Student individual development program. Student individual development program material on the topic Individual personal development plan for a student
Municipal budgetary educational institution
“School No. 10”, Rostov-on-Don
Reviewed Agreed Approve
at the methodological association, deputy director for educational resources, school director
teachers of Russian language and literature ____________ ______
Protocol No. Order No.
« « 201 « « 201
"Prove yourself"
7th grade E students
Kovaleva Valeria
for 2014-2017
Compiled by L.A. Dantsova, Russian language teacher and
Literature, teacher of education.
Rostov-on-Don
2016
Explanatory note.
In order for a person to develop, he must be recognized in all respects and a development trajectory must be set - this is an axiom of developmental pedagogy. The subject of personality study should be the characteristics of the student. Objectives: to carry out individual personal diagnostics, identify the natural inclinations, abilities, capabilities of everyone and build the educational process on the basis, maximally stimulating the self-expression of the individual.
Conduct a psychologist - pedagogical research regarding personal qualities. Taking into account the data obtained, analyze ways of designing the educational process in a creative and research direction. The teacher consistently studies the diversity of the student’s personality traits and reasonably implements an individual approach to his development.
The study of a student’s personality by a teacher or preschool teacher is built individually. The uniqueness of a person, his abilities, interests and inclinations, experience of communication, self-knowledge are understandable in the context of real life activities: educational and additional education.
I believe that every child has creative inclinations, and the task of adults: teachers, kindergarten teachers, parents is to help him with this. First of all, he must be a confident person. Self-confidence is faith in one’s strengths, knowledge of one’s capabilities, courage and perseverance in following the right direction. Therefore, there was a need to develop individual personality development programs in order to develop his creative and research abilities. This will lead to success in life.
Of course, it is impossible to completely change a child’s personality during the learning process, but it is possible to create conditions and give an impetus to development, to creative growth and to outline paths of spiritual development.
The child’s individual development program was developed in connection with high self-esteem, self-confidence and knowledge of 7E grade student Valeria Kovaleva. Valeria exhibits creative and research abilities and has a desire to develop them. She loves performing in public. In the current situation, there is a need to draw up an individual program for the student for the 2014-2017 academic year, i.e. for the period of study in grades 6-7. The program is aimed at developing abilities and their successful implementation.
Purpose of the program:
create conditions for the development of the child, taking into account his individual characteristics, relying on the strengths of the individual;
provide conditions for the self-realization of a self-confident child.
Program objectives:
creating conditions for the development of creative abilities;
creating conditions for the development and improvement of intellectual skills;
creating conditions for the development of research abilities and skills;
creating a situation of success for the child;
creating conditions for revising guidelines in order to increase the need for self-realization, development, and the formation of an active life position.
Working methods of program implementation :
testing
survey
observation
diagnosing
extracurricular activities
individual work
psychological trainings
Individual Development Program
1. I am a creative and confident person.
Stages and timing of the program implementation
1. Preparation for work on the development program - October, 2014.
2. Diagnosis – November, 2014
3. Program development – October-December, 2014.
4. Program implementation – January-May, 2015-2017.
5. Summary of results – April, 2017
Observation
I started the work with observation, because... observation is one of the main methods of studying a child’s personality.
Observation scheme “Features of a child’s behavior in class and in extracurricular activities (circle).”
Target: record the characteristics, interests and behavioral manifestations of Valeria Kovaleva during communication in class and extracurricular activities.
Time spending: October-December 2014 – 2015 academic year.
As a result of observations, I noticed an interest in learning, diligence, accuracy, creative abilities and a desire to realize them. And also adequate self-esteem: this is evidenced by reflection, self-analysis of answers in the lesson, explanation of the motives of actions. This feature manifested itself in the “Ten My Selves” test.
Based on the results of observations, a “Student Characteristics” was compiled.
Characteristic
Valeria Kovalyovo's health condition is satisfactory. According to the results of the medical examination, she is in the basic health group.
There are signs of confidence, prudence, adequate self-esteem, and interest in learning new things.
Mother - Galina Evgenievna, higher education, works.
Father - secondary - special, driver.
The family has two sons.
Valeria loves her family very much and values them.
Helps mom with everything. Valeria succeeds in everything academic subjects to "4" and "5". The attitude towards learning is good. Favorite subjects: Fine arts and literature.
There are no unloved subjects.
Valeria knows how to distribute her work over time. She is focused and careful in class. Shows independence in work and helps classmates. Loves to read and retell, as well as analyze. Strives for success in any activity.
Masha shows initiative, shows interest in studying.. Participates in social affairs of the class.
Interest in various types of activities is steady; he has been studying in the “Literary Local History” club for the second year.
Friendships - roommate, classmates.
Adequate self-esteem, self-confident.
Valeria has steady attention, composure, and organization. Not indifferent to injustice..
Self-esteem diagnostics.
My ten selves
This diagnostic was carried out by me in order to determine the child’s level of self-esteem. Valeria gave definitions to each “I”, talking about herself and her qualities:
I am purposeful.
I am mobile.
I am kind.
I am humble.
I am honorable.
I'm creative.
I'm neat.
I'm a hard worker.
I am clever.
Thus, we can conclude that Valeria described herself sincerely and adequately. She attributes her desire to succeed in her studies to her interest in learning.
Methodology "Mood"
This technique made it possible to see the attitude to learning in general and to the study of individual subjects. A list of academic subjects that she is studying was proposed. Next to each object there are three faces (cheerful, sad, neutral). The child is given the right to choose the face that most often corresponds to his mood when studying this subject. The results are:
Algebra –
Geometry –
Russian language -
Literature –
English language -
Story -
Biology –
Technology -
Physical Culture -
Art -
Computer science -
Geography –
Physics –
Study of learning motivation according to N.G. Luskanova
Conclusion: The study revealed a high level of school motivation. Valeria learns the educational material well and shows interest in independent studies.
Methodology for studying the level of interpersonal relationships between a child and parents (author G. T. Khomentauskas)
Target: study of interpersonal relationships between a child and his parents.
Experimental material: a sheet of paper, a simple pencil or a set of colored pencils.
Progress of the study.
Valeria was the first to depict her mother in her drawing. This suggests that she is the most emotionally significant family member for Valeria. The image of the whole family can be considered as one of the indicators of a favorable family situation. Valeria portrayed herself as equal to adults, which indicates a sense of confidence and importance.
Studying the level of education of Valeria Kovaleva
and her self-esteem
The level of good manners is 92%.
Average score – 2.8 (high level of self-esteem)
Individual student development program
Goal: from leaving the trajectory individual child development
Taking into account all the data obtained as a result of observations and diagnostics, the main characteristics have been identified personal development Valeria:
desire to express oneself;
adequate self-esteem;
desire for self-realization.
The program is designed for two years, but remains open because... work continues.
“I am a creative and confident person”
Target: development of creative and research abilities in the child.
Tasks:
Creation of conditions.
Development of intelligence.
Practicing public speaking skills.
Creative activity.
Research activities.
Club "Literary Local History"
Expected Result:
Participation in competitions.
Top places.
Result of the program implementation
individual student development .
1) He is interested in reading and drawing.
2) Possesses the skills of independent organization of activities.
4) Parents are interested in the development of their child’s cognitive abilities.
2015 -- Certificate of Valeria Kovaleva, a student of the MBU DO TsDYuTur (MBU "School No. 10"), who took 2nd place in the city stage of the All-Russian competition of student research works "Fatherland" in the "Toponymics" nomination, 2015.
2016 - Certificate of publication of V. Kovaleva’s research work “What’s in my name” in the electronic media project “ Scarlet Sails»,
2016 http://nsportal.ru/dantsova-larisa-alekseevna
2016 - Certificate for 3rd place by V. Kovaleva in the City stage of the All-Russian research competition local history works students "Fatherland" in the category "Literary Local History", junior group, 2016.
2016 – 1st place in the City competition “My Book Friend”, 2016
2017 - Certificate for 2nd place for V. Kovaleva in the 4th (correspondence) City Competition of Children's Literary Creativity, in the category “My Fairy Tale”, middle group, 2017
Student Individual Development Program
Program summary
Each person is unique and unrepeatable in his individuality. Individuality is the unique identity of an individual person, the totality of characteristics inherent only to him. Individual characteristics include the originality of sensations, perception, thinking, memory, imagination, particular interests, inclinations, abilities, temperament, and personality. Their specific combination creates a unique integral structure of the experiencing and acting individual. It is believed that education should be based as much as possible on individuality. An individual approach to education is based on deep knowledge of personality traits and his life. When we talk about an individual approach, we do not mean adapting the goals and basic content and education to an individual student, but adapting the forms and methods of pedagogical influence to individual characteristics in order to ensure the designed level of personal development. An individual approach is the principle of domestic pedagogy, according to which in teaching and educational work in the classroom, pedagogical interaction with each child is achieved, based on knowledge of his personality traits and living conditions. As a result of systematic and regular study of his students with the help of a diagnostic card, the teacher creates a clear idea of the character of each student, his interests and abilities, the influence of his family and immediate environment on him, gets the opportunity not only to explain the child’s actions, attitude towards certain subjects and teaching in general, but also to set actual pedagogical tasks aimed at neutralizing and overcoming negative and developing positive qualities of the child’s personality.
This program helps solve one of the current problems - an individual approach and assistance to each student, the development of individual abilities to demonstrate the personality of each student.
Relevance of the problem
Modern reality opens up various prospects for a child’s development, comprehension of the world, and improvement of relationships with others and himself. However, the world in which a child lives makes special demands on his adaptive abilities, mental reserves: psychological health, tolerance (tolerance, leniency) and psychological readiness to build constructive relationships with the surrounding reality.
Everyone’s individuality is a psychological diamond that requires cutting, polishing and careful storage.
Regulatory and legal basis of the program:
Convention on the Rights of the Child,
Education Act.
Purpose of the program:
Creating conditions conducive to the full development of the child’s personality.
Program objectives:
1. maintain high educational motivation of schoolchildren;
2. encourage their activity and independence, expand opportunities for learning and self-education;
3. develop the ability to learn – set goals, plan and organize one’s own activities;
4. promote the individualization of upbringing and education of schoolchildren;
5. maintaining and strengthening the health of students;
6. creating conditions for active cooperation between parents, children and teachers.
Working hypothesis:
Taking into account existing problems and the implementation of an individual child development program, actively involve the child in creative activities, develop learning motivation and cognitive interests, involve in an independent search for answers to problematic questions, then, perhaps, improve the quality of knowledge, the level of independence of the child, develop mental activity, student’s speech, develop the student’s creative abilities.
Program principles:
1. individuality
2. taking into account the age characteristics of children
3. sequence
4. continuity
5. cooperation
6. success.
Program directions:
1. Cognitive activity of students;
2. Emotional and personal sphere;
3. Interpersonal relationships;
4. Psychological and physical health.
Timing of the program:
20 academic years.
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Stages of working on the program:
Stage 1 - information and analytical.
At this stage, factual information is collected and analyzed. Are used various methods(observation, questioning of students and parents, interview). Based on the results of the work, a “Student Characteristics” is compiled. A meeting is held with the student and his parents, the analyzed information is discussed and an individual plan for the year is drawn up, which includes:
Setting goals for the upcoming academic year;
- identifying problems and available resources;
1 Can't always get it on time necessary information from one or another field of science.
2. Attends 2 clubs, there is a possibility of overwork.
Stage 2 - organizational and activity.
Target: drawing up and implementing an individual development plan “I want to be successful.”
Tasks:
1. formation of cognitive interests;
2. development of creative and mental abilities personalities;
3. education of patriotism;
4. raising a healthy child;
5. education of hard work;
6. fostering a love of nature;
7. adaptation of the student to modern conditions life.
Individual development plan "I want to be successful".
1. What goals are you setting for this school year? Finish the school year well. 2. What do you need to do for the goal to be achieved? 1st quarter: I really wanted to be friends with all my classmates and take part in various events. 2nd quarter: Study more Russian and English languages. I think it will take some help from my parents and I have to put in more effort myself. 3rd quarter: Take part in school competitions, “Russian Bear”, “Kangaroo”, “Chuvash Swallow”, etc. 4th quarter: Thoroughly prepare for writing final tests. Analyze the results by quarter. Draw your own conclusions. Outline ways for your own self-improvement.I finished the school year with a “good” grade. Actively participated in competitions and events. In the competition “My Pedigree” he took 1st place in the republic, participant in the competition “I am a researcher” in the region. He took part in school competitions, “Russian Bear Cub”, “Kangaroo”, “Chuvash Swallow”. So I can, and I succeed |
Stage 3 - control and diagnostic.
Target: in-depth psychological and pedagogical study of the child.
1. conducting a psychological examination of the child in order to determine the course of his psychological development, compliance of development with age standards.
2. analysis of research results in order to obtain a bank of psychological information.
Inclusion of the child in extracurricular and extracurricular activities, according to interests and desires. A work plan for the year has been drawn up.
Inclusion in collective creative activities of the class. After each CTD carried out, the class teacher assesses what status the child occupied in this matter.
Competence graph of student Ermolaev Vladimir.
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Individual lessons to develop a child’s potential.
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Stage 4 - correctional and developmental.
Target: implementation of individual development programs.
Tasks: 1. creation of a motivational field;
3. cooperation of parents, students, teachers;
4. maintaining documentation (individual plan, success map).
5. prevention of neuropsychic fatigue and unwanted behavior.
A map of the success of the child’s development is drawn up. Control diagnostics of the results of the development of cognitive abilities will be carried out in April of the academic year.
"Map of success" by student Vladimir Ermolaev.
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Conclusion
Increasing the psychological competence of a child, ensuring his tolerance, is the concern of an adult: parent, educator, teacher.
Therefore, I try to create a positive attitude towards cooperation in children, provide emotional comfort, psychological security of the child, and update the motivation for cognitive, search, and creative activity. It is necessary to create the most favorable conditions for the timely development in them of inclinations that begin to awaken, which are of great importance for the further successful advancement of children in their cognitive activity. Each child is unique and inimitable. The teacher’s task is to help him discover his talents. We, teachers, need to be able to see creative shoots in children and develop them. For many, primary school age will be decisive in the formation of personality. It is easy for a person with a creative mind to find the “zest” in any business, get carried away by any work and achieve high results. Every child should go home victorious.
Success is the best educator, as it gives the child confidence in his own abilities and in himself.
A child is born for success!
References:
1. How to treat yourself and people or practical psychology for every day. / N. Kozlov. - M., 2002.
2.Handbook of the class teacher (grades 5-9)/ed. . – M., 2005.
3. Difficult age: teenagers today. A manual for teachers and parents - M.: 2002.
4.Psychological reference book for teachers./, – M.: Education 1991
5. Developmental psychology. – Ekaterinburg: Business
book, 1999. – 624 p.
6. Alexandrov as a moral value.// Axiology
private and general. – Novosibirsk: Nauka, 1987. – 242 p.
7. Artyukhova and education // Pedagogy. – 1999. –
No. 4. – P. 117 – 120.
8. Bibler: dialogue of cultures (experience of definition) // Vo
questions of philosophy. – 1989. - No. 6. – P. 32-36.
9. Bolotov V., Malyshevsky A. Breaking the ice of words: About cultural
logical foundations of the basic curriculum of general education
private institutions Russian Federation// Teacher's ga-
zeta. – 1994. - No. 6. – P. 12-13
10. Education as the rebirth of a citizen,
a person of culture and morality. – Rostov-on-Don: Publishing House
in RGPU, 1993. – 113 p.
11.Internet resources: http://*****/yandsearch,http://mistress. *****/index, etc.
Forms of existence of the psyche. The psychic has a twofold form of existence. The first, objective, form of mental existence is expressed in life and activity, which is the primary form of its existence. The second, subjective, is reflection, introspection, self-awareness, reflection of the psyche in itself, which is a secondary, genetically later form that appears in a person. Mental processes are not something that is primarily realized, but something through which something (an object) is realized (216, p. 11).
Development of the psyche. Each child has his own individual development path. Children not only develop at different rates, but also go through individually unique stages of development. However, of course, there are also general patterns, knowledge of which is necessary for understanding the individual development of a child (216, p. 167).
If a student understands, at a level accessible to him, the foundations of the operations he is mastering, then learning makes a certain contribution to his development. If, through repeated exercises, a child only learns to perform certain operations without realizing their internal logic, this does not advance him in his overall development (80, p. 115).
The child does not mature first and then be educated and educated; he matures by being brought up and learning, that is, under the guidance of adults, mastering the content of culture that humanity has created. The child does not develop and be brought up, but develops by being brought up and learning, i.e. the very maturation and development of the child in the course of training and upbringing is not only manifested, but also accomplished by me. This is the basic law of a child’s mental development.
The development of personal mental properties occurs in the process of activity, the purpose of which is to resolve the life and educational problems facing the child. Therefore, where in education and self-education the result to be achieved is the very development and formation of personal mental properties, this result can and should be achieved in activities aimed directly at solving life problems (216, pp. 155-158).
The human psyche is formed during the appropriation of culture - the product of the labor of a historical person. The process of appropriation itself acts as a kind of supra-biological creativity, collaboration, cooperation between adults and the developing child. Moreover, mental development is creativity in communication, dialogical in its essence, so that changes take place not only at the child’s pole, but also at the adult’s pole.
For the adult raising him, the child acts (should act) as a self-sufficient person. The individual as a personality (i.e., as a social property of an individual) for an external observer appears as his constant incompleteness and ability to overcome unfavorable circumstances, as a result of which each individual is potentially able to violate any direction of life path prescribed to him. Available in folklore sayings such as “The grave will correct the hunchback”, “The apple does not fall far from the tree” speak about stable and inadequate for the process of education ordinary attitudes with a genetic “underlying”, when adults do not see, do not realize and do not recognize in their pupils a self-sufficient personality, but only an individual , determined by genetic-environmental interaction.
There is creativity generic feature person. Opportunities for it remain under all circumstances of human life and at every point in time.
The subject's orientation toward creativity as a norm of everyday existence, as an end in itself and an active manifestation of supra-biological freedom subjectively contributes to the realization of the individual's personal beginnings. On the contrary, the subjective idea of an individual only as a separate individual, a link in the biological process of reproduction of genetic material and, thus, the identification of his life activity with the functioning of the human body inhibits the realization of the personal principle of the individual and leads to the death of a person as an individual long before his biological death (133 , pp. 126-132).
General genetic law of development. Every mental function in the cultural development of a child appears on the scene twice, on two levels: first social, then psychological, first between people as an interpsychic category, then within the child as an intrapsychic category. This applies equally to voluntary attention, to logical memory, to the formation of concepts” to the development of the will. Behind all higher functions and their relationships genetically lie social relationships, real relationships between people.
Every higher mental function was once external because it was a social function of the relationship between two people before it became an internal, actually mental function of one person. The means of influencing oneself is initially the means of influencing others or the means of others influencing the individual. Through others we become ourselves. A person becomes for himself what he is through what he presents to others. The mental nature of a person represents a set of social relations, transferred internally and becoming functions of the personality and forms of its structure (53, pp. 144-146).
Sensitive periods of development. Mental development in ontogenesis represents a consistent series of transitions from one stage of development to a qualitatively different one. Age-related sensitivity to the environment is of paramount importance. The unevenness of age-related sensitivity in different periods of childhood, a temporary increase in its level and a change in direction lead to the fact that in the years of maturation sensitive periods naturally begin, when favorable conditions for the development of the psyche in certain directions are discovered, and then these opportunities gradually or sharply weaken. At the same time, at some age stages there are prerequisites for the development of sensitivity to some aspects of reality, at others - to others.
Primary school age children are sensitive to learning activities. The psychological characteristics of children of this age, such as the authority of the teacher for them, faith in the truth of everything that is taught, trusting diligence, help to increase receptivity: children easily absorb teaching. Their mental activity is aimed at repeating, internally accepting, imitating, educational actions and statements. Younger adolescents are sensitive to extracurricular activities that are available to them and where they can show their new capabilities. They are prone to activities with peers. Their greatest manifestation is the need for self-affirmation and a reckless readiness to act.
Senior school age children are sensitive to mastering their inner world. Older schoolchildren have a characteristic that is not always noticed, huge inner work: search for life perspective; valuable path, development of a sense of responsibility and the desire to manage oneself, enrichment of the emotional sphere (140, 203). It is important to distinguish between closely related but not identical types of child development: functional, directly dependent on the child’s mastery of individual knowledge and methods of action, and age-related development itself, which is characterized by a new psychophysiological level, a new plane of reflection of reality, and new types of activities.
A common misconception is that with age, as mental growth occurs, internal conditions developments become more favorable in all respects. We must remember that each period is particularly favorable (sensitive) for the development of the psyche in a certain direction. Sensitive periods (each childhood age is sensitive in its own way!) indicate the qualitative uniqueness of individual stages of development and the enormous potential of childhood.
With the transition to a new age level, the changed internal prerequisites for mental development not only build on the previous ones, but also largely displace them (142, pp. 11-12).
The individual development of mental processes and properties will be more successful the more opportunities the child receives for it during the corresponding sensitive period. The adults around him must remember that, first of all, they themselves create the social and pedagogical conditions in which the development of the child’s individuality can be most fully realized. Not wasting time, helping individual qualities to fully reveal themselves at the most favorable moment for this, is the task of both the student’s parents and his teachers.
11.2. Temperament and character
Temperament. Temperament is a dynamic characteristic of an individual’s mental activity. It manifests itself primarily in his impressionability, that is, the strength and stability of the impact that the impression has on a person. Temperament also affects emotional excitability, manifesting itself in the strength of emotional arousal, the speed with which it covers the personality, and the stability with which it is maintained. The expression of temperament is impulsiveness, which is characterized by the strength of impulses, the speed with which it masters the motor sphere and goes into action, and the stability with which it maintains its effective force.
Choleric temperament is characterized by strong impressionability and great impulsiveness; sanguine - weak impressionability and great impulsiveness; melancholic - strong impressionability and low impulsiveness; phlegmatic - weak impressionability and low impulsiveness.
Temperament finds a particularly clear expression in the strength, as well as the speed, rhythm and tempo of all motor manifestations of a person - his practical actions, speech, expressive movements. The dynamic characteristic of mental activity (i.e., the manifestation of temperament) does not have a self-sufficient character; it depends on the content and specific conditions of the activity, on the individual’s attitude to what he does and to the conditions in which he finds himself.
In all its manifestations, temperament is transformed in the process of character formation, and the properties of temperament turn into character traits, the content of which is associated with the orientation of the personality (216, pp. 655-661).
The child's temperament is based on the properties of his nervous system - strength and lability, the specifics of the processes of excitation and inhibition. Temperament is rarely found in its pure form, but nevertheless leaves an imprint on the educational activity of the student. Children with a weak and mobile nervous system (usually called melancholic) are particularly sensitive to the teacher’s comments and get upset over little things that others don’t pay attention to. Their increased impressionability may prevent them from adapting to school. From a phlegmatic person with his strong, sedentary nervous system, one can hardly expect a quick answer or instant involvement in written work. It is worth considering his slow reactions, the right to his own pace. Violent emotional reactions and restlessness of a choleric person may be a consequence of his temperament, strength and mobility of the nervous system, and not bad manners, as the teacher sometimes believes. It should be noted that with age, upbringing and increasing self-control of a growing child smooth out all these manifestations; they become less pronounced and bright. Breaking and eradicating inconvenient features of a child’s temperament is not only pointless, but also harmful.
Temperament and character. Temperament primarily expresses a person’s attitude towards the events taking place around him. Character is revealed in relation to one’s own activities - active, purposeful, indecisive, submissive-imitative, etc.
Temperament and character are not always clearly distinguished. Meanwhile, it is character, and not temperament, that we call strong, weak, hard, soft, heavy, bad, persistent, difficult to bear, etc. There are much fewer descriptions of temperament, they can be like this: stormy, indomitable, lethargic, etc. Therefore, to describe temperament, it is more convenient to use the terminology of the ancient Greeks, dividing people into choleric, melancholic, sanguine, and phlegmatic. It should be remembered that pure types of temperaments are quite rare.
The commonality between temperament and character is that neither temperament nor character say anything about the social value of a person: a choleric person with a disgusting character can pursue lofty goals, while a soft and compliant sanguine person turns out to be a notorious scoundrel (222, pp. 6-7).
Character. Character is a psychological formation that contains a person’s emotional attitudes to typical life situations that have been established in the process of life and stereotypes of cognitive and behavioral patterns of response to these situations.
In terms of its life content, each character trait represents a certain attitude of the individual to the surrounding reality, to the life conditions of his development. But not every attitude becomes a character trait. It is or becomes only a significant relationship to the circumstances of life and to one’s own actions. Integrity, cheerfulness, honesty, exactingness, rigor, perseverance and many other character traits represent attitudes rooted in the individual to the surrounding reality, society, work, to other people and to oneself (13, p. 63).
To know a person’s character is to know those essential traits for him that determine his entire course of action. To determine the character of each person, you need to know the manifestations of his typical attitudes towards certain areas of life. Another person in everyday situations is presented as having strong character, but the same person reveals his complete lack of spine when it comes to the fundamental plan. The whole question is to what extent what is significant for a given person is also objectively significant, to what extent what is socially significant is significant for an individual. This determines the significance of character.
A person’s character is both a prerequisite and a result of his real behavior in specific life situations. By conditioning behavior, it is formed in behavior. Motives of behavior, turning into action and becoming entrenched in it, are fixed in character. Every effective motive of behavior that acquires stability is potentially a future character trait. The path to character formation therefore lies through the formation of appropriate motives of behavior and the organization of actions aimed at consolidating them.
We can say that a person’s character is, to a certain extent, not always a conscious worldview that has become human nature (216, pp. 666-667).
The formation of various personality traits becomes possible only if the child masters the behavior in which these personal qualities are expressed. A child, under the guidance of an adult, must master externally organizing one’s behavior, which initially requires constant monitoring by other people and the team. Then control passes to the child himself and is carried out by internal means. Finally, the required behavior becomes habitual and can gradually turn into character traits (19, p. 115).
The key question is the question of how motives (drives), which characterize not so much a person as the circumstances in which he finds himself in the course of life, are transformed into something stable that characterizes a given person. The motivations generated by the circumstances of life are the “building material” from which Character is formed. In order for a motive to become a personal property, it must be generalized in relation to the situation in which it initially appeared, spreading to all situations similar to the first. A character property is, ultimately, a tendency, a motive that naturally appears in a given person under homogeneous conditions. Each character trait is always a tendency to perform certain actions under certain conditions. The origins of a person’s character, and the key to its formation, lie in the motives of his activities. The starting point here is the selection and “grafting” of appropriate motives through their generalization and stereotyping (217, pp. 247-249).
Cognitive processes
general characteristics cognitive processes. Cognitive processes (perception, memory, thinking, imagination) are included as component in any human activity and ensure one or another of its effectiveness. Cognitive processes allow a person to outline in advance goals, plans and the content of upcoming activities, play out in his mind the course of this activity, his actions and behavior, anticipate the results of his actions and manage them as they are performed.
When they talk about a person’s general abilities, they also mean the level of development and characteristic features of his cognitive processes, because the better these processes are developed in a person, the more capable he is, the greater capabilities he has. The ease and effectiveness of his learning depends on the level of development of the student’s cognitive processes.
A person is born with sufficiently developed inclinations for cognitive activity, but the newborn carries out cognitive processes at first unconsciously, instinctively. He has yet to develop his cognitive abilities and learn to manage them. Therefore, the level of development of a person’s cognitive abilities depends not only on the inclinations received at birth (although they play a significant role in the development of cognitive processes), but to a greater extent on the nature of the child’s upbringing in the family, at school, and on his own activities for the self-development of his intellectual abilities.
Cognitive processes are carried out in the form of separate cognitive actions, each of which represents an integral mental act, consisting inseparably of all types of mental processes. But one of them is usually the main one, the leading one, determining the nature of a given cognitive action. Only in this sense can one consider separately such mental processes as perception, memory, thinking, imagination. Thus, in the processes of memorization and learning, thinking is involved in a more or less complex unity with speech; in addition, they are volitional operations, etc.
Character cognitive processes as individual property. Uneven development different types sensitivity manifests itself in perception, memory, thinking, imagination. This is evidenced, in particular, by the dependence of memorization on the method of learning (visual, auditory, kinesthetic-motor). For some people, it is effective to include vision when memorizing, and for others, when reproducing material. The situation is similar with the participation of hearing, kinesthesia
Important characteristic sensory organization of man into a whole is sensitivity, which is part of the structure of temperament and abilities.
It is determined by a number of signs of the occurrence and course of sensorimotor reactions, regardless of which modality they belong to (visual, gustatory, etc.). These signs include, first of all, stable manifestations of the general rate of occurrence of sensorimotor reactions (speed of occurrence, duration of occurrence, aftereffect), psychomotor rhythm (method of switching from one type of sensory discrimination to another, smoothness or abruptness of the transition, in general - features of the temporary organization of sensorimotor acts) . Characteristic of one or another general method of sensitivity is the strength of the reaction with which a person responds to a wide variety of stimuli. The depth of sensitivity is judged by a combination of various indicators, especially by aftereffects in the form of trace reactions (immediate memory images, the formation of ideas and their associations). Sensitivity is inextricably linked with the type of emotionality: emotional excitability or inhibition, affectivity or inertia, monotony or multiplicity emotional states when it changes external conditions etc.
Sensitivity is a general, relatively stable personality trait that manifests itself in different conditions, under the influence of stimuli of the most diverse nature (10, pp. 55-56).
Factors in the development of cognitive processes. Carrying out in various types activity, mental processes are formed in it.
Improving a child’s sensory perception is associated, firstly, with the ability to better use one’s sensory apparatus as a result of their exercise, and secondly, the ability to interpret sensory data more and more meaningfully, which is associated with the general mental development of the child, plays a significant role. For a preschooler, the process of assimilation is involuntary; he remembers, since the material, as it were, settles in him. Imprinting is not a goal, but an involuntary product of the child’s activity: he repeats an action that attracts him or demands repetition of a story that interests him, not in order to remember it, but because it is interesting to him, and as a result he remembers. Memorization is built mainly on the basis of play as the main type of activity.
The main transformation in the functional development of memory that characterizes the first school age is the transformation of imprinting into a consciously directed process of memorization. At school age, memorization is restructured on the basis of learning. Memorization begins to proceed from certain tasks and goals and becomes a volitional process. Its organization also becomes different, planned: the division of material and its repetition are consciously used. The next significant point is the further restructuring of memory based on the abstract thinking developing in the child. The essence of memory restructuring in a schoolchild lies not so much in the transition from mechanical; memory to semantic, as much as in the restructuring of semantic memory itself, which acquires a more indirect and logical character. Children's imagination also first manifests itself and is formed in play, as well as in modeling, drawing, singing, etc. The actual creative and even combinatorial moments in the imagination are not so significant at first; they develop in the general process; mental development of the child. The first line in the development of imagination is increasing freedom in relation to perception. The second, even more significant, comes in later years. It lies in the fact that the imagination moves from subjective forms of fantasy to objectifying forms of creative imagination, embodied in objective products of creativity. If a teenager’s fantasy differs from children’s play in that it makes do for its constructions without reference points in directly given, tangible objects of reality, then mature creative imagination differs from youthful fantasy in that it is embodied in objective, tangible products for others. creative activity. An essential prerequisite for the development of a healthy, fruitful imagination is the expansion and enrichment of the student’s experience. It is also important to familiarize him with new aspects of objective reality, which, based on his narrow everyday experience, should seem unusual to him; It is necessary for the child to feel that the unusual can also be real, otherwise the child’s imagination will be timid and stereotypical. It is very important to develop in a child the ability to criticize and, in particular, a critical attitude towards himself, towards his own thoughts, otherwise his imagination will only be a fantasy. The student should be taught to include his imagination in academic work, in real activities, and not turn into idle fantasy divorced from life, creating only a smokescreen from life. Thought processes are primarily carried out as subordinate components of some “practical” (at least in a child’s play) external activities and only then does thinking stand out as a special, relatively independent “theoretical” cognitive activity. As a child, in the process of systematic learning, begins to master any subject - arithmetic, natural science, geography, history, i.e., a body of knowledge, albeit elementary, but built in the form of a system, the child’s thinking inevitably begins to be restructured. The construction of a system of knowledge of any scientific subject presupposes the dismemberment of what in perception is often fused, fused, but not significantly connected with each other, the selection of homogeneous properties that are essentially interconnected. In the process of mastering the subject content of knowledge built on new principles, the child forms and develops forms of rational activity characteristic of scientific thinking. Thinking acquires new content - the systematized and more or less generalized content of experience. Systematized and generalized experience, and not isolated situations, becomes the main support base for his mental operations.
In the first period of systematic schooling, mastering the first foundations of a knowledge system, the child enters the realm of abstraction. He penetrates into it and overcomes the difficulties of generalization, moving simultaneously from two sides - from the general to the particular, and from the particular to the general. In the learning process, scientific concepts are mastered. Mastering a system of theoretical knowledge during training, a child at this highest stage of development learns to “investigate the nature of the concepts themselves,” revealing through their relationships their increasingly abstract properties; empirical in its content, rational in form, thinking turns into theoretical thinking in abstract concepts (216, p. 180, 271-398).
Attention as the main condition for the implementation of the cognitive process. Attention does not act as an independent process. Both in self-observation and in external observation it is revealed as the direction, disposition and concentration of any mental activity on its object, only as a side or property of this activity.
Attention does not have its own, separate and specific product. Its result is the improvement of any activity to which it is attached (59, p. 88).
Involuntary attention is established and maintained independently of a person's conscious intention. Voluntary attention is consciously directed and regulated attention, in which the subject consciously chooses the object to which it is directed. Voluntary attention develops from involuntary attention. At the same time, voluntary attention turns into involuntary, no longer requiring special efforts. Involuntary attention is usually due to immediate interest. Voluntary attention is required where there is no such immediate interest, and we make a conscious effort to direct our attention in accordance with the tasks that confront us, with the goals that we set.
The development of attention in children occurs in the process of learning and upbringing. Crucial for the organization of attention is the ability to set a task and motivate it in such a way that it is accepted by the subject (2t6, pp. 448-457).
Attention and control. Every human action has an orientation, an executive and a control part. Control is a necessary and essential part of action management. Control activities do not have a separate product; they are always aimed at something that, at least partially, already exists or is created by other processes.
Attention is such a control function. A separate act of attention is formed only when the action of control becomes mental and reduced. The process of control, carried out as a detailed objective activity, is only what it is, and is by no means attention. On the contrary, he himself requires the attention that has developed by this time. But when the new action of control becomes mental and contracted, then and only then does it become attention. Not all control is attention, but all attention is control.
Control only evaluates the activity or its result, and attention improves them. How does attention, if it is mental control, give not only an assessment, but also an improvement in activity? This occurs due to the fact that control is carried out using a criterion, measure, sample, and the presence of such a sample, a “preliminary image,” creating the possibility of a clearer comparison and distinction, leads to a much better recognition of phenomena. The use of a sample explains two main properties of attention - its selectivity (which, therefore, does not always express interest) and positive influence for any activity with which it is associated.
Voluntary attention is planned attention. This is control over action, carried out on the basis of pre-established criteria and methods of their application. Involuntary attention is also control, but control that goes beyond what in an object or situation “is striking itself.” Both the route and the means of control here do not follow a predetermined plan, but are dictated by the object (59, pp. 89-93).
Formation attention. To form a new act of voluntary attention, we must, along with the main activity, give the task of checking it, indicate criteria and techniques for this, common path and consistency. All this must first be given in an external sense, that is, one should begin not with attention, but with the organization of control as a specific, external, objective action. And then this action, through step-by-step development, is brought to a mental, generalized, abbreviated and automated form, when it turns into an act of attention that meets the new task.
The formation of stable attention can be carried out by mastering control according to stage-by-stage formation, starting with a materialized form, then in loud speech and, finally, in the form of external speech to oneself. After this, control acquires its final form in schoolchildren in the form of an act of attention.
In this case, two difficulties may arise. The first is that the action being performed can prematurely escape control, and therefore control loses its clear, generalized and strictly constant form of execution and becomes unstable. The second difficulty is that the orienting and executive parts of the action may diverge, and while the executive part does one job (for example, dividing a word into syllables, etc.), the orienting part (for example, speaking out loud) outlines the other.
These difficulties must be taken into account when learning to control actions during their gradual formation.
As a result of the gradual formation of control (over text, pattern, arrangement of figures, etc.), this objective action becomes ideal (the action of gaze) and is added to the main action being performed (writing, reading, etc.). Directed towards the main action being performed, control now seems to merge with it and imparts its characteristics to it - focus on the main action and concentration on it, i.e. the usual characteristics of attention (59, pp. 80-85, 93-94).
Attention and performance. Children vary significantly in terms of volume, stability and distribution of attention. In general, attentive children learn better, but in inattentive children, academic performance is more related to indicators of voluntary attention, especially with its distribution. The low level of development of this property of attention limits children’s capabilities when performing educational tasks. Therefore, training distribution of attention can help improve academic performance.
A high level of development of voluntary attention is a necessary condition implementation of other factors of learning success, in particular individual motor tempo. Moreover, the higher the individual pace of attentive students, the better they learn. And for inattentive students, a high individual pace can be combined with low performance.
Math performance is particularly influenced by attention span and individual pace. Sustained attention may correlate with low math ability. Academic performance in the Russian language is more influenced by the level of development of distribution of attention and less influenced by the volume of attention. Reading success is most associated with stability of attention, which ensures the accuracy of recreating the sound form of words (165, pp. 42-43).
Moving on to the consideration of individual cognitive processes, we note that, of course, any cognitive process is carried out in a cognitive action, in which other cognitive processes are present in an explicit or hidden (unconscious) form. However, each of the cognitive processes has its own area of application, its own methods of implementation, and its own characteristics. Therefore, they can and should be studied separately from each other, and not in the unity in which they are actually presented in the mental life of a person.
Sensations and perception
Feel. Sensations are a reflection of the qualities of things, mediated by the activity of the senses; reflection of a separate sensory quality or undifferentiated and non-objectified impressions of the environment.
The physiological state of the sensory organ is reflected primarily in the phenomena of adaptation, in the adaptation of the organ to a long-term stimulus; This adaptation is expressed in a change in sensitivity - its decrease or increase. An example is the fact of rapid adaptation to one long-lasting odor, while other odors continue to be felt as acutely as before.
The phenomenon of contrast, which is reflected in a change in sensitivity under the influence of a previous (or accompanying) stimulus, is also closely related to adaptation. Thus, due to contrast, the sensation of sour is intensified after the sensation of sweet, the sensation of cold after hot, etc. It should also be noted that the receptors have the property of delaying sensations, which is expressed in a more or less long aftereffect of stimuli. Just as a sensation does not immediately reach its final meaning, it does not immediately disappear after the cessation of irritation. Thanks to the delay in the rapid succession of stimuli one after another, the merging of individual sensations into a single, coherent whole occurs, as, for example, in the perception of melodies, films, etc. (217, p. 93; 216, p. 185, 191).
A qualitative characteristic of a sensation is its modality, that is, the specificity of each type of sensation in comparison with others, determined by the physicochemical characteristics of those stimuli that are adequate for a given analyzer. Such specific modal characteristics, for example, of visual sensation are, as is known, color tone, lightness and saturation, and auditory - pitch, loudness and timbre, tactile - hardness, smoothness, roughness, etc.
Municipal educational institution "Srednekibechskaya secondary school" of the Kanashsky district of the Chechen Republic
student of the Municipal Budgetary Educational Institution "Srednekibech Secondary School"
Semenov Dmitry Evgenievich
Classroom teacher
Spiridonova Liana Alexandrovna
Relevance.
Each person is unique and unrepeatable in his individuality. Individuality is the unique identity of an individual person, the totality of characteristics inherent only to him. Individual characteristics include the originality of sensations, perception, thinking, memory, imagination, particular interests, inclinations, abilities, temperament, and personality. Their specific combination creates a unique integral structure of the experiencing and acting individual. It is believed that education should be based as much as possible on individuality. An individual approach to education is based on deep knowledge of personality traits and his life. As a result of systematic and regular study of his students with the help of a diagnostic card, the teacher creates a clear idea of the character of each student, his interests and abilities, the influence of his family and immediate environment on him, gets the opportunity not only to explain the child’s actions, attitude towards certain subjects and teaching in general, but also to set actual pedagogical tasks aimed at neutralizing and overcoming negative and developing positive qualities of the child’s personality.
This program helps solve one of the current problems - an individual approach and assistance to each student, the development of individual abilities to demonstrate the personality of each student.
Explanatory note.
This program is designed for the individual development of Dmitry Semenov’s student. This student was not chosen by chance. Already from the beginning of 1st grade, I noticed that Dima had difficulty managing his feelings, he was too emotional. In addition, he exhibits hyperactivity, he cannot sit still calmly, desperately gestures with his hands when talking, and is easily distracted. There are also suspicions that the boy suffers from dyslexia and dysgraphia.
Validity of the program.
As they begin school, some children suddenly develop difficulties with reading and writing. The guys find themselves at odds with the Russian language, although they do well in mathematics and other subjects where, it would seem, more intelligence is required. These “smart” ones, but lacking verbal talent, are sooner or later referred to a child psychiatrist.
Persistent reading impairment is called DYSLEXIA, and writing impairment is DYGRAPHIA. Often both types of disorders are observed in the same child, but no one finds signs of mental retardation in him.
DYSLEXIA occurs 3–4 times more often in boys than in girls. About 5-8 percent of schoolchildren suffer from dyslexia. There is a genetic predisposition to the presence of this defect, as this disorder is observed in several members in individual families. Reading disabilities often become apparent by 2nd grade. Sometimes dyslexia is compensated over time, but in some cases it remains at an older age.
Children with dyslexia make mistakes when reading: they skip sounds, add unnecessary ones, distort the sound of words, their reading speed is low, children change letters in places, sometimes miss the initial syllables of words... The ability to clearly perceive certain sounds by ear and use them in speech often suffers. own speech, reading and writing. In this case, the ability to distinguish similar sounds is impaired: “B–P”, “D–T”, “K–G”, “S–Z”, “Zh–Sh”. Therefore, such children are very reluctant to complete tasks in the Russian language: retelling, reading, presentation - all these types of work are not given to them
Dysgraphia due to impairment of language analysis and synthesis.
This is the most common form of dysgraphia in children suffering from written language disorders.
The main diagnostic criteria for writing disorders include:
Presence of specific errors in written work. These are omissions, substitutions, rearrangements, underwriting of letters, syllables, words; errors in stressed syllables, errors in indicating softness in writing; mirror spelling of letters or other distortions of letters, especially rare or capital letters; lack of capital letter and period in a sentence; continuous writing or a word break, unreadable handwriting, sharp fluctuations in handwriting (from small to large), failure to respect the margins of the notebook.
Purpose of the program:
Providing conditions for instilling in a child moral, tolerant, intellectual and physical qualities, thanks to which he will be capable of creativity and independence.
Tasks:
Education of the individual in the spirit of modern requirements for humanity, tolerance, combining: love for people, for all living things, mercy, kindness, and the ability to empathize;
Creating favorable conditions for an atmosphere of equality in the team of which the child is a member;
Stimulating curiosity, independence, honesty, personal initiative;
Formation of the need for healthy image life;
Involving parents in extracurricular and extracurricular activities.
Expected results
1. A creative personality, which is characterized by: the desire to develop one’s abilities and interests; desire for self-realization; desire for an active life position. Personal growth of the student in the classroom.
2. Improving the quality of a student’s education, developing a broad horizons.
3. Formation of moral, physically and psychologically healthy, strong personality.
4. Active participation of the child and parents in extracurricular and extracurricular activities school events.
Stages and timing of the program:
Stage I – organizational and preparatory(September, 2012 – December, 2012) - 1st grade;
Stage III - correctional and developmental(September, 2013 - March, 2016) -2,3, 4th grade;
Stage IV – final: reflective and analytical(April, 2016 - May, 2016) - 4th grade.
The main principles of the program are:
Taking into account modern requirements;
taking into account age characteristics;
Availability;
subsequence;
consistency;
efficiency;
person-centered approach;
combination of individual and collective forms of work in practical activities.
Basic methods of work to implement the program:
- conversations, quizzes aimed at developing personality traits and qualities;
- questionnaires, tests to diagnose various parameters;
- Exercises to develop specific qualities;
- Excursions, trips with class;
- Attending subject lessons for the purpose of observation;
- Individual and group lessons;
- Conversations with parents, family visits;
- Collective labor activity in the classroom, at school.
- Risks during program implementation
1.Decreased student performance.
2.Fatigue of the student, deterioration of his health.
3. Excessive psychological tension of the student.
4. Misunderstanding on the part of parents, subject teachers, classmates.
Risk Elimination Strategy
1.Individual work with a student: teach them to evaluate their successes and shortcomings, increase their self-esteem, and build tolerance.
2.Individual work with teachers working in a given class. Psychological and pedagogical education of parents.
3. Active interaction with a social educator, school psychologist and other specialists.
4. Use of health-saving technologies.
Areas of work to correct dysgraphia:
Development of spatial and temporal concepts
Development of phonemic perception and sound analysis of words
Quantitative and qualitative enrichment of the dictionary
Improving syllabic and morphemic analysis and word synthesis
Mastering the compatibility of words and conscious construction of sentences
Enriching students’ phrasal speech by introducing them to the phenomena of polysemy, synonymy, antonyms, etc.
Stages of program implementation.
Stage I – organizational and preparatory
Target : collection and analysis of information, identifying the characteristics of the child’s development and self-esteem.
Methods : interview, questionnaire, study of documentation, observation.
Activities at this stage:
Event | Responsible | Dates |
Familiarization with medical card child. | Classroom teacher | September 2012 |
Registration of the student's personal file. | Classroom teacher | September 2012 |
Conversation with parents. | Classroom teacher, social teacher | September 2012 |
Home visit. | October 2012 |
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Observation of the child’s adaptation to school, during lessons, during breaks, walks, and extracurricular activities. | Class teacher, social teacher | September - December 2012 |
Class assignments. | Classroom teacher | October 2012 |
Expected Result: a complete picture of the child’s personality.
Stage II - diagnostic
Target : psychological and pedagogical study of the child, identifying problems, drawing up a plan for the child’s individual development based on diagnostic data.
Methods : questionnaires, testing, psychological and pedagogical diagnostics, observation.
Activities at this stage:
Identification of individual characteristics of a child’s personality
Health status | Physically healthy, but hyperactive. |
Family composition | The family is complete, prosperous, financially secure. |
Educational and cognitive opportunities | Curious, eager to learn a lot. |
Attitude to educational activities | Dislikes reading and writing. |
Anxiety | Average |
Strong-willed qualities | Weak-willed, susceptible to other people's influence. |
Temperament | Sanguine. |
Attention | Unstable |
Memory | Slow to remember, visual memory predominates. |
Thinking | There are the makings of creative thinking. |
Speech | Slow |
Imagination and creativity | At a high level |
Position in the team | Accepted |
Labor activity | Reduced |
Behavior at school | Violates discipline, runs, screams. |
Attitude towards others | Tolerant |
Psychological and pedagogical card of the student
1.General information about the child:
Semenov Dmitry, 8 years old
Date of birth: 06/29/2005.
2nd grade student
General physical development is normal, that is, corresponds to the age norm;
Health status: normal, basic health group
Psychological atmosphere in the family:
- Parents: mother – Semyonova Tatyana Aleksandrovna, higher education; father - Semyonov Evgeniy Valerievich, policeman.
- Family type: complete, prosperous.
- The nature of the relationship between parents and child: trusting.
- Organization of the work schedule: the mother controls her son, since he himself constantly forgets all the assignments.
2. Relationship with the team and attitude towards the school:
- IN Dima has been studying at this school since the first grade, enjoys authority among many children, but is not a clear leader;
- Relationship with classmates: communicates with everyone, but is especially friendly with Kostya Alexandrov. I'm happy with my position in the class.
- Reacts adequately to teachers' comments.
3. Teaching:
Dima can study well in all subjects except Russian and his native language. Dima can independently play, draw, perform homework, but doesn't like to read. He prefers to design from paper and do origami, but the boy has lost the motivation to study. He needs attention and approval from an adult. He can complete written assignments independently, but with grammatical errors, and oral assignments require supervision, as he has difficulty reading.
4. Labor:
The attitude towards work is respectful, fulfills all instructions, but requires attention and approval. He treats public assignments conscientiously, but due to instability of attention, he quickly forgets about them.
5. Features of behavior:
He behaves lively, can get into fights with classmates without noticing it, but reacts adequately to comments;
6. Characteristics and temperament:
Dima has the following personality traits: in relation to work -good faith, in relation to studies - may forget to do homework or do it carelessly, forget a notebook or diary, in relation to people - kindness, responsiveness, respect for elders and girls. Shows the characteristics of a choleric-sanguine person, is very mobile and emotional, requires attention, approval and control from adults, gets tired of prolonged monotonous activities.
Conclusion: The child has difficulties with reading and writing,
although they do well in mathematics and other subjects where, it would seem, more intelligence is required.
There is also hyperactivity, he cannot sit still quietly, desperately gestures with his hands when talking, and is easily distracted. Cannot fully express his thoughts and feelings in speech.
- Help realize oneself in educational and social activities.
- Develop confidence and independence.
- Provide conditions for the student’s personal growth in the classroom.
- Try to help develop oral and written speech.
- Encourage personal initiative.
Stage III - correctional and developmental
Target : implementation of an individual development program (conducting events and activities that contribute to the achievement of set goals)
- Methods: methods of forming consciousness - Belief:
- Story;
- Explanation;
- Clarification;
- Ethical conversation;
- Instruction;
- Example.
Methods of organizing activities and forming behavioral experience - Exercises:
- Accustoming;
- Pedagogical requirement;
- Order;
- Educational situations.
Incentive methods - Motivation:
- Encouragement;
- Punishment;
- Competition.
Activities at this stage:
p/p | Main directions of student development | Forms, techniques, methods of work | Expected result |
Formation cognitive interest |
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Formation of specific qualities. |
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Development of abilities in academic subjects |
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Speech development. Learning to speak Russian | Work according to the textbook:
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Development of communication skills, formation of tolerance |
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Fostering collectivism |
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Nurturing hard work |
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Introduction to a healthy lifestyle |
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Stage IV - final
Target : generalization of results,analysis and evaluation of results based on comparison of expected results with received ones.
- Methods: analysis, comparison, comparison.Map creative achievements student, intermediate diagnosis, progress monitoring, interview with parents, creating a situation of success.
Activities at this stage:
Mapping a student's achievements:
diagnostics of student cognitive activity;
diagnostics of interpersonal relationships;
psychological health diagnostics;
research of the emotional and personal sphere;
Expected Result:
- Participation in class and school-wide events;
- Improving the quality of knowledge in subjects;
- Development of reading skills;
- Improving literacy;
- Acquiring communication skills in a team;
- Increasing the level of education;
- Introduction to a healthy lifestyle.
The purpose of the program is to provide conditions for instilling in a child moral, tolerant, intellectual and physical qualities, thanks to which he will be capable of creativity and independence.
education of the individual in the spirit of modern requirements for humanity, tolerance, combining: love for people, for all living things, mercy, kindness, and the ability to empathize; creating favorable conditions for an atmosphere of equality in the team of which the child is a member; stimulating curiosity, independence, honesty, personal initiative; formation of the need for a healthy lifestyle; attracting parents to participate in extracurricular and extracurricular activities Program objectives:
1. A creative personality, which is characterized by: the desire to develop one’s abilities and interests; desire for self-realization; desire for an active life position. Personal growth of the student in the classroom. 2. Improving the quality of a student’s education, developing a broad horizons. 3. Formation of a moral, physically and psychologically healthy, strong personality. 4. Active participation of the child and parents in extracurricular and extracurricular activities. predicted results
THE PROGRAM CONSISTS OF FOUR STAGES: Organizational-preparatory diagnostic Corrective-developmental final
TASKS OF STAGES 1 STAGE 2 STAGE 3 STAGE 4 STAGE collection and analysis of information, identifying the characteristics of the child’s development and self-esteem. psychological and pedagogical study of the child, identifying problems, drawing up a plan for the child’s individual development based on diagnostic data. implementation of an individual development program (conducting events and activities that contribute to the achievement of set goals) generalization of results
METHODS OF STAGE DOCUMENTATION STUDY INTERVIEW OBSERVATION QUESTIONNAIRE
STAGE METHODS psychological and pedagogical diagnostics testing OBSERVATION QUESTIONNAIRE
Conclusion: The child has difficulties with reading and writing, although he does well in mathematics and other subjects where, it would seem, more intelligence is required. There is also hyperactivity, he cannot sit still quietly, desperately gestures with his hands when talking, and is easily distracted. Cannot fully express his thoughts and feelings in speech. Conclusion: The child has difficulties with reading and writing, although he copes well with mathematics and other subjects where, it would seem, more intelligence is required. There is also hyperactivity, he cannot sit still quietly, desperately gestures with his hands when talking, and is easily distracted. Cannot fully express his thoughts and feelings in speech.
Recommendations: 1. Help you realize yourself in educational and social activities. 2. Foster confidence and independence. 3. Provide conditions for the student’s personal growth in the classroom. 4. Try to help develop oral and written speech. 5. Encourage personal initiative.
Stage methods: Persuasion: Story; Explanation; Clarification; Ethical conversation; Instruction; Example. - Exercises: Training; Pedagogical requirement; Order; Educational situations. - Motivation: Encouragement; Punishment; Competition.
Formation of cognitive interest Formation of specific qualities Development of abilities in academic subjects Speech development Development of communication skills Fostering collectivism Fostering diligence Introducing a healthy lifestyle
METHODS OF STAGE progress monitoring interview with parents intermediate diagnosis comparison analysis
Intermediate diagnostics: diagnostics of the student’s cognitive activity; diagnostics of interpersonal relationships; research of the emotional and personal sphere; psychological health diagnostics;
A “difficult” child is not one
with whom it is difficult, and with whom it is difficult.”Explanatory note
In recent years, processes related to the stabilization of life have been taking place in Russia, but the consequences of the phenomena of previous years have not yet been overcome. The social background of raising children in modern Russia continues to remain unfavorable.
Child neglect, homelessness, crime, drug addiction are increasing every year, and there is a trend of increasing the number of children with deviant behavior. Deviations in a child’s behavior are the result of socio-economic and environmental instability of society, changes in the content of value orientations of young people, dysfunctional family and household relations, lack of control over behavior, and excessive employment of parents.
The students in my class are, in most cases, teenagers from prosperous, good families. But there are also from difficult, crisis families. And most often, it is the situation in the family that, in one way or another, is the root cause of a teenager’s problems at school, with friends, with adults, and also with parents. Antisocial state family relations, lifestyle and upbringing of a teenager in the family are direct factors in the formation of the personality of each teenager. In this situation, it becomes more and more obvious that the school as social institution, must be nurturing.
This program of individual development involves the creation of conditions that ensure the development of the student’s personality, the provision of psychological, social assistance and support, the formation of a common culture, and the assimilation of basic norms and rules of behavior. When forming such a personality, we, first of all, must see in him a person with an original personality, possessing the unity of spiritual, moral and legal duty
Purpose of the program: to form a socially adapted personality who can realize his abilities in educational, and in the future in professional activities, to educate an intellectual, spiritually rich and healthy citizen capable of social creativity, creating conditions for his self-knowledge, self-education and self-realization.
Program objectives:
- Create favorable conditions for mental, moral, physical, aesthetic development child's personality.
- To form in the student adequate modern level knowledge and level of education, a holistic picture of the world, adaptation of the individual to life in society.
- Form law-abiding behavior, respect for national and cultural heritage, civic responsibility, love for the Motherland and family.
- Create conditions for an informed choice of profession and continuation of in-depth study of subjects.
- Provide social and legal protection, psychological and pedagogical assistance.
- Formation of the desire for a healthy lifestyle as one of the main life values.
Rationale: The Individual Development Program was developed for the following reasons:
- The student is brought up in a complete family, where family scandals sometimes occur.
- The student was part of a “risk group” and often missed classes at school.
- The student is capable of higher achievements in the development of her personality and in her studies.
The program lasts 2 years.
Program participant– 10th grade student
Program principles:
1. Personally oriented principle:
a) the principle of adaptation (the student should feel at home at school, find his place in the class team);
b) the principle of development (holistic development of the individual: physical, intellectual, spiritual);
c) the principle of psychological comfort (removal of all stress-forming factors; creation of an atmosphere of liberation, relaxedness, an atmosphere of success, a feeling of moving forward, achieving a goal).
2. The principle of differentiation:
a) taking into account age characteristics and specifics of working with students;
3. The principle of dialogization:
a) the positions of an adult and a teenager are considered equal;
4. The principle of consistency and systematicity.
5. The principle of humanizing relationships in the classroom.
6. The principle of complexity (social educator, subject teachers, administration, class teacher)
Methods of work in implementing the Program
- individual conversations
- observation
- testing
- unfinished sentence method
- survey of parents and students
- student portfolio
- analysis of student participation in events
Timing and stages of program implementation:
Stage 1- organizational (start of training in 10th grade)
- drawing up an individual student card (Appendix No. 1);
- studying living conditions and drawing up a social map; (Appendix No. 2)
Stage 2- implementation of the program (grades 10-11)
The program is implemented in the following main areas:
1) "I and my family".
- developing respect for family members;
- raising a family man who loves his parents;
2) "Me and the law."
- organize the student's knowledge about criminal liability minors;
- develop students’ ideas about types of crimes;
- cultivate a sense of responsibility for one’s actions;
3) "Me and my personality."
- developing the need for self-education, nurturing one’s moral qualities as an individual (conscience, respect, honesty, empathy, assistance)
- creating conditions for self-knowledge with subsequent self-realization;
4) "Me and my knowledge."
- nurturing a conscious attitude to learning, developing cognitive activity, creating readiness for a conscious choice of profession;
5) "Me and Culture."
- nurturing a sense of beauty, developing creative thinking and artistic abilities;
- developing an understanding of the importance of art in the life of every person.
6) "Me and my Fatherland."
- nurturing a conscious attitude towards national property, loyalty to the traditions of the older generation, devotion to the Fatherland;
- fostering a sense of responsibility and pride for one’s country.
7) "Me and my health."
- promoting a healthy lifestyle and high level physical culture;
- fostering a desire to improve physical health.
Activities for the implementation of the program (Appendix No. 3)
Stage 3- monitoring of program implementation (1st half of 11th grade)
- analysis and diagnosis of the level of education and training (Appendix No. 4)
- student success card (Appendix No. 5)
Expected result of activity
- Successful development of the student as a well-rounded personality.
- The student’s assimilation of patriotic, civil, moral concepts and norms of behavior.
- Mastering academic disciplines to the extent provided for by the selected general curriculum.
- Develop the ability for self-realization and habits of self-control.
- Striving for a healthy lifestyle.
- Learn to build your life according to the laws of harmony and beauty.
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