Childhood failures: how to treat them correctly. Reasons for failures in studies Reasons for failures in studies

You may not notice such a goal of destructive behavior as avoiding failure, because students who build their behavior on this principle do not hurt us and do not introduce chaos into the activities of the class. On the contrary, they try to be invisible, not to violate school rules and requirements. The problem is that they rarely interact with teachers and classmates. Usually they remain isolated in the classroom, and during the lesson, and during breaks, and in the cafeteria. Often, students who are afraid of failure simply do not do anything the teacher is asking, calmly hoping that he will not notice it. In the presentation, I tried to give some characteristics of failure avoidance behavior and advice to teachers on how to cooperate with such students.

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Avoiding failure. Support as a professionally important skill of the teacher

The purpose of the workshop: 1. To show the participants the differences between the supportive strategy of attitudes towards the child and the evaluation strategy of the "red pencil". 2. Show different types of support, their strengths and limitations.

Unlike all other types of “bad behavior,” this one rarely occurs in an active form. The problem for the teacher is not what the student is doing, but rather what the student is not doing. The only active behavior of this kind is a seizure in a situation of complete despair. Outwardly, it resembles an ordinary fit of anger: junior schoolchildren scream, cry and kick, high school students slam the top of their desk or mutter curses. However, the goals of the two types of seizures are different. Children have tantrums that are designed to get the teacher to acknowledge the student's strength and authority. An attack in a desperate situation is an explosion to let off steam and hide from obvious or possible failure. Pupils with such seizures are ready to do anything: scream, shed streams of tears - if only this emotional outburst distracts them from their obvious failure. Active form of behavior

Passive Behavior Procrastination. Some students use this method to avoid failure. “I could, if I wanted to put in enough effort” - that's their credo. Most people use this excuse from time to time. The students we are talking about do this all the time. So, having received 3 points for an essay, they say: "If I had not written it late at night, the score would have been higher." Or: “If I had been preparing for exams not one day, but at least three days, like everyone else, I would have received an A, not a B”. What is behind these phrases? Probably something like, "I'm actually a good student and I can do very well if I want to work harder." But despite the hard work from day to day, the student gets a “3” on the exam, which then he only has to decide: “If this is the best I can achieve, I’m probably not as capable as I thought about yourself. "

When a teacher is confronted with a behavior that aims to avoid failure, he can better identify it by learning to be aware of his emotions; their immediate motives, impulses. Teacher reaction

The first essential sign is emerging emotions. When confronted face to face with behavior aimed at avoiding failure, the teacher is clearly aware of his professional failure. It consists of sadness or even melancholy and helplessness, because it seems that it is impossible to help such a student, and this is sad, and the teacher feels defeat, because his attempts fail. Because the behavior of the failing student does not excite the class and is non-violent towards us, we do not experience the personal grudges that accompany other types of behavioral disturbances.

The second essential sign is an impulsive action that one wants to take immediately when faced with such behavior. The first impulse is the desire to justify and explain it with some kind of diagnosis, for which one wants to immediately show the child to a doctor or psychologist. Another impulse is to leave the student alone, to yield, since our attempts are not working.

Students respond to teacher intervention with addictive behavior. Since they feel that they cannot keep up, like everyone else, they expect special help from us, teachers, and they themselves do absolutely nothing. Such students do not even try to fulfill our requirements. At the same time, they are ready for any services to us, if this does not apply to the teaching of the subject. Student reactions to teacher intervention

The Nature of Failure Avoidance Behavior Red Pencil Relationships. Unreasonably high expectations. Perfectionism (demanding perfection from oneself) Emphasis on competition.

For perfectionist students (they are a minority of this type), the strength of failure-avoidant behavior is that for them being successful means achieving only significant, high results, even if in one thing, but being unsurpassed. “Nothing is better than bad,” they say. A minor correction of their behavior allows you to correct the delusion of these young ambitious people. In the other, most of the students in behavior, we can not find any strengths. They are just very insecure about themselves. Their self-esteem is disastrously low and they need support from friends and educators. These children need immediate specific help. Strengths of behavior

Principles of Prevention It should always be borne in mind that when dealing with children who consistently exhibit avoidance behaviors, one should: 1. Support any attempts by the student to change the “I can’t” mindset to “I can”. 2. Help these children overcome the barriers that isolate them from the classroom, engage them in productive relationships with other students.

Characteristics of Failure Avoidance Behavior Active Outburst: The student loses control of himself when the pressure of responsibility becomes too strong. Passive Procrastination. Failure to complete. Temporary disability. Official diagnoses. Teacher reaction Feeling professional helplessness. Actions: make excuses and explain the student's behavior (with the help of a specialist). Student Response Dependent Behavior. The student continues to do nothing.

Characteristics of Failure Avoidance Behavior Nature of Behavior 1. Red pencil attitude. 2. Unreasonable expectations of parents and teachers. 3. The student's belief that only perfectionism is suitable for him. 4. Emphasis on classroom competition. Strengths Pupils want success: to do everything only excellently, better than anyone else. For most students, there are no strengths. Principles of Prevention 1. Help the student to change the mindset “I can’t” to “I can”. 2. Help overcome social isolation by including the student in relationships with others.

Measures of emergency pedagogical influence in behavior aimed at avoiding failure The basic needs of such children are not satisfied in an acceptable way; they do not feel that they belong to what is happening at school, that is: they don’t feel that they are competent in learning activities, they don’t feel needed - they are not competent in joint activities, not confident when communicating with peers.

Strategies of pedagogical influence 1. changing the methods of explaining the educational material, 2. correcting requirements - teaching only one thing at a time, 3. teaching this kind of children the ability to positively talk about themselves and what they are doing, 4. forming an attitude to mistakes as a normal and necessary phenomenon, 5. forming students 'faith in success, 6. focusing students' attention on the successes already achieved in the past, 7. helping students to “materialize” their achievements.

Changing the methods of explaining educational material 1. Attractiveness. Kids love bright, colorful and interesting materials. 2. Comprehensibility. Children want to deal with materials that, as it were, tell them how to use them. 3. Self-control. Children recognize that mistakes are excusable and normal when learning new things if the material only allows them to know how many mistakes they have made. 4. Possibility of reuse. Children learn practical skills until they reach mastery. And then the same material can be used again to give the children the joy of doing it faultlessly and easily.

Correction of requirements Learning only one thing at a time. Students who are afraid of failure are very easily intimidated by overwhelming, for example, with the amount of new material or its complexity. Teach them in small steps, using the most detailed algorithms that allow you to perform actions that are extremely simple, but error-free. The child should receive feedback on every step he takes. Any, even small, success should be noticeable, and every small mistake should be easily corrected, then the final result will be unmistakable.

Teaching children how to talk positively about themselves and what they are doing Poster with "motto spells" You can hang posters in your class in front of the students' eyes with these "spells" (inner mottos): "I can do it!" "Try it - and the result will definitely be!" "When I tell myself that I can, I really can!" "I can become who I want to be." Look for two pluses for every minus. Introduce a rule: When you hear a student speak negatively about themselves and their studies, say at least two positive statements about their work. This technique helps students pay attention to the words they are saying to themselves. It also helps transform a negative self-image into a positive one.

Developing an attitude towards mistakes as normal and necessary. Fear of making a mistake is what pushes students into the framework of behavior that avoids failure. They interpret every mistake, big or small, as proof that they can't do anything right at all. We must teach them to view mistakes as a necessary part of the learning process. This can be achieved by the following methods: Tell about possible, typical mistakes. Show the value of a mistake as an attempt to complete a task. (A negative result is also a result.)

Focusing Students on Past Success Each student has an experience of success in their experience, although this may be buried somewhere very deep. It is very important to find such examples of the experience of success among students who are afraid of failure. This memory can become the foundation for new achievements. Use techniques such as: Analyzing past success. Repetition and consolidation of past success.

Build Faith in Success Notice any improvement. Announce any student's contributions to the community. Show students their strengths. Demonstrate faith in your students. Recognize the difficulty of your assignments.

Thank you for the attention. Wish you luck! Completed by: Social teacher MBOU SOSH № 10 "Peresvet" Zibareva Lyudmila Nikolaevna

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Avoiding Failure as the Target of "Bad" Behavior

General characteristics of behavior

Identifying failure avoidance as the underlying goal of a behavior disorder is not easy. Here are typical examples of these "silent saboteurs".

Misha sits on the back desk in the corner and does not solve the problem after the teacher explains, he just closed the textbook and looks out the window. If you ask him: “What's wrong? Why don't you do what everyone else is doing? ”, Misha, most likely, avoiding eye contact, will vaguely shrug his shoulders and slide even lower from the seat, as if trying to hide under the desk. The mathematics teacher Oleg Petrovich is perplexed: Misha never answers questions during the lesson and to approving remarks at recess. And although the psychological examination data indicate that Misha has a math ability, the results of his work in the classroom do not confirm this. Oleg Petrovich sometimes tries to help Misha, but in the class, besides Misha, there are 30 more students, noisy and restless, and besides, it is necessary to teach the lesson, and Misha does not interrupt the lesson, he can sometimes not be noticed, and it seems that it is about this is what he dreams of.

Students like Misha are less disturbing than those whose goal is to gain attention, power, or revenge. They do not violate school rules and requirements. The only problem is that they rarely come into contact with teachers and classmates. They usually remain isolated in the classroom, as well as during recess, in the cafeteria, in the gym.

A special type of student like Misha should not be confused with those students who temporarily choose avoidance as a defense in order to sort out their failure or regroup their forces. Avoidance becomes a problem when a student consistently uses this form of defense over a period of time that is clearly not conducive to academic achievement and social development.

Active form of behavior

Unlike all other types of “bad behavior,” this one rarely occurs in an active form. The problem for the teacher is not what the student is doing, but rather what the student is not doing.

The only active behavior of this kind is a seizure in a situation of complete despair. Outwardly, it resembles an ordinary fit of anger: junior schoolchildren scream, cry and kick, high school students slam the top of their desk or mutter curses. However, the goals of the two types of seizures are different. Children have tantrums that are designed to get the teacher to acknowledge the student's strength and authority. An attack in a desperate situation is an explosion to let off steam and hide from obvious or possible failure. Pupils with such seizures are ready to do anything: scream, shed streams of tears - if only this emotional outburst distracts them from their obvious failure.

Passive behavior

Postponement for later. Some students use this method to avoid failure. “I could, if I wanted to put in enough effort” - that's their credo. Most people use this excuse from time to time. The students we are talking about do this all the time. So, having received 3 points for an essay, they say: "If I had not written it late at night, the score would have been higher." Or: “If I had been preparing for exams not one day, but at least three days, like everyone else, I would have received an A, not a B”.

What is behind these phrases? Probably something like, "I'm actually a good student and I can do very well if I want to work harder." But despite the hard work from day to day, the student gets a “3” on the exam, which then he only has to decide: “If this is the best I can achieve, I’m probably not as capable as I thought about yourself. "

When he repeats such an experience several times, he may already be afraid to take risks and be zealous again. It is better to feel and be reputed to be capable but negligent (or unable to allocate time) than diligent but stupid.

Failure to complete. Failure to complete projects and intentions started is another passive behavior aimed at avoiding failure. An undertaking that will never be completed cannot be rated, including a low grade. Is not it?

One of my acquaintances said: “I always laugh, remembering how in my youth I solved the problem of my wardrobe. My wardrobe was full of half-sewn dresses and blouses. I was not a very capable dressmaker, but I believed that a woman of taste should not spend money on clothes from the shops. I said to myself, "Actually, I'm okay with this. And when I finish these things, everything will work out." If I were to finish my sewing, I would have to see my complete failure too clearly. But ... unfinished work allowed me to maintain an inner conviction of my competence. "

Temporary loss of the ability to perform the required action. Some students avoid failure by developing and nurturing temporary disability in every possible way. Suppose a student doing well in academic subjects is completely incapable of exercise. As soon as it comes time to go to physical education, he has attacks of headache or toothache, colic in the stomach - all that may be a reason not to go to class. And everything instantly passes when physical education ends.

Justification by official medical diagnoses. Any official medical diagnoses (chronic diseases, defects in the sensory organs, etc.) are an excellent protection against feeling untenable, especially if the treatment is accompanied by drug therapy. These are all great excuses for avoiding trying to do things.

The best diagnostic specialists cannot distinguish a real defect from an apparent one. This is not a simulation, but an unconscious defense that the patients themselves believe in. Even an objective check often does not allow the teacher to assert precisely: the student cannot or the student does not want to. Moreover, such disciples themselves really do not know this. It often happens that having a small defect, a student uses it, inflating it to a huge size. By trying to look more bankrupt than he really is, he can convince the teacher of this and avoid failure.

Some students do need special learning assistance. Diagnoses increase their confidence in their failure. Therefore, no matter what methods and methods of teaching specially adapted for them are selected, they should hear from you: "You can!", "You are doing it!" When they feel sustained, their self-esteem grows and the need for defensive behavior to avoid failure disappears. At the same time, insolvency due to organic disorders often sharply decreases.

Teacher reaction when confronted with this behavior

When a teacher is confronted with a behavior that aims to avoid failure, he can more accurately identify it if he learns to be aware

your emotions;
their immediate motives, impulses.

Because the behavior of the fail-safe student does not excite the class and is non-aggressive towards us, we do not experience the personal grudges that accompany other types of behavioral disturbances.

Student reactions to teacher intervention

The nature of failure avoidance behavior

Red Pencil Relationships... The “red pencil” style means that the adult is mainly concerned with pointing out the mistakes and failures of the child, regardless of his successes and achievements. This style is useless, because the students themselves know very well that they make mistakes, and even know how many mistakes they made in one case or another. Unsurprisingly, some students choose to simply not do the job. There is a misconception that if you point out to a student about his mistakes, he will be motivated not to repeat them. In fact (and this has been proven by modern psychology) the opposite is happening. For students to be motivated to change their erroneous behavior, their attention should be directed to what they are doing in this area.

Unreasonably high expectations.When parents or teachers are unreasonably demanding of the child, expecting success and achievements, you can soon expect behavior aimed at avoiding failure. Students who realize that they cannot reach their goal simply stop trying. It is more convenient for them to be reputed to be lazy, "do not care" - after all, they do not make attempts - than to be in the category of "stupid" or "losers", trying to work and not achieving what they want. They see peers, brothers and sisters, who are easily successful, and by comparing themselves to them, they stop making efforts. We tell them that attempts in the future may become more successful, but they only believe that just trying is not enough, they need a result, certainly a result, as adults have suggested to them. Stopping trying is less painful for their self than frustration with a hard-won result.

Perfectionism (requirement of perfection from oneself). Such learners cannot agree that error is a normal part of the learning process. For them, this is a tragedy that should be avoided at all costs. What a pity that so many bright, capable students do not try, do not try themselves in something new, because they believe that only an excellent result is suitable for them. Where such a high result is not immediately guaranteed, they have nothing to do.

Emphasis on competition.The emphasis on competition is another reason for failure avoidance behavior. If you present each student with a choice of whether to be a winner or a loser, then obviously some of them will choose not to play at all. Some teachers are very fond of organizing competitions while teaching their subject. They are confident that achievement motivation will make the child work harder and help him not to lose in life situations in the future. Such teachers, however, fail to understand the important difference between the classroom competition and the one that one enters into adulthood. When a person competes in the workplace, “makes a career,” he competes with other people in an area that he himself has chosen, which is significant for him and in which he feels competent. If I am preparing a textbook for publication, then it is obvious that I expect with the help of my talent in the market for such materials to get a high rating and in some ways be better than other authors. But I’m not likely to take part in a tailor competition.

Disciples, unfortunately, cannot choose. Throughout ten years of study, they are compared with other students by their ability in mathematics, language, drawing, and science. And no one gives them the right to say: "I know my abilities in English well and my attitude to it, so I don't even want to start a competition in this subject." No, they are forced for their own good. As a result, the behavior is retreating, “sabotaging” - they “withdraw into themselves” and stop all attempts to improve their own result even slightly.

Strengths of behavior

In the other, most of the students in behavior, we can not find any strengths. They are just very insecure about themselves. Their self-esteem is disastrously low and they need support from friends and educators. These children need immediate specific help.

Prevention principles

It should always be borne in mind that when dealing with children who consistently exhibit avoidance behaviors, you should:

1. Encourage any attempt by the student to change the “I can’t” mindset to “I can”.
2. Help these children overcome the barriers that isolate them from the classroom, engage them in productive relationships with other students.

Table of Characteristics of Failure Avoidance Behavior

Active form	Outbursts of resentment: The student loses control of himself when the pressure of responsibility becomes too strong.
Passive form	Postponement for later. Failure to complete. Temporary disability. Official diagnoses.
Teacher reaction	Feelings of professional helplessness. Actions: make excuses and explain the student's behavior (with the help of a specialist).
Student feedback	Dependent behavior. The student continues to do nothing.
The nature of behavior	1. The attitude of the "red pencil" type. 2. Unreasonable expectations of parents and teachers. 3. The student's belief that only perfectionism is suitable for him. 4. Emphasis on classroom competition.
Strengths of behavior	Pupils want success: to do everything only perfectly, best of all. For most students, there are no strengths.
Prevention principles	1. Help the student to change the mindset “I can’t” to “I can”. 2. Help overcome social isolation by including the student in relationships with others.

Dear colleagues, I have prepared several plates for you, I hope they will help you.

Now let's get back to the principles of prevention;

Measures of emergency pedagogical influence in behavior aimed at avoiding failure

So: unsuccessful students do not feel that they belong to what is happening at school, that is:

do not feel that they are consistent in the activities of the teaching,
do not feel needed - are not consistent in joint activities,
not confident when interacting with peers.

Our first step is to help them realize that they are competent in the activity of learning - the leading activity of schoolchildren.

Educational strategies that help students feel successful in learning can be grouped as follows:

1.changing the methods of explaining educational material,
2.requirement correction - learning only one thing at a time,
3.Teaching children of this kind to be able to talk positively about themselves and what they are doing,
4. the formation of an attitude towards errors as a normal and necessary phenomenon,
5. the formation of students' faith in success,
6. the concentration of students' attention on the successes already achieved in the past,
7. helping students to "materialize" their achievements.

The first three techniques are appropriate and effective precisely in working with children who avoid failure, the latter are universal, they can be used in working with everyone, since absolutely all children need support as a motivating force for learning.

Strategy 1. Changing the methods of explaining the training material

Use of tangible material. Back in the 1930s, Maria Montessori drew attention to the fact that unsuccessful children differ from their successful peers precisely in that they do not learn abstract material. However, they can be taught if the material being taught meets the following requirements:

1. Attractiveness. Kids love bright, colorful and interesting materials.
2. Comprehensibility. Children want to deal with materials that, as it were, tell them how to use them.
3. Self-control. Children recognize that mistakes are excusable and normal when learning new things if the material only allows them to know how many mistakes they have made.
4. Possibility of reuse. Children learn practical skills until they reach mastery. And then the same material can be used again to give the children the joy of doing it faultlessly and easily.

The principles of selection of educational material M. Montessori are relevant today. Especially if they are embodied in computer programs. Of course, computer programs do not allow you to touch the material, but they are attractive, understandable, allow you to exercise self-control and reuse the skill. Therefore, students who do not even want to pick up a pen in class can sit at the computer for hours and learn basic skills.

The computer, of course, cannot replace you, the teacher. But if you have not mastered the basic knowledge and skills, it is better to let the student entrust the process of "aligning", "pulling up" not to you, but to the computer.

Introduction of additional teaching methods. For this:

prepare special programs for teaching laggards, other than for the whole class,
establish the reasons for the lag with the help of special diagnostics: the level of the child's intellectual development may be normal or even high, or it may not,
allow and support work in pairs: successful student and failing student; student tutoring is a very good way to educate both students - both "strong" and "weak",
talk to the parents of the unsuccessful student - it may make sense for them to seek help from tutors or place the child in a correction class.

Strategy 2. Correction of requirements - learning only one thing at a time

Students who are afraid of failure are very easily intimidated by overwhelming, for example, with the amount of new material or its complexity. Teach them in small steps, using the most detailed algorithms that allow you to perform actions that are extremely simple, but error-free. The child should receive feedback on every step he takes. Any, even small, success should be noticeable, and every small mistake should be easily corrected, then the final result will be unmistakable.

In domestic educational psychology, there is a line of research that meets these requirements. This is the theory of the gradual formation of mental actions, created by P.Ya. Galperin, N.F. Talyzina and their students. Specific formative techniques for children of different ages, perhaps, only today can be appreciated at their true worth. Among the most famous are the methods of teaching attentive writing, classification and other elementary logical techniques, the concepts of measure and number, memorizing poems, recognizing visual objects by essential features, etc.

Strategy 3. Teaching children to talk positively about themselves and what they are doing

A poster with motto spells. Obviously, children who consistently exhibit failure-avoidance behavior suggest to themselves, "I can't do this," "This is too difficult," "I will never do the right thing." Help students change their inner language. “You can, if you think you can! - says the wise teacher to his student. "Repeat this every day, especially with regard to the fact that you are not good at it."

You can hang posters in your class in front of the students with the following "incantations" (internal mottos):

"I can do it!"

"Try it - and the result will definitely be!"

"When I tell myself that I can, I really can!"

"I can become who I want to be."

Look for two pluses for every minus. Introduce a rule: When you hear a student speak negatively about themselves and their studies, say at least two positive statements about their work. This technique helps students pay attention to the words they are saying to themselves. It also helps transform a negative self-image into a positive one. At first, students feel a little awkward when they hear good about themselves, but ... "you quickly get used to good things." One condition: the teacher's remarks must be extremely specific.

Declaration "I can". It is as if a worn-out record sounds in the head of a child avoiding failure. As soon as he receives a problem to solve, it automatically turns on: “You can't, nothing will work,” she repeats. To “change the record,” ask the student to quietly repeat the following two phrases: “I can solve this fraction problem”, “I am smart enough to answer all these questions.”

Ask him to repeat this before a difficult assignment or when you see signs of impending insecurity. Put the card with the text of the spell on his desk along with the task card.

Strategy 4. Forming an attitude towards mistakes as a normal and necessary phenomenon

Strategy 6. Focusing Students on Past Success

Fear of making a mistake is what pushes students into a failure-avoidant behavior. They interpret every mistake, big or small, as proof that they can't do anything right at all. We must teach them to view mistakes as a necessary part of the learning process. This can be achieved by the following methods:

Tell us about possible common mistakes.
Show the value of a mistake as an attempt to complete a task. (A negative result is also a result.)
Minimize the consequences of your mistakes.

Each student has in his experience the experience of success, although it can be buried somewhere very deep. It is very important to find such examples of the experience of success among students who are afraid of failure. This memory can become the foundation for new achievements. Use techniques such as:

Analysis of past success.
Repetition and consolidation of past success.

Strategy 5. Building belief in success

Help students believe in success. They must believe that they are able not only to solve the problem on the subject, but also to change themselves, to raise their intellectual level. To do this, use the following techniques:

Notice any improvements.
Announce any student contribution to common activities
Show your students their strengths.
Demonstrate faith in your students.
Recognize the difficulty of your assignments.

“If something cannot be seen or touched, then it does not exist,” many children think. 1Unfortunately, these intangibles include their own development and growth through learning. For students who need “tangible” feedback, use the following ideas:

Stickers or notes like "I can!".
Albums of achievements.
Stories about yourself yesterday, today, tomorrow.

If students heard and saw recognition of their achievements as much as they receive indications of mistakes, they would not constantly resort to behavior based on the fear of failure. Success in any area - no matter that this area looks insignificant to us - must be noticed. When they receive recognition for their achievement from others, especially teachers and the class teacher, students “with fears” begin to feel that they can successfully interact with the teacher and contribute to the classroom. Techniques to help recognize student achievement:

Applause.
Presentation of awards and "medals".
Exhibitions of achievements.
Self-approval.

Table of Emergency Pedagogical Interventions for Interaction with Students Avoiding Failure

Strategy

Technique

Changing Explanation Methods

Use of tangible material. Introduction of additional teaching methods

Correction of requirements

Learning one thing at a time.

Teaching the ability to positively talk about yourself and your activities

Posters with "motto spells". Saying two "pluses" for each "minus" of the student. Declaration "I can".

Formation of an attitude towards errors as normal and necessary phenomena

Stories about typical mistakes. Demonstration of respect for mistakes. Minimizing the consequences of mistakes made.

Building belief in success

Underline any improvements. Expression of gratitude for any contribution to the common activity. Ability to see the strengths of your students and tell them about it. Demonstrating faith in your students. Recognition of the difficulty of your assignments.

talking with sarcasm,

insist that we are right,

we read morals,

we put students in a corner,

pretend to be indignant

we mimic the students

command, demand, push,

Our mistakes to trick in a tense situation:

we raise our voice
we say a phrase like: "The teacher is still here I am,"
we leave the last word for ourselves,
we use such poses and gestures that "press": clenched jaws and clasped hands, conversation "through teeth",
talking with sarcasm,
we assess the character of the student,
we act with superiority, we use physical strength,
we draw into the conflict other people who were not involved in it,
insist that we are right,
we read morals,
we put students in a corner,
making excuses, defending ourselves or “bribing”,
we formulate generalizations like: "You are all the same",
pretend to be indignant
find fault, harass someone with nit-picking,
we mimic the students
comparing one student to another,
command, demand, push,
we reward the student, actually rewarding him for "bad" behavior.

As a result of the assessment of students, the problem of academic failure or failure of individual students arises. Failure is understood as a situation in which the behavior and learning outcomes do not correspond to the educational and didactic requirements of the school. Failure is expressed in the fact that the student has poor reading and numeracy skills, poor intellectual skills of analysis, generalization, etc. Systematic failure leads to pedagogical neglect, which is understood as a complex of negative personality traits that contradict the requirements of the school and society. This phenomenon is extremely undesirable and dangerous from a moral, social, economic standpoint. The pedagogically neglected ones often drop out of school and join the risk groups.

Research has identified three groups of reasons for school failure.

1. Socio-economic - the material insecurity of the family, the general unfavorable situation in the family, alcoholism, pedagogical illiteracy of the parents. The general state of society also affects children, but the main thing is the shortcomings of family life.

2. Reasons of a biopsychic nature are hereditary characteristics, abilities, character traits. It should be remembered that inclinations are inherited from parents, and abilities, hobbies, character develop during life on the basis of inclinations. Science has proven that all healthy babies have approximately the same 364

opportunities for development, which depends on the social, family environment and upbringing.

3. Pedagogical reasons. Pedagogical neglect is most often the result of mistakes, low school performance. Education, the work of a teacher is a decisive factor in the development of a student. Gross mistakes of the teacher lead to psychogenias, didactogenies - mental trauma received in the learning process and sometimes requiring special psychotherapeutic intervention. Didactogeny is a rough marriage in the work of a teacher.

Research shows more specific reasons for academic failure:

Rigid, unified education system, educational content, the same for everyone, not meeting the needs of children;

Uniformity, stereotype in methods and forms of teaching, verbalism, intellectualism, underestimation of emotions in learning;

Inability to set learning goals and lack of effective control over the results;

Disregard for the development of students, practicality, coaching, orientation to cramming.

Output: didactic, psychological, methodological incompetence of the teacher leads to academic failure.

To eliminate the didactic reasons for academic failure, there are such means.

1. Pedagogical prevention - the search for optimal pedagogical systems, including the use of active methods and forms of teaching, new pedagogical technologies, problem and programmed learning, computerization. For this purpose, Yu.Babansky proposed the concept of optimization of the educational process. In the United States, they are following the path of automation, individualization, and psychologization of education.

2. Pedagogical diagnostics - systematic monitoring and assessment of learning outcomes, timely identification of gaps. For this, there are conversations between the teacher and students, parents, observation of a difficult student with the fixation of data in the teacher's diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made. Yuri Babansky proposed a pedagogical council of teachers' council for the analysis and solution of didactic problems of lagging students.

3. Educational therapy - measures to eliminate learning gaps. In a domestic school, these are additional classes. In the West, there are alignment groups. Pre,; the property of the latter is that classes are held in them; based on the results of serious diagnostics, with the selection of groups<: повых и индивидуальных средств обучения. Их ведут спе j циальные учителя, посещение занятий обязательно. !

4. Educational impact. Since academic failure is most often associated with poor upbringing, it is not | successful students should carry out individual planned educational work, which includes work with the student's family.

Of course, academic failure is a complex problem that has didactic, methodological, psychological, medical and social-pedagogical aspects. Its solution should also be complex.

Questions and tasks for self-control

1. Complete your sentences.

The types of control make up the current, ..., .... Control methods include observation ........, didactic ..., method ... of work.

2. Give a definition of the concepts: knowledge test, didactic test, knowledge assessment, academic failure, pedagogical neglect.

3. List the reasons for academic failure.

4. Name and describe the means of overcoming academic failure: SCH

Pedagogical prevention, SCH

- pedagogical therapy,

Literature for independent work

Bespalko V.P. Components of pedagogical technology. M., 1989. Ingenshmp K. Pedagogical diagnostics: Per. with him. M., 1991. M.V. Kparsh Pedagogical technology in the educational process. M., 1989. Kynuceem Ch. Foundations of general didactics. M., 1986. TsetlinB. C. Preventing student failure. M., 1989.

Pedagogy. Textbook for students of pedagogical universities and pedagogical colleges / Ed. P.I. Perky. - M: Pedagogical Society of Russia, 1998 .-- 640 p.

The aim of our study is to find out what school failure is, what they are associated with, and whether they can be avoided. Research objectives: Collect theoretical information on the topic; Interview students in grades 3-5, grades and teachers of the Miinal school; Analyze the results obtained and draw conclusions; Give recommendations on how to avoid childhood failures. Research methods: Analysis of theoretical information; Poll and questioning.

Research subject: school failures and attitudes towards them. Object of research: students of 3-5, grades and teachers of the MOU "Miinalskaya secondary school". Research hypothesis: For pupils 3-5 and grades of the Municipal Educational Institution "Miinalskaya Secondary School" school failures and academic failure are one and the same; More than half of the surveyed schoolchildren of our educational institution constantly face failures at school.

What are school failures? Explanatory dictionaries give the following definition of failure: “Failure is a lack of luck, failure, failure” (Ushakov). For a modern child, one of the most important failures is school failure. Such children are mocked by classmates, teachers do not like them and parents scold them.

Why do children learn so badly? Some fall behind because they are afraid, others because they are bored, and still others are simply bewildered by the workload. There is another very important aspect of learning, where almost all children fail: few people manage to develop even a tiny part of the gigantic learning ability with which they were born and which they used on a large scale in the first two to three years of their lives. Since academic failure is a fairly common phenomenon in modern schools, we consider the chosen topic to be especially relevant.

Types of school failures (according to A.K.Dusavitsky) Knowledge type; Personality type; Behavioral type. School failure is a complex phenomenon, that is, school failures in their pure form are extremely rare. Most children who experience school failure can have all 3 of these components quite often.

To find out what school failures are and whether they can be avoided, we conducted a survey among students in grades 3-5 and grades and teachers of the Miinal school. poll In the course of the poll, we received the following results.

To the question "Do you often encounter failures at school?" 50% of those surveyed in these classes responded that often, 25% do not experience failure in school, and 25% of those surveyed experience failure in school from time to time. On the positive side, 100% of those surveyed believe that academic failure can be avoided.

Survey of senior pupils (grades 10-11) 44% of the total number of respondents participated in the survey. 50% of senior pupils believe that school failures are problems with friends and classmates; 31.25% of students in the class do not associate their failures with school at all; And only 18.75% of senior pupils in our school believe that school failure is academic failure. As you can see, these results are very different from the opinions of students in grades 3-5. Most likely, this is due to the fact that for high school students it is not their studies that are more important, but relationships with peers. 56.25% of high school students rarely encounter failure at school. And 43.75% of students experience failure at school from time to time. It should be noted that none of the high school students surveyed said that they did not encounter failures at school at all. While this answer was given by 25% of students in grades 3-5.

Attitude towards school failures Schoolchildren in grades 3-5 Schoolchildren in grades Parents (according to students) Teachers 60% of schoolchildren experience failures and try to correct them; 40% of the surveyed students do not care about academic failure; 68.75% of senior pupils are painfully worried about their failures; 31.25% failures don't bother at all. This indicator is lower than that of pupils of grades 3-5, apparently Senior pupils are unconscious. 90% of parents support their child when he is faced with failure; 10% of parents punish schoolchildren for poor grades; 100% of the questioned teachers experience the failures of their students and try to help them, support, and prevent failures.

Survey of teachers It is interesting that only 25% of teachers believe that school failure is academic failure. 50% of the respondents believe that a schoolchild's failure is the inability to adapt; 25% of the respondents believe that the failure of a student is conflicts with parents and teachers, inability to establish contact; 25% of the respondents believe that the failure of a student is conflicts with parents and teachers, inability to establish contact;

It is encouraging that 100% of the interviewed teachers experience the failures of their students and try to help, support, and prevent failures. It is interesting that while the overwhelming majority (100 and 87.5%) of the surveyed schoolchildren blame themselves for their failures, adults name the following reasons: Problems in the family (25%) Society as a whole (62.5%) Both children and adults (12.5%)

Conclusions The majority (75%) of pupils in grades 3-5 associate their school failures with low grades, and the majority of senior pupils (87.5%) - with problems with friends and classmates. The majority (75%) of pupils in grades 3-5 associate their school failures with low grades, and the majority of senior pupils (87.5%) - with problems with friends and classmates. The vast majority blame themselves for school failure. Almost all respondents believe that school failures can be avoided. 100% of teachers and 90% of parents are ready to support students and help them avoid failures. Failures can be avoided if: Be more attentive, more persistent, control yourself; Build good relationships with classmates and teachers; Feel free to ask for help.

List of used literature: N. Izosimova School without losers. - Progress., - M., 1991. Dusavitsky A.K. - Formula of interest. // School psychologist. // September 1., 5/28/2002 Holt J. Causes of Childhood Failures. - SPb., Crystal 1996

MOU "Miinal Secondary School"

Research work on the topic:

Completed: Meltsov Maxim,

fifth grade student

Miinala village, 2008

Introduction.

Chapter 1. What are school failures and what are they connected with.

§1. The concept of school failure and its causes.

§2. Types of school failures.

§3. When do school failures occur?

Chapter 2. School failures in the “Miinalskaya secondary school”.

§2. Results of the survey of schoolchildren.

§3. Results of a survey of teachers.

Conclusion.

List of used literature.

Introduction

Modern children spend most of their time at school; at school they experience the first joys of success and the first disappointments of failure. School difficulties are so diverse, so intertwined with other living conditions, that sometimes it is difficult for a specialist to determine what comes from what. It is difficult for a teacher to understand them, most often the parents lack patience and understanding, but the child suffers the most.

Sometimes everything begins with seemingly insignificant things that neither the teacher nor the parents pay attention to. It can be a slow pace of work, and difficulty in remembering, and inability to concentrate. Something is attributed to age; something - for education; something - on unwillingness. This misses a very important point - the beginning of difficulties. While they are relatively easy to detect, they can be easily corrected without consequences, one difficulty does not yet pull another, a third ... It is at this moment that parents and teachers should be not only especially careful, but also ready to lend a helping hand to the child. support him.

Unfortunately, most children do poorly at school. For many of them, academic failure is predetermined and absolute. According to statistics, about 40% of secondary school students drop out before graduation due to academic failure. There are more children whom teachers have agreed to "promote" from class to class than the official figures report. Many experts believe that school failure and academic failure are synonymous. We intend to find out the correctness of this opinion in this work.

There is an opinion that in rural schools, schoolchildren's academic failure, and, consequently, failure, is higher, and the quality of knowledge is generally lower. In this paper, we intend to find out what middle and high school students, as well as teachers of our school, mean by school failures. And also to find out whether students of the Miinal school often face failures at school, how they are treated and what they are associated with. Based on the data obtained, we intend to give practical recommendations on how to avoid school failures. Considering all of the above, the work seems relevant to us.

Research program

Purpose of the study- find out what school failures are, what they are associated with, and whether they can be avoided.

Research objectives:

· Collect theoretical information on the topic;

· Interview students in grades 3-5, 10-11 and teachers of the Miinal school;

· Analyze the results and draw conclusions;

Subject of study: school failures and attitudes towards them.

Object of study: pupils of 3-5, 10-11 grades and teachers of the MOU "Miinalskaya secondary school".

Research methods:

· Analysis and synthesis of information;

· Conversation.

Research hypothesis:

Part 1. What are school failures and what are they associated with

§1. The concept of school failure and its causes.

Ushakov's Explanatory Dictionary gives the following definition of failure: “Failure - lack of luck, failure”. What is failure for a student? Sociological studies show that most children and adolescents associate their success or failure with learning success, since school is the place where the child spends most of his time, and study is his main activity. And it is the success or failure in this activity that determines his social status.

So, researchers believe that school failure is one of the most important failures for a modern child. Such children are mocked by classmates, teachers do not like them and parents scold them.

Why do children learn so badly?

· Some lag behind because they are afraid. They are afraid to make a mistake, or they are afraid to give answers to the class, let alone to large audiences. Most of all, children are afraid to let down, disappoint or anger the adults around them, whose boundless hopes hang over them like a cloud; and also afraid to seem stupid.

· Others - because they are bored. Children are bored because school subjects are taught to them in a gray and mundane manner. Teachers do not have the opportunity to go beyond the limited requirements for a wide range of minds and abilities of schoolchildren, to find an individual approach to each;

· Still others are simply confused by the workload. Children are confused because there is little meaning or practicality in the words that come down on them at school. Statements often contradict each other, and the knowledge gained at school can hardly add anything to the understanding of the life around them.

There is another very important aspect of learning, where almost all children fail: few people manage to develop even a tiny part of the gigantic learning ability with which they were born and which they used on a large scale in the first two to three years of their life ... Simply put, modern schoolchildren do not know how to study, they cannot organize their time correctly;

Whatever results school grades show, it is clear that students learn very little of what they are taught. They learn, remember and use only what they encounter in everyday life.

If a child fails between the ages of 7 and 12, confidence is lost by the age of fifteen, and the child gets used to failure. The confidence comes that he is not able to solve problems. The chances of achieving success are getting smaller every year.

School difficulties tend to accumulate. A child accustomed to being unsuccessful will automatically transfer their failure from a really difficult subject to everyone else.

The process of increasing failure can be corrected using progressive teaching methods. Children can be helped at any stage of their education, the main thing is not to waste time.

§2. Types of school failures.

Are usually considered There are 3 main types of school failure:
1) Knowledgeable. This is unsuccessful learning in school curricula, that is, chronic academic failure. With this type of failure, the student lacks solid knowledge and learning skills.

2) Personal. This type of failure is associated with a child's negative attitude towards school as a whole, or towards certain subjects. The relationship with the teacher is also important here. As a rule, if the child does not like the teacher (or the teacher is the child), then the student does worse in this subject than in the rest, or does not succeed at all.

3) Behavioral. This type of failure is closely related to persistent misconduct in the school. Let's remember that almost all school bullies do poorly at school.

As already mentioned, school failure is a complex phenomenon, that is, in its pure form, school failures are extremely rare. Most children who experience school failure can have all 3 of these components quite often. The predominance of this or that component depends, on the one hand, on the age and development of the student, and on the other, on the reasons that caused the failure.

§3. When do school failures occur?

In school, failures arise both in connection with the tasks that arise in the learning process and in connection with the student's relationship with teachers and peers.

1. Difficult tasks and requirements for students. In the process of schooling, children and adolescents must constantly complete new tasks, which is associated with a number of difficulties. Normally, when receiving a difficult assignment, the student reads it several times, analyzes it for a long time, becomes more attentive and careful. In this case, the solution to the difficult problem is possible.

But when the tasks are too difficult for a given student, and his efforts do not lead to the goal, the child experiences despair, the result of which will be either aggression (in relation to the task, teacher, himself), or refusal of activity and a feeling of guilt.

Despite the same requirements, the tasks offered to students are not equally difficult for them - you can hardly find at least two children who absolutely the same difficulties. It depends on their abilities, level of development, etc.

Consequently, when setting tasks and requirements for a child, attention should be paid to ensure that they correspond to his capabilities. Too easy tasks do not arouse interest, and too difficult ones are confusing. Frequently repeated failure leads to negative attitudes towards academic subjects. Studies show that this often leads to a decrease in the level of mental activity and even to a slowdown in development in this area. If the student is also subjected to multilateral social pressure (from the teacher, parents, comrades, etc.), the inability to overcome this lag can cause mental breakdown.

2. Punishments, reprimands and conflicts with teachers. The school uses different grades - positive(awards, accolades, etc.) when it is necessary to reinforce the desired behavior or attitude, and negative(punishments, reproaches, remarks), if you need to eliminate unwanted forms of behavior. Emotional responses of students to punishment and reprimands differ significantly. There are many reasons for these differences, and one of them may be an individual's level of sensitivity.

A punishment situation is, as a rule, a difficult situation to which the child responds with negative emotions (fear, shame, resentment, anger). Too frequent and severe punishment inevitably leads to the fact that the student ceases to believe in himself and failures appear again and again.

Most researchers are of the opinion that society itself and the existing education system are to blame for school failures, which is unable to provide every child with the opportunity to develop in its own way. Most teachers do not have the ability (and often the desire) to find an individual approach to everyone.

In the course of our research, we intend to find out what schoolchildren and teachers of our school mean by school failures, to find out what they associate these failures with, and whether they believe that they can be avoided or reduced.

Chapter 2. School failures in the MOU "Miinalskaya secondary school"

As mentioned in the previous chapter, the problem of school failure is very urgent. Most researchers agree that school failure and school failure are one and the same.

We assumed the following:

1. For pupils of 3-5 and 10-11 grades of the Municipal Educational Institution "Miinalskaya Secondary School" school failures and academic failure are one and the same;

2. More than half of the surveyed schoolchildren of our educational institution constantly face failures at school.

In order to confirm or refute these hypotheses, we need to find out: what students and teachers of our school mean by school failures, and how they relate to them. In order to find out this, we conducted a survey of students in grades 3-5 and 10-11 and school teachers.

In total, 37 schoolchildren took part in the survey, which is 48% of the total number of students.

We made just such a choice of the surveyed schoolchildren (grades 3-5 and 10-11) in order to compare the opinion of junior and middle schoolchildren on this issue and the opinion of senior pupils.

Schoolchildren were asked to answer the following questions:

1. What is failure for you?

2. Do you often face failures at school?

3. How do your parents feel about your failures?

4. How do you yourself feel about your failures?

5. Who is to blame for your failures?

6. What do you think, is it possible to avoid failures? If so, how?

In our opinion, such questions will help to confirm or refute our assumptions, as well as to find out what or who is the cause of failure and whether they can be avoided.

We were also interested in comparing whether teachers' views on school failure differ from those of schoolchildren. 15 teachers (78%) took part in the survey. The questions proposed to the teachers sounded like this:

1. What do you think is a childhood failure?

2. How do you feel about the failures of your students?

3. Do you help students avoid failure? If so, how?

4. Who do you think is to blame for childhood failures?

§2. Results of the survey of schoolchildren.

To the question "What is failure for you?" among schoolchildren of grades 3-5, we received the following answers:

75% the surveyed schoolchildren consider school failure as a failure;

15% - problems with parents and teachers;

10% of the surveyed schoolchildren find it difficult to answer.

Thus, most of the surveyed schoolchildren of this age do believe that school failure and academic failure are one and the same. Fifteen percent of the failures are connected precisely with conflicts at school, this is what we mentioned in Section 3 of Chapter 1. 10% of schoolchildren who found it difficult to answer may have never thought about such questions.

To the question "Do you often face failures at school?" 50% of respondents of this age answered that often, 25% do not fail at school, and 25% of those surveyed faced academic failure from time to time. It is interesting that 50% of the respondents said that they often encounter failures in education, while according to school data, only 4.7% of schoolchildren do not succeed in these classes. Perhaps such answers are due to the fact that when they talk about learning difficulties, schoolchildren do not mean deuces.

Interesting that 100% of those surveyed in grades 3-5 blame only themselves for their failures at school. There are two possible options here: firstly, at this age, the opinion of the teacher is very important for schoolchildren, they do not doubt his words; secondly, perhaps during the survey, the students did not want to name the real reasons.

The positive is the fact that 100% of those surveyed in grades 3-5 believe that academic failures can be avoided.

We also surveyed high school students to compare their opinions with those of younger students. And got the following results:

50% high school students believe that school failures are problems with friends and classmates;

31,25% pupils in grades 10-11 do not associate their failures with school at all;

But only 18,75% high school students in our school believe that school failure is academic failure.

As you can see, these results are very different from the opinions of students in grades 3-5. Most likely, this is due to the fact that for high school students it is not their studies that are more important, but relationships with peers.

56,25% high school students rarely encounter failure at school.

AND 43,75% students face failures at school from time to time.

It should be noted that none of the high school students surveyed said that they did not encounter failures at school at all. While this answer was given by 25% of students in grades 3-5.

To the question "Who is to blame for your failures?" 87.5% pupils in grades 10-11 answered that they themselves, since they are responsible for themselves. AND 12,5% found it difficult to answer. If students in grades 3-5, perhaps, do not want to name the true reasons, then students in grades 10-11 blame themselves, because they are more conscious and want to be responsible for everything themselves.

87,5% high school students believe that failure can be avoided, 12,5% believe that failure is inevitable.

Table 1. Attitude to childhood failure

Pupils

3-5 classes

Pupils

10-11 grades

Parents

(from the words of the students)

60% schoolchildren are very worried about failures and try to fix them;

40% the students surveyed do not care about academic failure;

· Help students get along with each other.

· Provide support to poorly performing schoolchildren;

Since almost all students and teachers of our school are convinced that childhood failures can be avoided, the problem of school failures seems to us quite solvable.

The results of our research showed that the majority of the surveyed students in our school associate school failure with academic failure. Since all students and teachers interviewed believe that school failures can be avoided, the problem of low school performance seems to be solvable.

We have studied the literature on the topic and, based on it, can give the following recommendations on how to avoid, or at least reduce, school failures:

1. Our survey found that as many as 50% of students in grades 3–5 experience failures in school. This means that the most important thing is to understand as early as possible that the child is facing a failure and to help him. In order for a child to talk about his failure, you need to establish good relations with him.

2. Psychological research has shown that learning outcomes depend not only on whether or not a child is able to solve a problem, but also on how confident he is that he can solve this problem. And if failures follow one after another, then, naturally, a moment comes when the child says to himself: "No, I will never succeed ...". Therefore, such children need to be encouraged and supported, and tasks must be selected in which they can prove themselves.

3. Many schoolchildren simply do not know how to study, that is, they do not know how best to perform this or that task. This means that before each new task, children need to be clearly explained what needs to be done to solve it.

5. Since 90% of parents are willing to support their child and 100% of teachers are willing to do so too, the school needs to work closely with the families of students to redouble its efforts.

We have already mentioned that each poorly performing student finds it difficult in his own way, and two absolutely identical problems do not exist, the most important recommendation is that everyone at school needs an individual approach based on the characteristics of this particular student.

Conclusion

In this work, we considered a very urgent problem for modern schoolchildren - the problem of school failures. There is a lot of talk and writing about this problem; most researchers agree that school failures and academic failure are one and the same.

We were interested to know what the students and teachers of our school think about this. In order to find out this, we conducted a survey in which about half of the students in our school participated. In the course of the survey, we found that indeed 75% of students in grades 3-5 consider academic failure to be a school failure. We are concerned that 50% of students in these grades experience school failure frequently. . 50% of high school students believe that school failures are problems with friends and classmates, 31.25% of students in grades 10-11 do not associate their failures with school at all. Thus, our hypotheses were partially confirmed.

It is encouraging that virtually all schoolchildren and teachers surveyed believe that school failures can be avoided. The main recommendation in this case is to find an individual approach to each student, and for this - to establish trusting relationships with everyone. And then a school without losers will become a reality.

List of used literature

1. Izosimova N. School without losers. - Progress., - M., 1991.

3. Holt J. Causes of children's failures. - SPb., Crystal 1996.

5.www. truant. *****

6.www. tspu. *****

Failure is understood as a situation in which the behavior and learning outcomes do not correspond to the educational and didactic requirements of the school. Failure is expressed in the fact that a student has weak reading and numeracy skills, has little knowledge of the intellectual skills of analysis, generalization, etc. systematic failure leads to pedagogical neglect, which is understood as a complex of negative personality traits that contradict the requirements of the school and society. This phenomenon is extremely undesirable and dangerous from a moral, social, economic standpoint. Pedagogically neglected children often drop out of school and join the risk groups. Failure to progress is a complex and multifaceted phenomenon of school reality, requiring versatile approaches in its study.

Failure is interpreted as the inconsistency of the preparation of students with the mandatory requirements of the school in the assimilation of knowledge, the development of skills and abilities, the formation of the experience of creative activity and the upbringing of cognitive relations. Failure prevention presupposes the timely detection and elimination of all its elements.

The failure of schoolchildren is naturally associated with their individual characteristics and with the conditions in which their development proceeds. Pedagogy recognizes teaching and upbringing of children in school as the most important of these conditions.

The definition of the types of academic failure is also contained in the work of A.M. Helmont, who identified three types of academic failure, depending on the number of academic subjects and the stability of the lag:

general and deep lag - in many or all academic subjects for a long time;

partial, but relatively persistent academic failure - in one - three of the most difficult subjects (as a rule, Russian and foreign languages, mathematics);

poor progress is episodic - now in one, now in another subject, it is relatively easy to teach.

Ways to eliminate school failure. Modern didactics offer the following as the main ways to overcome academic failure:

Pedagogical prevention is the search for optimal pedagogical systems, including the use of active methods and forms of teaching, new pedagogical technologies, problem and programmed learning, informatization of pedagogical activity. Yu. Babansky proposed the concept of optimization of the educational process for such prevention.

Pedagogical diagnostics - systematic monitoring and assessment of learning outcomes, timely identification of gaps. For this, the teacher's conversations with students, parents, observation of a difficult student with the fixation of data in the teacher's diary, tests, analysis of results, summarizing them in the form of tables according to the types of mistakes are used. Yu. Babansky proposed a pedagogical council - a council of teachers for the analysis and solution of the didactic problems of lagging students.

Educational therapy - measures to eliminate learning gaps. In a domestic school, these are additional classes. In the West, there are alignment groups. The advantages of the latter are that classes in them are conducted based on the results of serious diagnostics, with the selection of group and individual teaching aids.

Educational impact. Since failures in studies are most often associated with poor upbringing, then individual planned educational work should be carried out with unsuccessful students, which also includes work with the student's family.

One of the directions of psychological correction for violations of educational activity is the stimulation and support of various cognitive activity of the child, positive emotional reinforcement of its various manifestations, creation of conditions for its development.

One of the main tasks of psychological correction is to restore the child's desire to learn. A person has an innate need "to extract meaning from the world around us and to do it under voluntary control."

Literature

Vorontsov A.B. Pedagogical technology for monitoring and evaluating educational activities. - Publisher: Rasskazov A.I., 2002 .-- 304 p.

Gladkaya I.V. Assessment of the educational results of schoolchildren. - Publishing house: KARO, 2008 .-- 144 p.

Kolisnichenko N.V. Test control of knowledge. - Publisher: RAGS, 2008 .-- 44 p.

Pedagogical technologies: Textbook for students of pedagogical specialties. / Ed. V.S. Kukushin. - Moscow: ICC "Mart"; Rstov n / a, 2004 .-- 336 p. (Series "Pedagogical Education")

Fedorov V.A., Kolegova E.D. Pedagogical technologies for managing the quality of vocational education. - Publishing house: Academy, 2008 .-- 208 p.

Equipment: board, chalk, computer, MM-projector, screen.

Technologies: mini-project, group learning technology.

The educational project is created by students in order to develop a substantiated author's system of a diagnostic complex (control technology) for managing the educational process. At the end of the work, fragments of diagnostic complexes and pedagogically grounded management decisions for optimizing the educational process are demonstrated.

The project method is a way to achieve a didactic goal through a detailed development of a problem (technology), which should end with a very real, tangible practical result, formalized in one way or another (Prof. ES Polat). This is a set of techniques, students' actions in their specific sequence to achieve the assigned task - solving a problem that is personally significant for students and designed in the form of some kind of final product.

The main purpose of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas.

Group training technology (work in static and dynamic pairs, interchange of tasks, mutual verification and control, etc.). Such an organizational and methodological solution allows you to work out in detail the situation of pedagogical control in small groups, as well as consolidate the knowledge and experience of using the technology of cooperation.

In this case, the teacher should act as a curator. Curator (from Lat. Curator) - one who observes the progress of a certain work or other process.

Issues for discussion

What methods of assessing the educational process are most significant: qualitative or quantitative? (in comparison with other manufacturing processes).

To what extent is it possible to evaluate all (absolutely all!) Components, aspects of the educational process using control technologies?

To what extent can a teacher prevent the reasons for academic failure?

What are the remedial tools for overcoming student failure in your subject?

What is more important for a person to grade or evaluate at the stages of educational activity (at school), educational and professional activity (in a vocational educational institution), professional activity (at work)?

What is the basis for the opinion that C-students are more successful in production than A-students? etc.