager knows how to guess at what moment what is “patriotic” and what is not. It seems to him that what is happening with the country and with himself has little in common.

From -15 to -28 points (consistently negative) - it can be assumed that the teenager is distinguished by a philistine attitude towards his country. Homeland for him is just a place where he lives, and which can be easily exchanged for any other. All successes are his own successes, and the country is to blame for the failures ("yes, unless in this country ..."). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which you can get dividends.

3. The adolescent's attitude to the Earth (nature) From +15 to +28 points (stable-positive attitude) - the adolescent has a fully developed ecological consciousness. It is natural for him to feel pity and empathy for any animal; he is ready to clean the forest and clean the reservoirs, finding these activities exciting and important for himself. And he will certainly pick up and feed the abandoned puppy, will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of the need to feel the harmony of the world in which he lives).

From +1 to +14 points (situationally positive attitude) - a teenager cares about animals, flowers, but mainly about those that belong directly to him.

Environmental problems are perceived by him as objectively important, but at the same time do not depend on him personally. He will not litter in the forest if others do not. Together with the group he will take part in the volunteer clean-up, but if there is an opportunity to refuse, he will most likely use it.

From -1 to -14 points (situationally negative attitude) - a teenager's own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the rubbish thrown by him, the lit trash can.

Breaking branches in the forest, chasing cats and dogs in the yard, he does not think about what he is doing. And even more so it will not react if others do the same. He divides all animals into useful and useless, pleasing him and his eyes and causing disgust.

From -15 to -28 points (stable negative attitude) - nature is perceived by a teenager as a commodity. The adolescent's attitude to the forest, animals, reservoirs is dictated by the need for his own comfort, and if it works out, then the benefit for himself. He is able to hurt an animal for simple fun. He scoffs at those who show respect and love for "our least brothers."

4. The adolescent's attitude to the world From +15 to +28 points (stable-positive attitude) - the adolescent has a clearly expressed pacifist position. He believes that only weak people and the state resort to violence. He has an emphatically negative attitude towards manifestations of brute force. I am sure that there is always an opportunity to settle the conflict without infringing upon the rights of other people. Not afraid to make concessions.

From +1 to +14 points (situationally positive attitude) - the teenager as a whole shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in a difficult modern world one must always be ready for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions, because he does not want to appear weak in the eyes of others.

From -1 to -14 points (situationally negative attitude) - a teenager is sure that peace can be maintained mainly by force, threats, ultimatums. He views the war as one of natural ways conflict resolution. In his opinion, strong is the one who is feared. He believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of the violent act, but he will most likely not refuse to play the role of the "second plan".

From 4 -15 to -28 points (stable negative attitude) - it can be assumed that there is no alternative for a teenager - negotiations or a military operation.

War for him can be a value - with the help of it he can solve the problems of overpopulation and lack of food for everyone. He is completely and completely on the side of the force, and everyone who tries to resist this is "weak" for him. Most likely, this applies to both local (group, courtyard, educational institution) and large conflicts, where nothing depends on him so far.

5. The adolescent's attitude to work From +1 to +28 points (stable-positive attitude) - the adolescent is distinguished by diligence in everything: from cleaning the classroom to reading a difficult book. He enjoys difficult, time consuming, even tedious work. He does not consider it shameful to help his parents with the housework, he himself can offer to do something.

Whether he earns money somewhere or not yet - in any case, the teenager is not ashamed of this.

From +1 to +14 points (situationally positive attitude) - most likely, only a prestigious job earns the adolescent's respect. Although if everyone around them is busy with something not prestigious (for example, cleaning the territory during a cleanup), then they can take part "for the company." He will help with household chores, but he will be annoyed that it takes so long.

From -1 to -14 points (situationally negative attitude) - the teenager, if possible, will shift part of his work to another. If he finds out that one of his classmates is working after class, he will most likely react like this: "What, you have nothing to do ?!" In his view, "dirty" work is the lot of second-class people or those who have not managed to get a job in life. He himself would certainly never tackle it.

From -15 to -28 points (stable negative attitude) - more or less difficult work disgusts the teenager. He comes up with a lot of reasons why it is not worth taking on it. The teenager will gladly take advantage of the fruits of someone else's labor, passing them off as his own whenever possible. There is no connection between hard work and well-being for him.

6. The adolescent's attitude to culture From +15 to +28 points (stable-positive attitude) - cultural forms of behavior, of course, are personally significant for the adolescent and are actively implemented by him in Everyday life... Rudeness, "decoration" of speech with obscene phrases are alien to him, he is attentive and tactful in relation to other people. He understands the need to preserve the cultural heritage that we inherited from the past, and categorically does not accept vandalism.

From +1 to +14 points (situationally positive attitude) - a teenager recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his daily life. He probably would like to look like a "cultured person", but he is not ready to put daily efforts to this. He finds justification for episodic manifestations on his part of rudeness ("I am rude only in response"), slovenliness ("well, let them be greeted by their clothes, but escorted by their minds"), obscene abuse (" powerful emotions difficult to express in another way "), etc. Vandals are antipathy to him.

From –1 to –14 points (situationally negative attitude) - cultural forms of behavior are viewed by the adolescent as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being who he is. He probably associates the word "culture" with the TV channel "Culture" and evokes an irresistible boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn peer vandals.

From -15 to -28 points (stable negative attitude) - “culture” in all its forms causes rejection in the adolescent and is viewed as a manifestation of the deceit of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite.

Tactfulness seems to him a manifestation of weakness, rudeness and foul language - strength, "sipping beer" to the accompaniment of swearing - the best pastime.

Monuments of the past are perceived by him, more likely sak ordinary old junk, so he is not at all opposed to "throwing them off the steamer of our time."

7. The adolescent's attitude to knowledge From +15 to +28 points (stable-positive attitude) - in front of you is an inquisitive person who has a steady desire to learn new things.

A teenager may be “uncomfortable” for a teacher, as he asks a lot in the lesson, doubts seemingly obvious things. He believes that the success of professional growth and career is directly related to the depth of knowledge, and strives to obtain them.

From +1 to +14 points (situationally positive attitude) - a teenager can study well, but on his own initiative he is unlikely to dig in books to find the meaning of a term or fact that he does not understand. In his mind, knowledge and future career, of course, are connected, but do not put so much effort into this!

From -1 to -14 points (situationally negative attitude) - a teenager will never ask an adult if something is not clear to him. Frankly does not understand how one can watch popular science programs on TV. Knowledge is purely utilitarian for him (if he learned it, he answered, it means he didn't make any trouble).

From -15 to -28 points (stable negative attitude) - obviously, the adolescent's need for knowledge acquisition is practically absent. He openly despises those who study, considers them "nerds" - people who live an inferior life. He is confident that the level and quality of education will not have any impact on his future life.

8. Attitude of a teenager to a person as such From +15 to +28 points (stable-positive attitude) - the value of a person as he is in all its manifestations is, of course, significant for a teenager. Human life is priceless for him. No considerations of justice can justify the "tears of the innocent." “The forest is being cut, the chips are flying” - this is unacceptable for our hero. He is merciful, capable of sympathy, compassion, forgiveness.

From +1 to +14 points (situationally positive attitude) - the value of a person may have been comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down in his soul, certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. Teen admits death penalty for the most serious crimes. When the triumph of justice and "mercy to the fallen" are on different scales, he will most likely choose the former.

From -1 to -14 points (situationally negative attitude) - most likely, the teenager is inclined to divide people into normal and abnormal. He treats the former quite respectfully, maybe even merciful to them; he considers the latter to be “subhuman” and would like to encounter them as little as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle of "chopping wood, chips flying" is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chip” - rather, a “collector” or “knitter of firewood”.

From -15 to -28 points (stable negative attitude) - a person as a value is most likely an empty phrase for a teenager. He is prone to cruelty towards other people, scornful of any acts of mercy. "Weaklings"

and "abnormal", in his opinion, worsen our life, inhibit the growth of well-being, therefore, they must be completely isolated from society. Surely he believes that justice, order, stability are worth eliminating mentally ill, homeless people. The most dangerous thing is that he can move from words to actions.

9. The adolescent's attitude to the person as to the Other From +15 to +28 points (stable-positive attitude) - the adolescent is a true altruist. He is always ready to help other people, even strangers, without waiting for a request from their side. In his actions for the benefit of others, he is disinterested. Always ready to help the weak, the needy. For the sake of such help, I am ready to risk my own well-being. Likes to give gifts “just like that”.

From +1 to +14 points (situationally positive attitude) - the teenager is not averse to helping those in need, but prefers to do it when asked. He is careful in his actions for the benefit of others, tries not to jeopardize his own well-being. He does not trust the sincerity of those asking for alms, and if they are near him, he tries to pretend that he does not notice them. He enjoys giving gifts, but at the same time, deep down, he counts on a return gift.

If this does not happen, he gets upset.

From -1 to -14 points (situationally negative attitude) - the teenager only occasionally thinks about the needs and feelings of other people. Most of them are those on whom he depends to one degree or another. Unselfishness seems to him a waste, he prefers to do everything for his own benefit, skillfully masking it. He is sure that every good deed should be adequately rewarded, therefore, before doing something good, he is not ashamed to find out, but "what will happen to him for it."

From -15 to -28 points (stable negative attitude) - the teenager is focused exclusively on his own person, sincerely considers himself to be the "center of the universe." Not exactly doing, but even thinking about others is not part of his plans. In everything he is looking for benefit, not really hiding it. Selflessness seems to him absurd, utter stupidity. He is prone to backbiting, cynical attitude towards those who need something, who need help. All beggars for him are lazy and liars. Much more than giving, he enjoys accepting gifts, preferably expensive and useful.

10. The adolescent's attitude to a person as Other From +15 to +28 points (stable-positive attitude) - the adolescent recognizes the rights of people to a different way of life, different from his own, and the free expression of their views. He, of course, accepts other cultures, has a positive attitude towards cultural differences, and is susceptible to any manifestations of cultural discrimination.

He strives for understanding, penetration into the essence of other cultures, is able to avoid cultural prejudices and stereotypes in their assessment. There is also a tangible desire to view other cultures not from their own "bell tower", but through the prism of the values ​​and priorities of these cultures themselves.

From +1 to +14 points (situationally positive attitude) - a teenager is inclined to recognize and accept cultural pluralism, respect a wide variety of socio-cultural groups, but at the same time shares (often unconsciously) some cultural prejudices, uses types in relation to representatives of certain cultures ... He cannot see for himself many, especially hidden, manifestations of cultural discrimination in everyday life. It is difficult for him to imagine what problems cultural minorities, migrants or refugees might face. This is due to the lack of understanding of the Other, the inability to see him from the inside, to look at the world from his point of view.

From -1 to -14 points (situationally negative attitude) - a teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain sociocultural groups. The adolescent tries to justify such a dissonance between the declared humanistic principles and the real manifestation of intolerance by referring to public opinion ("everyone thinks so"), immoral behavior allegedly characteristic of representatives of these groups ("they are all like that"), personal unsuccessful experience of interaction with them ("I I met such people and I am sure that ... "). This position is based on culture-centrism, xenophobia, and the presumption of the guilt of the other. While denying such flagrant manifestations of intolerance as fascism, genocide, segregation, a person can easily label people of other cultures as “unworthy of respect”, “dangerous”.

From –15 to –28 points (stable negative attitude) - a teenager deliberately refuses to recognize, accept and understand representatives of other cultures. He is inclined to characterize cultural differences as deviance, he does not want to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is demonstratively hostile and contemptuous of such people, eager to “cleanse” them from the space of his own life. The teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.

11. The adolescent's attitude to his bodily self From +15 to +28 points (stable-positive attitude) - the value of health is a priority for the adolescent. He understands what a healthy lifestyle is, consciously cultivates it and associates his future success in life with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, drugs and will try to prevent this in relation to others.

From +1 to +14 points (situationally positive attitude) - the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not put it too high. Health for him is a natural state, a self-evident "thing", and not something that requires special efforts. Addiction to bad habits is an excusable weakness, not a manifestation of lack of will. Perhaps, deep down, he believes that he is able to achieve life success without paying close attention to their physical shape.

From –1 to –14 points (situationally negative attitude) - the value of health is low in the minds of a teenager. Reflections and conversations about health and a healthy lifestyle, he considers a waste of time, the lot of pensioners. He wants to be good, athletic, to look in the eyes of others, but he is frankly lazy to do something for this. Bad habits do not seem so bad to him, on the contrary, they have a certain pleasantness, charm. He will probably grin approvingly when he heard the phrase "who does not smoke or drink, he will die healthy."

From -15 to -28 points (stable negative attitude) - one's own health, especially the health of others, does not represent any significant value for a teenager. He either does not "give a damn" at all about his physical condition, or he hates everything that is connected with his bodily life ( last case real under the condition of low self-acceptance of the adolescent). He despises those who care about their health.

Their bad habits considers it absolutely natural and, perhaps, is even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical education and sports.

12. The adolescent's attitude to his spiritual self From +15 to +28 points (stable-positive attitude) - the adolescent accepts himself as he is. He believes in his strengths and capabilities, honestly treats himself, sincere in the manifestation of feelings. Feels comfortable even in an unfamiliar company.

He is not afraid of loneliness, minutes of solitude are important and fruitful for him. He endures personal troubles, is not afraid to seem ridiculous.

From +1 to +14 points (situationally positive attitude) - accepting himself as a whole, a teenager may still feel awkward about some of his characteristics. He thinks of himself as a person who is sympathetic to others, but a worm of doubt and insecurity that eats away at him. He would like both now and in the future to guarantee himself against falling into ridiculous positions and situations. He is somewhat burdened by a solitary position and, whenever possible, tries to replace him with something (listening to music, watching videos, etc.).

From -1 to -14 points (situationally negative attitude) - a teenager accepts himself as he is, only in certain moments of everyday life. He always wants to "jump" out of his "skin", immediately turn out to be beautiful, rich and famous. His idols are usually just like that. Deep down, he hopes that he will be attractive to others, but he is sure that they see his shortcomings in the first place. Loneliness is both painful and salutary for him. In the society of his peers, he prefers to be on the sidelines.

From -15 to -28 points (stable negative attitude) - the teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.) Any change in the situation is perceived as potentially catastrophic for him in consequences. Once alone, he begins to engage in "masochistic self-digging" and "self-criticism."

His own inferiority is his obsession. He experiences an acute sense of guilt for what he really is, which in the future may turn into a painful desire to dominate others.

13. The adolescent's attitude to his spiritual self From +15 to +26 points (stable-positive attitude) - the adolescent sees himself as the author and manager of his own life. The feeling of personal freedom is extremely important for him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live "according to his conscience."

From +1 to +14 points (situationally positive attitude) - the adolescent feels in himself the opportunity to be the master of his own life, but considers this to be real only in case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he goes to him with an eye: the possibility of error and responsibility put him on guard. He recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.

From –1 to –14 points (situationally negative attitude) - the adolescent is more impressed by the role of the follower than the author and manager of his own life. He is looking for a society of people whose spiritual strength could “cover up” his indecision and self-doubt. He tries to get away from the choice as much as possible; with noticeable external pressure, he is ready to give up personal freedom in favor of a sense of peace and spiritual comfort. He is inclined to explain his failures by an unfavorable coincidence.

The pangs of conscience weigh him down, so he prefers not to think about his conscience.

From -15 to -28 points (stable negative attitude) - the teenager feels himself to be a “pawn” in the surrounding element of life, a hostage of powerful external forces beyond his control. He is afraid and avoids any free action.

Seeks patronage the mighty of the world this is what I am ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want a choice. Believes both the strength and infallibility of the majority, for this saves him from personal responsibility for
outstanding achievements(or has internal preconditions for such achievements) in that and ... "meeting of the pedagogical council" 16 "April 2012 Prot ..."

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In recent years, the education system in Russia has undergone significant changes, and, as expected, this whole process proceeded in stages. The launch pad for the introduction of the second generation FSES was Primary School... But today we can say with confidence that the Federal State Educational Standard of the primary general education gives a qualitatively new understanding of the content primary education... The concept of "universal educational actions" has entered the teacher's professional life - as a key term for understanding modern requirements for the effectiveness of the educational process. It is these requirements that become the object of the teacher's purposeful work on the formation of the student's personality and, as a result, the object of measuring and evaluating his achievements.

In the modern education system, shifts are clearly traced from obtaining a certain set of knowledge to the formation of an independent, creative, flexible personality capable of acting in accordance with changing conditions; improve and self-study.

Thus, the development of the student's personality, the disclosure of his potential, talents, the formation of self-awareness, self-realization passes from the category of one of the possible approaches to learning, into the category of basic requirements for the results of teaching children in school.

The modern standard also imposes new requirements on the system for evaluating the subject results of mastering program material. Metasubject and subject results are subject to purposeful formation and tracking. The student's personal results are not subject to final assessment.

Can all of the above be tracked and measured using the usual methods of monitoring and evaluation? Partially yes. How to measure metasubject outcomes or personal achievement of students?

The most accurate measuring tool for tracking and evaluating the process of student personality development is monitoring, which will allow making the necessary adjustments in a timely manner, planning further work on the development of students' actions.

For this purpose, we have developed a "Personal Growth Map", which reflects the dynamics of the student's personality growth according to the following criteria: "Diagnostics of success", "Social life" and "Psychological aspects" throughout the entire period of study in an educational institution. They also reflect the assessment of the student's creative activity. This form of student assessment helps not only complement the traditional assessment, but also become an incentive for personal development child. The absolute value of the “Personal Growth Cards” is that it helps to increase the student's self-esteem, to maximize the individual capabilities of each child, and to develop motivation for further creative growth. Therefore, it is extremely important to learn for yourself and explain to the child and parents that maintaining "Personal Growth Maps" is not a race for the number of diplomas and all kinds of letters! Thus, the process of participation in educational activity or in creative work itself becomes primary, and its result becomes secondary.

"Personal growth maps" are a way of recording, accumulating and evaluating individual educational achievement students in a certain period of his studies from the 1st to the 9th grade.

"Personal growth maps" complement traditional control and measuring tools and allow you to take into account the results achieved by students in a variety of activities: educational, creative, social, communicative and others.

Unlike the Portfolio, which is just a collection of the student's work and results, the uniqueness and innovation of the Personal Growth Map is that:

• they record the results of monitoring a particular student throughout the entire period of study at an educational institution;
• in the opportunity to see the "picture" of significant educational outcomes as a whole (in dynamics);
• in the collection, systematization and recording of individual results of the development of a particular student in the formation of metasubject UUD;
• in the diagnosis of the capabilities and developmental characteristics of a particular child;
• in identifying the dynamics of individual educational achievements of a particular child throughout the entire period of his studies in an educational institution;
• in building an individual trajectory for the development of a particular child;
• in the simplicity of working with the "Personal Growth Map" - accessibility and clarity;
• in the need to organize close cooperation between the school and the family to implement the program to strengthen the "pluses" and eliminate the "minuses" in the educational, upbringing and communicative achievements of a particular child;

Thus, Personal Growth Maps allows you to adjust attitudes towards your achievements and tune your child to motivation for success, because captures and presents not only the best results of his activities, but also clearly demonstrates gaps in competencies of various types. The Personal Growth Chart reflects significant information to determine strategies for individual work with a specific student, which will allow the class teacher to outline an action plan to overcome existing difficulties or further develop the student.

It is necessary to dwell in more detail on the criteria of monitoring, which is carried out in three directions: "Diagnostics of success", "Social life", "Psychological aspects".

1. "Diagnostics of success" child includes the following parameters:

• "My educational achievements» - which is, in essence, monitoring the student's LUD. The dynamics of this parameter makes it possible to assess the effectiveness of the activities carried out and to make timely and well-grounded decisions. It should be held once a year (except for the first year of study) according to a single standard procedure. The beginning of the systematic diagnostic work of the teacher is pedagogical diagnostics initial readiness of the child for successful learning in primary school, which we carry out thanks to ……. "School start". Diagnostics "School start" - starting readiness is a set of skills (ie mastery of methods of action, thinking, communication) that allow the child to successfully master educational material and join in educational situations which the teacher creates for him. Psychological and start-up readiness mutually complement each other and provide a common vision of the prospects for the child's learning and development in a specific educational environment. With the joint application and interrelated analysis of the results of diagnostics of psychological and starting readiness, we, adults who educate and accompany the development of the child, have the opportunity to maximally adjust educational process for each specific student, to strengthen positive influence this or that educational system. It should be mentioned once again that the above diagnostics "School start" is carried out once - at the beginning of the first grade. That is why there are two curves for the first year of study in the Personal Growth Chart, which is a specific feature of the annual diagnosis. Further, the annual tracking of the process of formation of the UUD is carried out on the basis of a single "line" of indicators. These diagnostic sections are carried out at the end of the school year (April - May) and the primary school uses the Learning to Learn and Act EMC (authors: T.V. Merkulova, A.G. Teplitskaya, M.R. Bityanova, T.V.Beglova ). This complex helps to monitor meta-subject universal educational activities. To increase the motivation of students and a holistic perception of the material, all tasks are united by a game plot.
• "Participation in Olympiads"- this criterion is a necessary indicator of the student's success throughout the entire learning process at school. It is this criterion that clearly demonstrates subject achievements student, namely, mastered by students in the course academic subject experience of activities in the process of the studied subject to obtain new knowledge and its application.
• "Participation in competitions"- this important indicator is a demonstration of the student's level of activity, his participation in competitions of various levels. Monitoring according to this criterion is carried out during the academic year.
• "My art"- this criterion allows you to adjust the attitude towards your achievements and tune the child to motivation for success, because captures and presents not only the best results of his creative activity. Any work of children is a lot of work, and the pupils are well aware of the price of its result in the form of an assessment in the “Personal Growth Chart”. Quantitative indicator creative works is not an end in itself for children, with its help children become more self-confident and receive support from their classmates. Thus, personal growth is a kind of going beyond what has already been achieved and is the development of a person's value attitude to those objects of reality that are recognized as a value within the framework of the civilization with which the person identifies himself.

2. "Social life" - the changing social and political environment influences the formation of the child's personality. In the conditions of modern life of our society urgent problem becomes the ability of students to solve socially significant problems, the formation of an active civic position, patriotic convictions, adherence to democratic values, positive socialization. An important direction in our activity is the development of a socially active personality, the formation of socially significant competencies. Naturally, in the educational environment, these competencies can be formed through the socialization of the child in the classroom and school team, through the implementation of their own job functions and one-time orders. The specified criterion tracks the following parameters:

• "My school"
• "My class"

3. "Psychological aspects" - This aspect is diagnosed and processed by a teacher-psychologist, using various techniques that allow tracking the following parameters:

• "Self-esteem"
• "I - through the eyes of classmates"
• "Aggression"
• "Motivation"
• "Anxiety"

All criteria are converted into levels: low, medium, high, and only then, the indicators are entered into the table and plotted on the graph. The color of the graph for each year has its own specific color. After two or three years, according to the schedule, you can clearly see the picture of the child's development, its positive or negative dynamics in this or that indicator, and therefore you can adjust the work with this student.

It is especially worth noting that when evaluating the results through the category of personal growth, we emphasize the importance for the upbringing of positive dynamics of personality development, that is, the development of the child's value attitude to people, his homeland, work, and not its compliance with any standard, standard or norm. This approach makes it possible to assess the efforts of a child classified as “abnormal”, “deviant” children.

And in conclusion, I would like to add that the "Personal Growth Cards" in our educational institution have become a kind of "successive document" when students move to high school, which is a great help in the work of the class teacher both with students and with their parents.

Annex 1

Personal growth card (form)

Personal growth card of a student MBOU SOSH №99

FULL NAME.___________________________________________________

Sections Classes	Diagnosing success		Social life			Psychological Aspects
	My Academic Achievements	Participation in competitions, Olympiads, etc.	My schoollife	My friends	I get to know the world	Self-esteem	Aggression	Motivation	Anxiety
1 class
2nd grade
Grade 3
4th grade

Methods for diagnosing the personal growth of schoolchildren Personal growth can be defined as the development of humanistic value attitudes of a person to the world, to other people, to himself. Using this technique, these relationships are diagnosed. The principles for compiling the questionnaire are as follows:

The wording of the statements should be clear for schoolchildren and be perceived unambiguously;

The theses of the questionnaire should be formulated in such a way that this or that answer does not look in the eyes of the student as deliberately publicly approved;

In order to avoid comfortable behavior, attempts to guess the answer, to correctly relate to this or that thesis, adolescents must be given the right to fill out anonymously.

This questionnaire can be used to assess the current state of the adolescent's value relationships. And also to identify the dynamics of the development of the student's personality, his personal growth or regression.

Methodology for studying the level of development of the children's team. In educational work, it is important to study the level of development of the children's collective, as well as the nature of the relationship between adolescents in the children's collective. The school uses the well-proven diagnostic technique “What is our team?” A.N. Lutoshkin. The purpose of this diagnostic technique is the degree of cohesion of the children's team. After all, the personal development of a student entering a particular collective largely depends on this. The children's team is one of the most important conditions for this development. The methodology makes it possible to study the children's collective, to determine how satisfied the schoolchildren are with their collective, how much they consider it to be strong, united. The essence of the diagnosis is as follows. The teacher explains to the students that any collective in its development goes through a number of stages, and invites them to familiarize themselves with the figurative description of the various stages of the collective development. Further, the teacher asks to determine at what stage of development their team is. Based on the answers, the teacher can determine the degree of satisfaction with his classroom, find out how schoolchildren assess his unity in achieving socially significant goals. At the same time, it is possible to identify those adolescents who underestimate or overestimate the level of development of the team.

Sociometry. Sociometry methodology is aimed at studying interpersonal relationships in a group. It allows you to determine the informal structure of a child's community, a system of internal likes and dislikes, to identify leaders, types of leadership and outcast members of the group. Sociometry makes it possible to understand how much the student's surrounding team favors his personal development, how the team members are disposed towards him, how much the student himself is disposed towards the team members. Sociometry allows you to identify a holistic picture of relationships, mutual and one-sided choices and deviations. And also the groupings existing within the group of students and the connections between them.

Methodology for determining the index of group cohesion. K. Sishor's methodology is used at school to determine group cohesion, which is an important parameter. This parameter shows the degree of integration of the group, its cohesion into a single whole. This technique consists of 5 questions and is easy to process.

Expert methodology for quality monitoring educational opportunities. Monitoring the quality of educational opportunities is based on expert methodology (V.A.Yasvin). Expertise as a research method is focused primarily on the competence and experience of specialist experts. At the same time, in the examination process, a number of diagnostic techniques, with the help of which the structured quantitative information necessary for system analysis(comparison, ranking, revealing the dynamics of certain processes, etc.). The entire set of various information obtained from various sources is summarized and comprehended by the expert group, characteristics are given and models of various components of the educational, organizational and social subsystems of the school are built.

Building a model of such a complex and multidimensional reality as a school organization allows you to display it in a visual and structured form, as well as to reveal in it a number of hidden internal properties, which is extremely important for effective management its quality. The initial examination of the school organization, carried out within the framework of monitoring the quality of educational opportunities, includes the construction of the following models: models of the management and pedagogical system; models of the content of the educational plan of the school; models of the school environment of the school with an analysis of its perception various members educational community (leaders, educators, students and parents); models of organizational culture of the teaching staff. Psychological diagnostics of the subjective attitude towards the school of various categories of members of the educational community and analysis of the ideas of the director and his deputies about the state and development of the school are also carried out.

Municipal educational institution

additional education for children

"Valuyskaya city station of young technicians"

Belgorod region

ORGANIZATION OF MONITORING

IN CREATIVE ASSOCIATIONS VGSUT

for teachers of additional education)

PREPARED:

S.V. Butorina,

Deputy Director for O&M

Valuyki, 2008

Monitoring subject.

Method for determining the results educational activities.

Monitoring the personal development of students.

Conclusion

Application.

Monitoring subject

Monitoring is a word that has entered the pedagogical lexicon relatively recently. Modern vocabulary foreign words defines this concept as constant observation of a process in order to identify its compliance with the desired result or initial assumptions.

Monitoring is necessary to track the effectiveness of the educational and educational activities of the teacher.

The purpose of monitoring is one - to find out how much the process of education and upbringing, organized in a creative association, contributes to positive changes in the personality of the child. To find out, first of all, in order to discover and solve the most acute problems of organizing the process of teaching and upbringing, in order to analyze, generalize and draw conclusions about the result of the teacher's work.

The subject of monitoring (what is being studied) in the creative association can be divided into three areas:

Trainedness pupils on an additional educational program. The effectiveness of the techniques and teaching methods used by the teacher. To diagnose learning, observation, testing, quizzes and tasks, interviews, research work are used.

The personality of the pupil as an indicator of the effectiveness of the upbringing process. In what direction does the development of the child's personality take place? What values ​​does it focus on? What kind of relationship to the world around him, to other people, to himself, does he develop in the process of upbringing? The positive changes taking place in the personality of the pupil can be characterized by such an integral concept as personal growth. Personal growth (as opposed to, say, personal regression) is expressed in the development of humanistic value attitudes of a person to the world, to people and to himself.

Children's collective of the creative association. The influence of the collective on the child is multifaceted: due to some of its properties, it can generate the processes of leveling the personality, its averaging; at the expense of others - to develop a person's individuality, his creative potential.

Methodology for determining the results of educational activities.

The main indicator of the effectiveness of any activity is, as you know, its result. Therefore, in order to track the quality of training of pupils in the educational program, it is necessary to organize a system of tasks aimed at identifying the degree of training in various parameters of the program. To monitor learning outcomes for an additional educational program, you can use the methodology of N.V. Klenova, L.N.Buylova, who suggest using two tables (Appendix 1). They allow you to present:

a set of knowledge, abilities, skills that a child must acquire as a result of mastering a specific educational program;

the system of the most important personal qualities that it is desirable to form in a child during the period of his studies in this program, and the time of communication with the teacher and peers;

using the criteria to determine the possible levels of severity of each measured indicator in different children, and hence the degree of compliance of these indicators with the requirements.

Table 1 demonstrates the technology for determining educational results for an additional educational program

Column "Indicators (assessed parameters)" fixes what what is being evaluated. These are, in fact, the requirements that are imposed on the student in the process of mastering the educational program. The content of indicators can be those expectedresults, which are laid down by the teacher in the program. As rightly noted by Z.A. Kargin, the expected results "can become for us a kind of" standard "in identifying the real achievements of the pupils of the children's association at the end of the school year" *.

Moreover, these indicators can be given either for the main sections of the curriculum-thematic plan (detailed version), or at the end of each academic year (generalized version). Introduce theseindicators in the table - the task of the teacher, well aware of the goals, objectives, features of the content of his program. Set out in a systematic way, they will help the teacher to visualize what he wants to get from his pupils at one stage or another of the development of the program.

The set of measured indicators is divided in the table into several groups:

theoretical training of the child;

practical training of the child;

general educational skills and abilities of the child.

Column "Criteria"(criterion = measure) contains a set of features, on the basis of which the desired indicators (phenomena, qualities) are assessed and the degree of compliance of the child's real knowledge, skills, and abilities with the requirements set by the program is established.

Column "The severity of the assessed quality" includes a list of possible levels of mastering by a child of program material and general educational skills and abilities - from minimum to maximum. At the same time, the table provides a brief description of each level in terms of content.

For convenience, the highlighted levels can be designated with the corresponding test points. For this purpose, introduced column "Wagonpossible number of points ", which should be carefully thought out and completed by the teacher himself before starting to track the results. To do this, opposite each level, it is necessary to put down the score that, according to the teacher, is most consistent with one or another degree of severity of the measured quality (for example: the minimum level may correspond to 1 point, the average - 5 points, the maximum - 10 points). The process of "ascent" from one level to another can be reflected by adding a certain number of points for specific achievements in mastering the program. For example, in order to "advance" from the average level to the maximum and get the coveted 10 points, the child needs to go through several intermediate steps, each of which can also be indicated in points from 6 to 9 (it is quite clear that these steps are not highlighted in the table, since they can only be determined by the teacher himself).

When determining the level of a child's mastering of the program, you can use other scales (the only recommendation is not to use the traditional 5-point system adopted in a general education school in additional education). For example, you can assign children "creative titles": instructor, craftsman, master, etc. or, according to the results of training, award special signs, certificates, medals.

In the column "Diagnostic methods" opposite each of the assessed indicators, it is advisable to write down the method by which the teacher will determine the compliance of the child's learning outcomes with the program requirements. Among such methods, you can use: observation, testing, quiz (oral and written), analysis of the control task, interview (individual, group), analysis of the student's research work, etc.). This list of methods does not exhaust the entire possible range of diagnostic tools; it can be supplemented depending on the profile and specific content of the educational program.

The total result, determined by calculating the test score, makes it possible to determine the level of measured quality in a particular student and track the real degree of compliance with what the child has learned, as well as make appropriate adjustments to the process of his subsequent learning.

Monitoring the personal development of students.

To monitor the personal development of pupils, you can use Table 2. Taken together, the personal properties listed in the table reflect the multidimensionality of the personality; allow to identify the main individual characteristics of the child, are easily observed and controlled, are available for analysis to any teacher and do not require the involvement of other specialists. At the same time, the list of qualities proposed in the table can be supplemented by the teacher in accordance with the target settings of his program.

Work on the proposed technology allows you to promote the personal growth of the child, to reveal what he came to, what he learned, what he became after a while.

As diagnostic methods personal changes in the child, you can use observation, questioning, testing, diagnostic conversation, the method of reflection, the method of unfinished sentences and others.

For clarification, I will make explanations regarding some of the items listed in the table. personal qualities.

Igroup of indicators - organizational and volitional qualities

Patience although it is given to a child to a large extent by nature, it lends itself to directional formation and change, it can be developed in children from 1.5-2 years old. When assessing his level in a particular child, the highest score is assigned for a kind of conscious endurance: if the child has enough strength to complete tasks throughout the lesson, without external additional incentives.

Will it is also possible to purposefully form from an early age. At the same time, the dependence of the degree of development of the volitional sphere of the personality on the level of physical and mental activity is noticeable - if the latter is reduced, then, as a rule, the will is also weak. Optimal for the development of will is the average level of the child's psychophysical activity. The highest score is recommended to assess the child's ability to perform a certain activity at the expense of their own volitional efforts, without external promptings from the teacher or parents. The development of such qualities as patience and will in a child is the most important condition for his controllability, and hence self-organization.

Patience and will are developed, as you know, only by the method of constant control of the child over his own behavior. However, this requires appropriate motivation. It may be associated with the student's desire to show a higher degree of maturity, independence and thereby achieve self-affirmation among the people around him. Therefore, the development of patience and will should go along with the formation of high self-esteem in the child (more on this below).

Another condition for the upbringing of the discussed qualities is the development of students' faith in their own strengths, ridding them of the fear of failure. Also great importance has the child's encouragement for the smallest successes in showing patience and will.

Completes the first block of personality traits self-control. This characteristic makes it possible to reveal the degree of self-organization of children; it shows whether the child is able to obey the requirement addressed to him; to fulfill their own will; achieve the intended results.

The forms of self-control can be very different: control over your own attention, over your memory, over your own actions, etc.

Thus, self-control is an integrative characteristic that testifies to the child's ability to regulate his natural given and acquired skills.

Table 2 distinguishes three levels of self-control development: low - when the child is almost constantly controlled from the outside; average - when he himself periodically manages to control his intentions and actions; high - when the child is able to constantly control himself. For the implementation of activities according to interests, the last of the named options is optimal, and it gives the highest score.

A few words about how a teacher can encourage a child to self-organize if the family has not formed the necessary skills for this (and this is what school teachers and teachers of additional education most often face).

1. First of all, children need to show the meaning of those personality traits that they have to develop in themselves. Each child needs to be explained which qualities are given to him by nature, and which he can form himself. It is important to convince children (preferably with specific examples) that the development of human qualities (patience, will, self-organization, goodwill in relationships with other people, etc.) will lead to a fuller manifestation of their natural abilities and improved learning outcomes.

2. Another stimulus for self-organization can be a public summing up after each lesson, including the manifestation of organizational, volitional and other qualities. However, singling out those who distinguished themselves, one should not name those who have not yet been able to demonstrate these qualities; the silence will be perceived as giving these children a chance to catch up with others.

3. Another factor that reinforces the skills of self-organization in children can be a fairly strict control over the implementation of students, both the instructions of the teacher and the promises given to him. The consistency and perseverance of the teacher himself is extremely important here.

4. Parents can play an important role in teaching children to self-control. The family should be the environment that is capable of encouraging children to consciously develop personal qualities. However, for parents, the primary value, as a rule, is either the grades of their children when it comes to school, or the level of practical skills obtained in institutions of additional education (the ability to sing, dance, design, sculpt from clay, etc.). Unfortunately, least of all, adults are focused on the development of their own human qualities in children - kindness, patience, attention, perseverance, the ability to obey, etc., which make it possible to form a universal system of adaptation of the child. Therefore, a teacher who wants to involve parents in the process of personal growth of their children should carry out preliminary work with parents to explain the importance of the development of human qualities both for the adaptation of the child in general, and for the greater effectiveness of basic and additional education, in particular.

IIgroup of indicators - orientation qualities

Self-esteem- This is the child's idea of ​​his strengths and weaknesses and, at the same time, a characteristic of the level of his aspirations. The significance of this phenomenon lies in the fact that self-esteem, as it were, triggers or inhibits the mechanism of self-development of the individual; self-esteem is the key to understanding the pace of a child's development. It largely depends on adults what level of self-esteem a child develops: underestimated, normally developed, or overestimated.

Low self-esteem means the underdevelopment of a positive self-image, lack of faith in oneself, which means the absence of an internal stimulus for development, since the child does not see his own merits, on the basis of which one can improve. Such children require special attention to themselves, constant praise for the most minimal achievements.

Normal self-esteem means that the child has formed an adequate idea of ​​his strengths and weaknesses, combining positive self-perceptions of the individual with a sufficient measure of self-criticism. It is this level of it that is an effective stimulus for the self-development of the individual.

Overestimated self-esteem can appear both as a result of excessive praise of a child, and as a result of an inadequate assessment of his own giftedness, which he perceives as superiority over others. This type of self-esteem is the most difficult from the point of view of personality development, since it either deprives the child of the incentive to develop (because it creates in his mind the illusion of reaching a positive limit), or gives him the desire to achieve leadership in the group at any cost, including at the expense of others children. Such children, as a rule, are difficult to control, often aggressive, almost incapable of working on themselves. The role of an external stimulus to their self-development can be played by the presence of a worthy competitor in the group.

It is very important for the educator to identify students with some level of self-esteem, as this forms the basis for individually oriented group work.

Interest in classes. It is well known that children begin to study in a circle, section, studio, as a rule, under the influence of their parents and are not always interested in this themselves. Therefore, it was quite natural to distinguish in the table three levels of interest in activities in children:

interest is imposed from outside;

interest is periodically stimulated from the outside;

interest is self-sustaining.

This differentiation means that in the course of classes, the child is given the opportunity to develop his own interest in the chosen case. It is easier to do this if you have natural inclinations for a specific type of activity. But even if the child does not have such, then with the help of will, patience and the achievement of certain results (success), interest can be formed and developed further. The highest score is given when the interest is supported by the child independently.

What is the methodology of the teacher's work in this direction?

Whatever the child's interest in a particular business was initially aroused - his natural inclinations, attitudes, coming from his parents, etc., at first it has a general rather than a specific character (for example, the child wants to speak French well or dance beautifully, without thinking about what systematic efforts the desired result will require from him).

Regular activities, coupled with overcoming difficulties for the child, lead some children to decline, and then loss interest (such children, as a rule, are eliminated from studios and sections, leave electives); other children - on the contrary - to its deepening, the transition from general interest to a specific one associated with the desire to master the chosen type of activity deeper and more fully. It is on the basis of the movement from general interest to a specific one that an increase in the level of interest is possible, its transition to the stage when interest is maintained independently.

It is desirable to take into account two points here. First, it is advisable to celebrate and support the child's smallest successes. Secondly, since most children need to reinforce their efforts in the form of a positive assessment at each lesson, it becomes necessary to plan the pace and expected results of the child's activities (these can be microgroups of two or three children with approximately the same level of skill acquisition). After making an assessment for a specific lesson, the teacher must set for different children the appropriate tasks for the next lesson: what exactly is important for this or that child to master for the next time.

Phased planning of the expected result - a kind of "ladder" - and will concretize the development of the child in terms of the level of his interest in the case. The child will have a personal reference point that will stimulate his own efforts. Thus, the traditional process of developing certain skills through systematic training, practicing a skill to automatism will be strengthened by the "connection" of the child's consciousness, his own desire to rise one step higher. This will be the transition from an interest stimulated from the outside to an interest supported independently, from development, conditioned by external factors, to self-development.

Illgroup of indicators - behavioral qualities

Here stand out: the child's attitude to conflicts in the group and type of cooperation. These characteristics are the product of upbringing and are very little due to natural factors. They record the authority of the child in the group, his communicative competence, the degree of his controllability and discipline.

Communication problems with peers are included in the table because all individual development is a kind of competition. In their peers, children feel equal in nature and it is with them that they correlate their success in working on themselves. This orientation is especially significant in adolescence. In other words, communication with peers acts as an additional social stimulus for activating the child's self-development mechanism.

The nature of communication largely depends on the type of self-affirmation of the individual, which is derived, in turn, from the level of self-esteem inherent in the child. Overestimated self-esteem often leads to self-affirmation through the desire to subjugate other children, dominate them. The underestimation itself is an obstacle to normal communication, because such children often experience, surrounded by peers, a feeling of self-doubt, constraint, anxiety.

The criteria of this block highlighted in the table can be differentiated according to the degree of controllability on the part of the child himself and expressed by the corresponding estimates in points.

The essence of the teacher's work in this case, it consists in minimizing the possibility of conflicts in the group and maximizing the desire and ability of children to participate in joint activities.

In case of occurrence conflict in the group, the teacher must follow several rules, following which will help in resolving the conflict.

You cannot drive the conflict into the depths (do not pay attention to it, limit yourself to reading notations to the conflicting parties, immediately take the side of one child).

When looking for the cause of the conflict, try to be objective and impartial, not to look for the initially guilty person.

Remember that with all the variety of reasons for the conflict, its "organizer" (source) is the one who claims superiority over others. A completely different child can directly provoke a conflict and end up being its victim.

Overcoming a conflict is, first of all, overcoming the desire of individual children to subjugate others, in whatever forms this may be manifested.

Conflict prevention is about identifying power-oriented children and limiting their attempts to subjugate others.

Cooperation is the child's ability to take part in common cause... Joint activity is associated with the distribution of functions between its participants, and therefore, presupposes a certain ability of the child to both obey the circumstances, reckon with the opinions of others, limit himself in some way, and show initiative, improve the common cause. Accordingly, several levels of cooperation are highlighted in the table - from the desire to avoid being included in joint activities to a creative attitude towards it.

The initial determination of a particular level of cooperation among students can be carried out with the help of general tasks aimed at the implementation of a certain type of activity. Already in the process of this common cause, the differentiation of its participants according to their ability to cooperate will be quite clearly visible. Further work of the teacher in this regard should be associated with the clarification of the individual reasons that determined the appropriate level of cooperation (for some it is elementary laziness, for others it is the fear to seem inept, awkward, etc.). Understanding the reasons will make it easier for the teacher to find specific ways to form an orientation towards cooperation in different children.

The described technology for monitoring the personal development of a child, as in the case of tracking subject learning outcomes, requires documenting the results obtained for each child.

This purpose can be served by an Individual card for taking into account the dynamics of the child's personal development (Table 5).

The card is filled in by the teacher at intervals of 2 times a year - at the beginning and at the end of the academic year. If necessary, this can be done more often - up to 3-4 times a year; for this purpose, additional columns can be introduced.

For a detailed reflection of the dynamics of changes, it is better to set points in tenths.

The obtained sections allow consistently recording the step-by-step process of changing the personality of each child, as well as planning the pace of individual development, focusing on the problems identified using Table 5 and this card. The student himself can be involved in assessing the qualities listed in the card. This will allow, firstly, to correlate his opinion of himself with those ideas that exist about him among the people around him; secondly, to visually show the child what reserves she has for self-improvement.

Conclusion.

The value of the proposed technology lies in the fact that it makes it possible to make the educational work of the teacher measurable, as well as to include the student in the process of development of his own personality consciously controlled by him.

Thus, a reasonably organized system of monitoring and assessing the educational results of children in the system of additional education makes it possible not only to determine the degree of mastering by each child of the program and to identify the most capable and gifted students, but also to track the development of the personal qualities of students, to provide them with timely help and support.

Wherein it is important to distinguish between the assessment of training resultssingle child and assessment of the general level of training of allpupils one or another children's association. From these two aspects, a general assessment of the result of the work of the children's association (circle, club, studio, etc.) is formed.

Summing up the overall results, i.e. evaluating the effectiveness of the joint creative activity of students of one or another children's association, the teacher must determine the following:

what is the degree to which children fulfill the educational program, i.e. how many children have completed the program completely, how many partially, how many have not mastered at all;

how many children have become for the current academic year prize-winners of contests, festivals, competitions, olympiads;

how many children want to continue their education in this educational program;

What is the number of pupils transferred to the next stage of training;

what is the level of organization, self-discipline, responsibility of children involved in the group;

what is the nature of the relationship in the group (level of conflict, type of cooperation).

Application

Table 1.

Monitoring of the child's learning outcomes for additional

educational program

Indicators(estimatedoptions)	Criteria	Severity of the Assessed Quality	Possibleqtypoints	Diagnostic methods
I... Theoreticalchild preparation: 1. Theoreticalknowledge (on basicsections of educationalprogram plan) 2. Possession of specialalal terminologia	Correspondence of theoretical knowledgechild programrequirements; Meaningfulness and correctness of usevocabulary	minimum level(the child has mastered less than 1/2 of the amount of knowledge provided by the program); average level(the amount of acquired knowledge is more than 1/2); maximum level(the child has mastered almost the entire volume of knowledge provided by the program for a specific period). minimum level(the child, as a rule, avoids using special terms); average level(the child combines special terminology with household terminology); maximum level(uses special terms consciously and in full accordance with their content)		Observation, testing, quiz, etc. Interview
II... Practical underchild's cooking: 1.Practical skills and abilities, foreseen program (onthe main sections of the curriculum aboutgrams) 2.Owning a specialty mental equipment equipment and equipment by 3.Creative skills	Appropriateness of practical skills andskills in programrequirements Easy to usespecial equipmentequipment and equipment Creativity in performing practical tasks	minimum level(the child has mastered less than 1/2 of the provided skills and abilities); average level(the amount of mastered skills and abilities is more than 1/2); maximum level(the child has mastered almost all the skills and abilities provided by the program for a specific period). minimum skill level ( the child has serious difficulty working with the equipment); average level(works with equipment with the help of a teacher); maximum level(works with the equipment independently, does not experience any particular difficulties). initial (elementary) ylevel of creativity development(the child is able to perform only the simplest practical tasks teacher); reproductive level(performs mostly tasks based on a sample); creative level(performs practical tasks with elements of creativity)		Control tasks Control tasks Control tasks
III... General educationalskills and abilitieschild: 1. Educational Intel lectual mind niya: 1.1 Skill podbihost and analysiroto have a specialliterature 1.2. Ability to usego computernew sourcesinformation 1.3. Ability to carry out educational and research work ( writerefrats, conductindependent atCheb researchniya) 2. Educational-communi rolling skills: Service skillshake and hearteacher Ability to speak in front of an auditriy 2.3. Ability to leadcontroversy, participationto discuss 3. Educational-orga lowering mind niya and skills: 3.1. Ability to organizeyour working(training) place 3.2. Skills to comply with safety rules in the process 3.3. Akku abilityfast to carry outwork	Independencein the selection and analysis of literature Independence in the use of computersthorny sources of information Independencein educational researchtel work Adequacy of perception of information coming from the teacher Freedom of ownership and presentation of prepared information to students Independence in the construction of a discussion speech, logic in the construction of evidence Ability to independently prepare your workplace for activities and clean it up after yourself Matching real-world safety skills with software requirements Accuracy and responsibility in work	minimum skill level(the student experiences serious difficulties when working with literature, needs constant help and supervision of the teacher); average level(works with literature with the help of a teacher or parents) maximum level(works with literature independently, does not experience any particular difficulties) Levels - by analogy with clause 3.1.1. Levels - by analogy with clause 3.1.1. Levels - by analogy with clause 3.1.1. Levels - by analogy with clause 3.1.1. Levels - by analogy with clause 3.1.1 minimum level(the child has mastered less than ½ of the skills to comply with the safety rules provided by the program); average level(the volume of learned skills is more than 1/2); maximum level(the child has mastered almost the entire volume of skills provided by the program for a specific period) satisfactory-good-excellent		Research work analysis Observation Observation

(Table 2)

Monitoring the personality of a child's development in the process of mastering an additional educational program

Indicators (assessed parameters)	Criteria	The severity of the assessed quality	Possible number of points	Diagnostic methods
Organizational and volitional qualities: 1 Patience 2.The will 3. Self- control	The ability to withstand (withstand) known loads for a certain time, to overcome difficulties Ability is active induce oneself to practical actionviyam The ability to control do your deeds (lead to due their actions)	Patience is enough for less than ½ lesson; Patience is enough for more than ½ lesson; Patience is enough for the whole lesson; The child's volitional efforts are stimulated from the outside; Sometimes - by the child himself; Always by the child himself The child is constantly acting under the influence of external control; Periodically controls itself; Constantly controlling himself		Observation Observation Observation
II... Orientation kahonors: 1. Self-esteemka 2. Interest inclasses inchildren's association	The ability to assess yourself adequatelyreal achievements Conscious participationchild in the development of educational programs	Overpriced; Understated; Normal Interest in classes is dictated to the child from the outside; Interest is periodically maintained by the child himself; Interest is constantly supported by the child independently	1Main educational program primary general education maou secondary school No. 12 and is focused on the formation and development metasubject and personal results learners... Educational and creative, research and project activity learners ...

I. Purpose of monitoring

II. Monitoring subject

The personality of the pupil himself is the main indicator of the effectiveness of the upbringing process.

The children's team is one of the most important conditions for the development of a child's personality.

The professional position of a teacher is another of the most important conditions for the development of a child's personality.

Organizational conditions that ensure the effectiveness of the upbringing process.

Expertise

III. Studying the student's personality as the main indicator of the effectiveness of the upbringing process

1.Diagnosis of personal growth of schoolchildren

What is this personal growth?

What is the essence of personal growth diagnostics?

Questionnaire for students in grades 6-8

Questionnaire for students in grades 9-11

Processing of results

Interpretation of results

2. Individual diagnostic interview

Situation 1.

Situation 2.

Situation 3.

Situation 4.

Situation 5.

Situation 6.

Situation 7.

Situation 8.

Situation 9.

Situation 10.

IV. Studying the children's collective as a condition for the development of the student's personality

1.Methodology for studying the level of development of the children's team "What kind of team we have"

Progress

Figurative description of the stages of development of the team

Processing of the received data

2.Sociometric study of interpersonal relationships in a children's team

Questionnaire

Processing of the obtained results

An example of a sociometric table

Interpretation of the results

V. Studying the professional position of the teacher as a condition for the development of the student's personality

1. Diagnostics of the professional position of a teacher as an educator

How is the diagnosis carried out?

Questionnaire No. 1

Questionnaire No. 2

Processing of results.

Interpretation of results.

2.Methodology for studying professional guidelines of the teaching staff in the field of education

Questionnaire

Processing and interpretation of results

Vi. Analysis of some organizational conditions of the upbringing process

Children's associations

Student self-government bodies

School parenting concept

School education programs

Plan educational work class teacher

Literature

The book presents a system for monitoring school education developed on the basis of modern scientific achievements; contains specific methodological recommendations for such monitoring; and also provides full descriptions of specially developed diagnostic procedures to identify the effectiveness of the education process at school. This methodological manual is written from the standpoint of humanistic pedagogy, which puts a person above all sorts of concepts, programs, education technologies and is based on the basic principle of “do no harm”.

Addressed to school teachers, administrations of educational institutions, methodologists of IPC and IUU, employees of education departments.