In relation to learning, a number of researchers distinguish five groups.
The first group includes students who seek to acquire knowledge, methods independent work, to acquire professional skills and abilities, are looking for ways to rationalize educational activities. Educational activity for them is a necessary path to a good mastery of their chosen profession. They excel in all subjects of the curriculum. The interests of these students affect a wide range of knowledge, wider than that provided by the program. They are active in all areas of educational activity. The students of this group are actively looking for arguments, additional justifications, compare, compare, find the truth, actively exchange opinions with their comrades, check the reliability of their knowledge.
The second group includes students who seek to acquire knowledge in all areas of educational activity. This group is characterized by a passion for many activities, but they quickly get tired of delving deeply into the essence of certain subjects and academic disciplines. That is why they are often limited to superficial knowledge. The main principle of their activity is the best little by little. They don't put a lot of effort into specific things. As a rule, they study well, but sometimes they receive unsatisfactory grades in subjects that do not interest them.
The third group includes students who show interest only in their profession. The acquisition of knowledge and all their activities are limited to a narrow professional framework. This group of students is characterized by purposeful, selective acquisition of knowledge, and only necessary (in their opinion) for future professional activity. They read a lot of additional literature, study deeply specialized literature, these students do well and excellently in subjects related to their specialty; at the same time they show little interest in related sciences and disciplines curriculum.
The fourth group includes students who study well, but are selective about the curriculum, showing interest only in those subjects that they like. They attend classes unsystematically, often skip lectures, seminars and workshops, do not show interest in any types of educational activities and disciplines of the curriculum, as they professional interests not yet formed.
The fifth group includes loafers and lazy people. They came to the university at the insistence of their parents, either "for company" with a friend, or in order not to go to work and not get into the army. They are indifferent to studies, constantly skip classes, have "tails", they are helped by comrades, and often they reach the diploma.
Chapter 11
Adolescent attitude towards learning.
In this final chapter we will consider some features of the attitude of adolescents to education, which are grouped according to the following four subjects. The first of these concerns school evaluation. Here we will be interested not only in assessing the quality of the school education, but also those aspects that are associated with the socio-psychological climate in the school. The second is related to the characteristics of the motivation of educational activity, where, along with intrinsic motivation(“acquisition of knowledge”, “development of abilities”, etc.), we will also consider the significance of external motives (“approval of others”, “learning as compliance with the norm”, etc.) education, and in special value orientations regarding the preferences of the personal model of a school graduate. And, finally, the last story is connected with the educational plans of the respondents after they finish school. Here, of particular interest is the consideration of factors that both stimulate and block the desire of a teenager to continue education. These four plots: assessment of the quality of education, motives for learning, goals of education, educational plans - and structure the main thematic content of this chapter.
Anticipating the presentation of the main results of the study, let us designate two main lines of analysis. One of them is related to the identification of the peculiarities of the influence of gender, age and socio-stratification factors on the adolescent's attitude to learning. The other orients the consideration of the survey materials in the logic of comparing the adolescent's propensity for various kinds of deviations with his attitude to the above aspects of education (satisfaction with the quality of school education; study motives; goals; educational plans). In addition, we will also try to compare the features of the deformation of various components of educational activity with the academic performance of students.
11.1. School evaluation. To find out the peculiarities of the attitude of students to their school, we asked them two questions. One concerned fixing the general attitude in the modalities: “like”, “indifferent”, “not satisfied at all”, the other one was focused on identifying those specific aspects of school life about which students tend to express negative judgments.
The majority of respondents (72.3%) noted that they are satisfied with their school, “they like the school”. Almost every fifth person (19.0%) indicates their "indifferent" attitude towards it. And, finally, 8.7% of students recorded a pronounced negative attitude towards their school (“my school does not suit me at all”).
An analysis of the data obtained shows that adolescents' assessment of their school undergoes significant changes with age. Moreover, the most obvious transformations here occur at the turn of the 9th grade. So, if in the 7th grade 80.2% of the respondents give a positive assessment of their school (“I like it”), then among the ninth graders there are noticeably fewer such - 66.9% (p=.0001). In parallel with this, the number of “indifferent” people increases: from 13.8% in the 7th grade to 21.9% in the 9th grade (p = .0001), as well as those who “do not like the school at all”, respectively: 6 .1% and 11.2% (p=.0001). At the same time, it is characteristic that after the 9th grade, until the end of school, any significant changes in its general assessment almost never occurs among students.
Thus, at the turn of the 9th grade, the attitude of students towards their school changes significantly, which is expressed in a decrease in the proportion of those who give it positive marks, and in a clear increase in the number of adolescents who have a negative or indifferent attitude towards their school. In total, in the senior level of the school, the number of those who fix an “indifferent” or “negative” attitude is already almost a third.
Let us now consider the influence of social stratification factors. Survey materials show that among students from high-income families, the proportion of those who “like” school is higher than among adolescents from low-income families, respectively: 74.7% and 64.5% (p=.03). This indicates that teenagers from high-income strata feel more comfortable within the walls of the school. Note that the assessment of the school is also affected by such an indicator as marital status (full / not full family). Thus, among students whose parents are married, 74.0% say that they “like” the school, and among those whose parents are divorced, this number is 67.5% (p=.004). Let us add that adolescents from two-parent families are less likely than those who are brought up in single-parent families to record that the school “does not suit them at all”, respectively: 8.0% and 11.5% (p = .002). In other words, the trend is quite obvious: both economic well-being (family security) and the well-being of the family situation itself (full family) have a clear impact on positive attitude teenager to school.
It is clear that a positive attitude towards school is associated with academic performance. And this is true (see figure 11.1).
Figure 11.1 Attitude towards school among students with different academic performance (%).
As can be seen from the figure, the lower the academic performance, the smaller the percentage of students tend to give the school a positive assessment. Changes associated with an indifferent attitude towards school are also characteristic - the lower the academic performance, the more often we meet with such assessments. We repeat, the very connection between academic performance and the attitude of a teenager to school is expected, but it is by no means obvious. what in this case is the cause and what consequence. This theme special study. Here, it is important for us to fix the very fact of statistically significant differences in attitudes towards school among students with different levels of academic achievement in a large sample of respondents. Moreover, it should be emphasized that behind the school assessment lies a deeper layer of adolescent relations, fixing his “alienation” from school and educational activities.
And, finally, we add that, in addition to the factors listed above, the adolescent's attitude to school is also influenced by his tendency to various kinds of deviant forms of behavior. This is clearly evidenced by our results. Thus, among adolescents who smoke, use alcohol or drugs, the proportion of those who “like” the school they attend is significantly lower. Among those who smoke, they account for 58.0%, among those who use strong alcoholic drinks - 48.8%, among those who use drugs - 51.5%, while among non-deviant schoolchildren this number is 78.1% (p=.0004). And, on the contrary, among adolescents prone to deviation, there are almost twice as many “indifferent” to their school, as well as those who note that they are “dissatisfied” with their school.
In order to clarify the significance of various content aspects that influence the negative attitude of students towards their school, during the survey we asked them a special question about the reasons for dissatisfaction with the school. This question was answered only by those respondents who recorded either an “indifferent” or clearly expressed “negative” attitude towards their school. The answers are given in table 11.1.
Table 11.1. Reasons for student dissatisfaction with their school (% of those who expressed either “indifferent” or “negative” attitudes towards school)
Cause | General | Youths | girls | |
Lack of the desired specialization of the school, class | ||||
Poor organization of leisure | ||||
I didn't get along with my teachers. | ||||
Excessive level of requirements for my academic performance | ||||
Exaggerated demands on my behavior | ||||
Short professional level teaching staff | ||||
Absence or low quality of additional classes (circles, electives) | ||||
I didn't get along with my classmates. | ||||
Relations between my parents and teachers did not work out |
As can be seen from the data presented in the table, the most popular reasons for dissatisfaction with one's own school are "lack of the desired specialization of the school, class" and "poor organization of leisure." This is followed by a set of reasons related to the teacher: “relationships with teachers did not work out”, “inadequate assessment (of academic performance, behavior)”, “low professional level of teachers”, etc. In addition, almost every sixth, indicating the reasons for dissatisfaction with the school, refers to "bad relationships with classmates".
It is important to emphasize that the data presented in Table 11.1 capture precisely the conscious dissatisfaction of students with one or another specific aspect of the school's activities. However, this does not mean that the rest of the students are satisfied or clearly positively assess this or that aspect of the school's activities. So, for example, from the fact that 29.6% of schoolchildren noted poor organization of leisure activities, it does not follow that the remaining 70.4% are satisfied with this area of school activity. In particular, the answers of the respondents to a question specially raised by us about the positive aspects of the work of the school show that only 5.2% of students are satisfied with the organization of leisure at school. It is not 79.6%, but only 17.2% of students who positively assess the teaching staff of the school. Perhaps only "meeting with friends" is the most common positive moment when teenagers evaluate the school - 58.4%. But note that this one is in many respects pedagogically unmanageable and acts rather as a moment of self-organization of the life of the children's community within the walls of the school (as evidenced, in particular, by the first chapters of this book).
The table above shows the average data. It is important to emphasize that the significance of certain causes varies significantly in different age groups. Thus, if 21.9% of students in the 7th grade point to the “lack of the desired specialization of the school”, then in the 11th grade this aspect is noted by 36.8% of students (p = .001). In other words, with the transition to the senior level of the school, the absence of the desired profile of education turns out to be one of the central memonts that determine the negative attitude of the adolescent towards school.
Let's bring another characteristic example. Percentage of those students who indicate that they are not satisfied professional training teachers, increases significantly from the 7th to the 11th grade, respectively: 16.0% and 26.9% (p=.009). At the same time, the proportion of those who, when evaluating a school, tend to focus on the nature of interpersonal relationships with teachers (“did not work out”) decreases: in the 7th grade, 33.7%, and in the 11th grade, 15.4%, (p =. 0001). Thus, an analysis of the age-related dynamics of changes shows that in the senior level of the school, the teacher is assessed by students primarily as a professional, a person competent in this field of knowledge. At an earlier stage of education (younger adolescence), interpersonal relationships with teachers are more important for them.
On the whole, an analysis of the age-related dynamics of changes shows that when evaluating a school with age, the educational aspects of the school's activities (specialization, professional level of teachers) become more and more important for students.
Of particular interest in this regard is the comparison of the responses of students with different levels of academic achievement. Since the vast majority (87%) of the “excellent students” expressed a positive attitude towards their school, and the group with negative marks is not statistically significant here, let us turn to a comparison of the answers of those who study without triples (“good students”) and those who study into triplets ("triples"). An analysis of the materials shows that among the "good" students, much more often than among the "three" students, the following are noted as reasons for dissatisfaction with the school: "lack of the desired specialization of the school, class" (respectively: 37.5% and 27.1%, p = .0003 ); “low professional level of the teaching staff” (26.4% and 16.5%, respectively, р=.005); “poor organization of leisure” (39.0% and 23.5%, respectively, р=.00001). “Three students” more often fix aspects related to relationships: “relationships with teachers did not work out” (33.2% and 16.7%, respectively, р=.00001); “overestimated level of requirements for my academic performance”: 26.4% and 18.2% (p=.01); “an overstated level of requirements for my behavior at school” (respectively 25.9% and 18.2% p=.01).
Thus, the presented data allow us to conclude that schoolchildren with more high level students of academic performance tend to be more critical in assessing the actual educational and upbringing aspects of the school's activities. In other words, educational activity acts as a central semantic component, in relation to which the shortcomings of the school are characterized in connection with the quality provided by it " educational services» (specialization, organization of leisure, professionalism of teachers). Students with low academic performance, on the other hand, more focused on the socio-psychological climate in the school and the nature of their relationship with the teachers of the school. At the same time, as the most significant and significant aspects, an overestimated level of requirements is fixed either to their academic performance or to behavior. It is important to note that here we record not only the appeal of a teenager to inadequacy his grades by the teacher, but also the fact that he is emotionally dissatisfied with such an assessment, considering it unfair and “understated” (that is, the requirements of the school, on the contrary, are overstated). In other words, at the level of sociological research, psychological defensive reaction low-performing student to his low status in educational activities. Moreover, low academic performance also reduces the actual social status, causing the experience of one's social failure at school as social institution generally.
In addition to academic performance, of particular interest is the analysis of the responses of students prone to various kinds of deviations about the shortcomings of the school. In this regard, we can assume that here we will encounter a different semantic position that structures the responses of this group of adolescents. And, indeed, the peculiarity of this position manifested itself in a peculiar complex of precisely those parameters that characterize the sphere of social interaction of both a teenager and his family with the school: interpersonal conflicts with teachers, a defensive reaction to the requirements for behavior at school and the lack of mutual understanding between parents and teachers. Thus, deviant students more often motivate their dissatisfaction with their own school by the fact that they “did not develop relationships with teachers”: among those who smoke, 33.7%, drink alcohol - 32.5%, among drug addicts - 43.8%, among non-deviant adolescents - 19.8% (p=.05). More often they also point to “an overestimated level of requirements for behavior at school”: among smokers - 32.6%, among those who drink alcohol - 45.0%, among drug addicts - 31.3%, and among non-deviant adolescents - 15.4% ( p=.03). And, finally, they more often record that “their parents did not have a relationship with teachers”: among those who use strong alcoholic drinks - 20.0%, and among non-deviant adolescents, the share of such answers is only 4.7%. Thus, we see that the deviant teenager "assesses" the negative aspects of the school precisely through the prism of the existing social relations focusing on the “inadequacy” of social assessments.
11.2. Motivation for learning activities
In order to identify the content features of the motivation for learning activities during the survey, respondents were asked a special question "about the reasons that motivate them to study." At the same time, the options for the proposed answers were structured in relation to different content modalities: getting an education as an opportunity for social advancement; study as a value associated with the acquisition of new knowledge; study as a means of self-development (“learning to learn”); study as a means of self-determination (“the desire to decide what knowledge will be useful in the future”); study as a means of raising one's own status in the microsocial environment (among peers, parents, teachers); engaging in educational activities due to the need to maintain social norms, moral regulation (“every person must learn”). The data obtained on the significance among adolescents of certain motives for learning are shown in Table 11.2.
Table 11.2. Distribution of students' answers about the motives of learning activities (%)
Motivation | General | Youths | girls | P= |
To get an interesting, prestigious, highly paid job in the future | ||||
Desire to gain new knowledge | ||||
The desire to decide what knowledge will be useful to me in the future | ||||
Duty and responsibility, I believe that every person should learn | ||||
Joint activities and communication in the learning process | ||||
Desire to learn on your own | ||||
The desire to gain the respect of peers, to occupy a certain position in their eyes | ||||
The desire to get the approval of others (parents, teachers) | ||||
Nothing really motivates me to study. |
As can be seen from the data in the table, most often engaging in educational activities is motivated by a pragmatic orientation: "getting an interesting, prestigious, highly paid job in the future." In our opinion, this is very indicative and indicates that the education itself is considered by adolescents as an "elevator" that provides the possibility of social advancement, the possibility of "upward mobility" (Sorokin, 1992).
At the same time, it is important to pay attention to the fact that, in general, the high importance of the motivation for learning for the “future life”, the realization of the planned life prospects does not correspond to the place that is given to learning in the “real” microsocial environment of a teenager. Indeed, to study as "the desire to get respect peers”, only 9.6% indicate to occupy a certain position in their eyes. Almost as insignificant for a teenager as a motivating factor and positive evaluation from the side of adults - on " OK people around, parents and teachers” indicates 8.4%. In other words, here we fix a rather peculiar conflict between future and present: learning activity is “significant for the future”, but not significant for the real microsocial context of relations.
Teenagers are one of the most vulnerable age groups. They experience the rapid growth of the body, hormonal surges, at the same time they strive to join the world of adults through bad habits and reject its values. Changes are experienced not only by the body, but also by the soul. very vulnerable: they experience the betrayal of friends or parting with a partner much harder than adults. At the moment of reconsidering their attitude to the world around them, they can also change their attitude to learning for the worse.
When a child goes to first grade, he perceives school lessons with great interest. But after a while, he may encounter spelling or math difficulties and experience stress from the excessive complexity of assignments. The older the student, the less he likes to study.
The lack of interest in learning among adolescents is a serious problem not only for parents, but also for teachers and psychologists. Today's seventh graders practically succumb to pressure, and the authoritarian parenting style no longer works with them. Therefore, many adolescent psychologists recognize that the methods that worked for previous generations are ineffective today. Getting teenagers a future profession is still a rather distant prospect, and the “unenviable” fate of the “janitor” scares them a little.
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Teaching is light. Alas, not all people are easily trained. It happens that a person is both smart and educated, but it is not given to him, for example, English language. Sitting for days at a textbook and a dictionary, a person loses faith in himself, thinking that he is stupid, but in fact, everything is not at all like that. It’s just that the methodology of self-learning and motivation is not universal enough. You have to program yourself to be positive. attitude to learning so as not to turn training into hard labor.
Firstly, in the very question: how to force yourself to study, the wrong motivation is already hidden. The verb "force" has a destructive effect on the human psyche. There are people who will do work of any complexity and severity until they are forced to do the same work in a command tone. What to do? You just need to replace the verb "force" with "interest". As they say: the best job is a well-paid hobby. But, believe me, sometimes interesting work brings pleasure without pay. The main thing is to be calm and satisfied with the result of your work. Studying is the same work, and it can be classified as work for the sake of pleasure, and not for the sake of material well-being. Of course, in the future it will be much easier to provide yourself with material benefits, using the knowledge gained.
How to develop a productive attitude towards work without making sacrifices and infringing on your free and busy time? Try to combine leisure and work day. If you are teaching foreign language, buy multi-colored stickers, stick them around the apartment, after writing the words, transcriptions, pronunciation and spelling rules. This will help not only develop the ability to learn the language, but also visual perception is improved as much as possible.
Equip yourself comfortably workplace . Of course, if you're sitting at the kitchen table trying to remember historical dates and events, and you are surrounded by dirty dishes, radio and the squeal of a neighbor's child under the window - there can be no question of any working environment. But comfort contributes to peace and harmony, in which you want to live, study and work. In this way, a loyal attitude to learning is provided to you.
Give yourself a set: none social networks ! Have you ever noticed how quickly time flies when it's spent scrolling, liking and viewing hundreds of photos of a girlfriend who got married? Imagine how many important and useful things you could do if you didn’t waste time on the Internet. Abstract from everything that takes your time and distracts from the main work. You can set aside a couple of hours for study. But then what a wonderful feeling of satisfaction when the job is done and the necessary knowledge is obtained.
Think of some kind of reward for your work. It is not necessary, after studying one paragraph, to run around the boutiques and do grandiose shopping. Treat yourself to something tasty or start saving money on a small bill for a thing that you have long wanted, but did not find the time to purchase. For example, you want a book, but there is no time to go to the store for it. Find out the cost of the book, divide by seven days. The resulting amount every day, after a patient and interesting learning process, set aside in the box. And on a day off, go for a long-awaited purchase. It will be a great reward for work and a great useful motivation.
Don't worry if you can't study. It cannot be that you are unteachable. You're just bored and uninterested. The humanist looks at mathematics with horror until he figures out how to make mathematics humanitarian. It is easy, it is only important to reconsider the science and adjust it in your own way.
Remember that you should not be worried about the question “how to force yourself to study”, but “how to study with pleasure and interest”. The best reward for your work is self-development. Be demanding and attentive to yourself, develop an attitude to learning with the right methods, replacing painful patience with interest.
Formation of the student's attitude to learning.
Coming to school, a child experiences many psychological difficulties of adaptation, associated both with a change in his social position and getting used to interacting with new adults - teachers. Especially important role in ensuring the quality of the child's school life belongs to the primary school teacher. The first teacher is an enduring phenomenon. It enters the inner world of the student and forever becomes a part of life, the personal biography of each person. The attitude of the child to all subsequent teachers and the formation of many personal qualities of an adult depends on what the first teacher will be.
The current first-graders will have to spend the first four years in the company of their teachers. school years. During this time, with the direct participation of the primary school teacher, many psychological neoplasms will form in each child, the image of the first teacher will forever be "embedded" in the structure of the student's personality. Whether the child will experience happiness or, on the contrary, fear from communicating with the first teacher - his psychological well-being throughout his school life will depend on this.
The author considers it necessary to consider the relationship between ethics pedagogical activity teachers primary school and psychological status of his students. On the example of their own research on the attitude of students lower grades to teachers, we will illustrate the negative impact various violations ethics of pedagogical communication by teachers elementary school on the psychological and pedagogical status of their students and on the relationship of teachers with parents of schoolchildren.
It seems to us that the topic being raised is very important. Because for last years The social position of the elementary school teacher has undergone significant changes. If we judge the value of the pedagogical work of elementary school teachers for society by its material payment, then this is one of the most "unnecessary" professions. Trying to somehow adapt, some teachers today are trying to directly transfer the economic relations of the social macro environment to the micro environment. pedagogical interaction with students, "working exactly as much as we are paid", commensurate the degree of "benevolence" to a particular child with the amount of material reward received from his parents. Yes, and many parents are sincerely convinced that "one cannot demand much from a modern teacher. In these circumstances, teachers who are guided in their work by the traditional values of morality equal for all students find themselves in the position of socially naive" eccentrics "who do not feel the current moment.
how modern teacher not to exchange his high social vocation for a series of petty nit-picking and a string of pedagogical faux pas in relation to his students, caused, among other reasons, by resentment at his difficult financial situation? How not to cross the fine line between what is sometimes acceptable and what is always morally condemned in everyday communication with a child? Specialists from different fields should be invited to talk about this: teachers, educators, psychologists. philosophers. The author offers the view of an elementary school teacher.
The work of a teacher belongs to the group of such socially significant occupations, in which professional morality occupies a particularly important place. Everything that we will talk about below, of course, fully applies to the work of each school teacher and not just primary school teachers. However, the primary school teacher is the first representative of the pedagogical workshop who meets the child at school. He shows the child the most memorable patterns of teacher behavior and impact. If the teacher high school and may believe that he is directly engaged, mainly, in teaching schoolchildren, and educates them only indirectly, then the primary school teacher is directly faced with the educational task of instilling in the child the norms and rules of attitude to educational activities and to himself, interaction with teachers and peers.
The subject of the labor activity of a primary school teacher is the student's human personality itself. By the nature of his activity, the teacher comes into direct contact with the student and his parents, influences their lives, interests and destinies. This means that moral labor losses in the profession of a primary school teacher and their material results are manifested in the life of other people and, therefore, are especially difficult to directly calculate. It is also important that labor activity teacher is not amenable to exhaustive previous regulation, does not fit entirely within the framework of service instructions and technological templates. To the general labor duties of a teacher is always added an element of relationships with people - the objects of his activity.
The obligation of professional morality gives the teacher's work specific features; distinguishing it from a number of "human science" professions. The specificity of the teaching profession lies in the fact that it serves the holistic process of socialization of the student's personality; professional activity is directed here at a person as a goal, at the formation in him of high social and personal qualities. Since the teacher's activity means an obligatory "invasion" into the inner world of the child, moral responsibility to him and society acquires here crucial. That is why in society there is a special interest in the control and correction of professional pedagogical activity by certain moral norms that guide the consciousness and behavior of the teacher.
One of the main tasks of professional pedagogical ethics is to form and educate the personality of a professional, to “provide” a specialist teacher with special professional and moral knowledge that helps in the performance of his socially and humanly significant duties.
Moral rules in the teacher's work facilitate the establishment of formal and informal relations between him and his students. Philosopher K. Neshev believes that "Pedagogical ethics should develop such patterns of activity and behavior of a specialist teacher that would guarantee the most accurate and humane orientation in the formation of the most intimate mechanisms of the emerging human personality, the young generation. After all, pedagogical ethics provides a conscious process of moral education of the individual , such an educational impact, through which morality - through the activities of a specialist teacher - develops moral norms, principles and values in other individuals, reproduces morality in the conditions of this specialized activity.
Professional and moral due functions in the teacher's work as requirements and rules of labor discipline. Discipline in the work of a teacher is manifested not only as general requirement, due to the laws of pedagogy and the rules and work schedule, but also as an internal personal requirement, I.e. like self-discipline. In daily teaching practice a primary school teacher has many situations that are not prescribed by any official standards, but require a moral and ethical choice, when the teacher is faced with the question: “Can I do this or not? " This is where self-discipline should come to the aid of the teacher, perceived by him as a system of moral prohibitions imposed on his behavior. After all, if a secondary school student who does not agree with the actions of the teacher, one way or another can object to the teacher, then the primary school student will take even the most careless actions of his teacher from a moral point of view for granted.
Primary school employees are well aware of such colleagues, whose activities, from a formal point of view, cannot be faulted: they clearly comply with the prescribed curriculum, carefully and on time draw up all the documentation, consider themselves "strict but fair teachers." However, when the enrollment in the first grade begins, the parents of future first graders, having heard about them, for some reason try by any means to "save" their own children from the society of these teachers.
It is often not always clear to teachers what criteria of the psychological state of the child at school they should be guided by. It seems that one of the successful models for analyzing the psychological well-being of a child in elementary school can be the so-called psychological and pedagogical status of a schoolchild. A great merit in the scientific development of this concept belongs to the psychologist M.R. Bityanova. The psychological and pedagogical status of a student, according to her definition, “is a system of characteristics mental state and behavior of the child, important for his successful learning and development. These are the characteristics cognitive sphere, emotional-volitional and motivational development; the system of the child's relationship to the world, himself and significant forms of activity; features of behavior in educational and extracurricular school situations.
Particularly important components of a successful psychological and pedagogical status of an elementary school student are as follows:
1. Attitude elementary school student to oneself - a stable positive assessment of oneself as a skilled, knowledgeable student, able to achieve a lot, an adequate level of claims.
2. Attitude towards significant activities - emotionally positive perception of the school and teaching.
3. A stable emotional state at school - the absence of contradictions between the requirements of the school (teacher) and parents, the requirements of adults and the actual possibilities of the child.
4. Activity and autonomy of the child's behavior - independence in cognitive and social activities.
5. Interaction and relationships with teachers - establishing adequate role-playing relationships with teachers in the classroom and outside the classroom, showing respect for the teacher, emotionally positive perception of the teacher's personality by the child, the system of their relations with teachers and educators.
6. Interaction of the child with peers - possession of techniques and skills for effective interpersonal communication with peers; establishment of friendly relations, readiness for collective forms of activity, ability to resolve conflicts peacefully.
7. Mental performance and the pace of mental activity - the ability to work with concentration on a learning task, to work at the same pace with the whole class.
8. Formation of the most important aspects of the cognitive sphere - the ability to highlight learning task and turn it into the goal of activity, the formation of an internal plan of mental actions, etc.
So the observations carried out showed that due to the systematic unethical behavior of a teacher for an elementary school student, the following adverse consequences may occur.
Firstly, initially the psychological and pedagogical status of the child, developing in an unsatisfactory psychological climate, acquires the features of inferiority: the student develops a chronic negative attitude towards himself, persistent disbelief in his ability to be a successful student, emotional rejection and fear of the teacher appear, school anxiety, learning activity and behavioral autonomy are blocked.
Secondly, the destruction of the previously established relatively favorable psychological and pedagogical status of the student can be observed, for example, when open disagreements arise between the teacher and the parents of the student or when the child is transferred to a new school team.
The unfavorable development of the student's psychological and pedagogical status begins with the emergence of a negative attitude in the younger student towards himself as inept and, in principle, incapable of learning. It is necessary to recall the well-known position developmental psychology that the personal self-esteem of the child in the younger school age almost entirely depends on the assessments given to him by subjectively significant adults, primarily teachers. Children take on faith and, without special internal processing, appropriate everything that they hear from the teacher about themselves: his assessment of educational activities, diligence, abilities, personal qualities. Along with this, the ability to critically compare their own achievements with the successes of their peers comes to the child as early as preschool age. So already a first-grader can clearly see the difference in the quality of his work and the work of his peers. Intrusive reminders on the part of the teacher about his mistakes and inconsistency will certainly lead to the fact that he will lose faith in his ability to perform the assignment correctly.
It is well known that one of the most important functions of emotions - regulating - is capable of activating or paralyzing a certain activity. Positive emotions of joy, satisfaction from what has been done academic work encourage you to do it again and again. Negative emotions of shame, fear, resentment associated with learning destroy this very activity, and by no means contribute to its successful flow. The memory of brightly colored emotional experiences is perhaps the most stable. Often a person completely forgets what was the cause of his unrest, but remembers the experience itself and his emotional feelings in it. So, for example, a child fixes not on the essence of the mistake made, but on the fact that he was reprimanded for this mistake. Therefore, the more the teacher scolds the children, trying to get them to do their best, the worse the results will be in general. Swearing at the student only at the very beginning and briefly spurs his activity, but in the future creates in the child a persistent feeling of hopelessness and hopelessness.
Gradually, the younger student transforms his own negative self-esteem into an emotionally negative attitude towards school and learning. The school turns from an attractive object for the student into a place where he is reminded every time how inept, lazy, stupid he is. And study becomes the activity in which the student is haunted by failures alone. From here, it is not far to the consolidation of an extremely unstable emotional state in the child at school. Unnecessarily critical assessments and excessive demands that exceed the child's capabilities imposed on him by the teacher, sooner or later inevitably come into conflict with the opinion and expectations of the student's parents. The consequence of this is the emergence of persistent contradictions between the critical assessments given to the child at school by the teacher and the assessments given to him by his own parents at home. Parents are not at all obliged to agree with the teacher's opinion that their child is "an unlearned cretin, devoid of diligence, diligence and parental supervision."
Modern young parents are sometimes in a difficult situation. Often the child they send to school is the first and only one in the family. They have no real experience in teaching and raising their own children, and parents tend to trust the experience and knowledge of the teacher. At first, inexperienced parents diligently try to force their child to fulfill the teacher's inappropriately high demands until they realize that something is wrong here. On the other hand, the democratization of public life has formed a stable parental opinion that even the smallest schoolchild must be shown individual approach and respect. Not observing proper respect for their child from a tactless teacher, parents are at a loss - how should they react, how is it pedagogically correct to explain to a crying child who refuses to go to school that “the teacher is not always right”? In a situation of disagreement, painful for a junior schoolchild, parents have no choice but to persuade the child: “Well, be patient a little more. Not long left ... "And what else can parents say to their child, who asks them:" Am I really as bad as the teacher says?
The entrenched unstable emotional state of the child at school inevitably leads to a decrease in activity and independence in the behavior of the younger student over time. With an unfavorable relationship with the teacher, the main motive for the child's school behavior becomes the desire to avoid failure. The child is not up to educational achievements, he is guided by an increasing unconscious desire to “hide and not stick out” - if only the teacher does not scold him once again.
School psychologists often have to meet with children who are in the presence of teachers in a state of severe depression. The child easily loses all spontaneous activity inherent in his age, demonstrates in his behavior an obsessive orientation towards an adult, and in the presence of “his” teacher, he becomes completely numb. Such a student is not able to establish adequate role-playing relationships with teachers in the classroom and outside the classroom. Moreover, the defect in role relations manifests itself in two main forms - excessive dependence, pseudo-discipline, characteristic of younger students, or, on the contrary, in avoidance and negativism towards the teacher in older students. When loyalty to a picky teacher no longer works, the child finds no other way to defend himself than defiantly ignoring the teacher's moralizing tirades. Usually, such behavior of a student even more "turns on" the teacher: in his claims to the children, he can no longer stop on his own and in time. The very study of the unfortunate child in such situations goes by the wayside for the ethically unrestrained teacher, being only an excuse for the resumption of nervous attacks on the personality of the student chosen as the "scapegoat".
The blaming position of the teacher in relation to some children who are not successful in educational activities poisons the psychological situation for all students of this class without exception. Emotions are contagious. Children cannot stand aside and ignore offensive statements intended for their classmates. Being witnesses of an unpleasant scene, children cannot intervene in it and respond to it in any adequate way. For some, the teacher's angry monologues cause fear that they may later be scolded as well. Others gloat to themselves that this time they are not scolded. In any case, both experiences do not contribute to the formation of favorable relationships between the child and peers. The psychological suppression of children by the teacher's tactlessness leads to a perverted formation of their methods and skills of interpersonal communication with each other: friendly relations are established mainly with the teacher's favorites, and the child pursued by him happens to be ostracized, turns into an outcast. With an intemperate teacher, children, as a rule, do not know how to resolve conflicts peacefully, they are not ready for independent collective forms of activity.
Teachers need to understand that some anxious children in situations of excessive tension experience a real emotional disorganization of thinking. The statements of the teacher that violate the ethics of pedagogical communication cause a breakdown in mental activity in children at the most crucial moment - when answering at the blackboard and during control works. This is all the more likely when, in dealing with a picky teacher, children are placed by him in a situation called by psychologists a double bond. Its essence is that the teacher transmits to the child two messages at the same time, one of which denies the other. At the same time, the child does not have the opportunity to speak out in order to clarify with the teacher which of them to respond to. Therefore, he is constantly in a state of uncertainty and cannot get out of the situation in which he has fallen without loss of inner dignity. Such programming of the child's behavior can lead to his detachment from reality and withdrawal into himself, to the appearance of appropriate psychopathological symptoms. An example of a teacher's statement containing a double link is the following address we heard from one of the teachers to the child, made at the end of the lesson: “Look at your class work! Compared to other guys, you have done nothing! What about your homework? At home they made you rewrite it ten times! That's why you did it right!" From this statement of the teacher, it is completely unclear to the child what to do: whether it is no longer necessary to try, fulfilling homework, or to agree that the class work is done very badly. In general, situations of double bonding are psychological traps set for the purpose of manipulating the behavior of other people: no matter how you behave and no matter what you answer, it will still turn out to be wrong.
Psychologists notice that a junior student transfers the system of expectations formed in relation to the main teacher to other teachers he meets at school. An elementary school student who is emotionally well in communication with the main teacher, as a rule, is open and sociable with other teachers and educators. A child with a low psychological and pedagogical status behaves quite differently. He, as it were, expects in advance from other teachers to humiliate his own claims to the role of a good student and unfavorable assessments of his personality. The matter is explained by the tendency of a pedagogically tactless teacher not to confine himself to commenting on a specific act of a student, but to extend it to the personality of the child, to recall all his misdeeds and mistakes from the moment he entered the first grade. The persistent persuasion of a child by an elementary school teacher of his human worthlessness brings terrible results.
Actually, the child's learning activity suffers in the situations we describe not directly, but indirectly through the child's own negative attitude towards it. Therefore, sometimes it happens that a child, in spite of everything, shows good academic success, turning, under the pressure of unfavorable circumstances, his school life in a hidden rivalry with the teacher. As a rule, the unspoken (and sometimes explicit) dispute between the parents of the student and his teacher. The former are trying with all their might to "squeeze" everything possible out of their child, and the teacher is trying to prove to the parents that they are right in terms of their child's low grades. A small student becomes in such a situation both a “battlefield” and a “hostage”. Often, the only favorable way to resolve a conflict between an elementary school teacher and a student's parents is to transfer the student to another class.
Our own research has shown the following psychological features in the perception of their teachers by younger schoolchildren: 1) elementary school students are completely uncritical about their teachers; 2) they tend to accept any behavior of their first teacher as the only possible and justified one. The younger student sees in the teacher some kind of embodiment of his parents; a teacher for him is the power that manages rewards and punishments, an authoritative source of knowledge, a senior comrade and friend. So, for example, more than 80% of schoolchildren in grades 2-3 completely trust their teachers, are satisfied with them, consider them fair people and answer that the teacher's word is law for them. Almost 90% of younger students do not doubt the correctness and necessity of the methods and means that teachers use in the classroom. (For comparison: when moving to the 5th grade, the number of positive answers to the same questions decreases by 20-25%!)
Emotional dissatisfaction with an unrestrained teacher is revealed not in direct negative assessments and children's complaints about him, but in the fact that when asked to describe the qualities of the best, from their point of view, teachers, elementary school students more often describe the qualities not of their class teacher, but of one of the others. teachers working with them in the classroom. But emotionally well-off elementary school students, describing the qualities of the best teacher, in the vast majority of cases talk about their main teacher. From all that has been said, it follows that the teacher’s head-on question to the child is: “Tell me, why don’t you like me?” - is the pinnacle of pedagogical faux pas.
The author, who has worked at the school for more than one year, is fully aware that the process of raising and educating children cannot do at all without censure and punishment by the teacher of inappropriate children's behavior. However, here it is very important to strictly observe a sense of proportion.
In conclusion, I want to give a few semi-serious signs that the situation with children is crossing the line of moral acceptability:
The analysis of the children's pranks at the break that has just ended lasts more than three minutes, torn off from the next lesson: for a longer time there is a chance of "starting up", getting personal and exposing their shortcomings for half a lesson.
Discussions with children of abstract moral and ethical topics end with the search for a specific student among the students who "embodies" the condemned qualities. "And what do you think, children, ... (student's name) what kind of person is he? So I think that ... evil (bad, etc.)"
Public appeals to the “opinion of the class” as an arbitrator on the personal relationships of the teacher: “You see, guys, how bad it is for the teacher ... (about himself in the 3rd person) entered (a) ... (name of a particular child )".
Speaking about the personality and actions of a student in the classroom in a manner that makes them appear absent or not noticed at all.
Any statements of the teacher aloud about himself in the third person mean "avoidance" of the personal "disclosure" of the teacher to the students, the desire to "hide" behind the "generally accepted" rules and norms of behavior.
The absence of any doubts about the correctness of their actions in relation to children and their parents. As soon as you say to yourself (especially to those around you): "My many years of experience allows me to judge and foresee in advance everything that will grow out of this student!" - so you have come to a dangerous line, beyond which your actions are hardly moral.
Appeal to students: "Tell me thank you for what I ... (the following is a list of what students should thank you for) .., for such a salary that I get here!"
A priori self-satisfaction with the quality of my own pedagogical activity: "I have been a teacher for ... (number) years, and my rich experience allows me to be confident in the absolutely high quality of everything that I, as a professional, do ... "
Each reader can independently continue the list of examples of violations of the ethics of pedagogical communication. Unfortunately, it is practically inexhaustible.
The main thing, from the author's point of view, which should always be remembered by everyone involved in the upbringing and education of children, is that the emotional component of the interaction between the teacher and the child is in the first place in shaping the student's attitude to learning. Teachers and educators are "registered" in the souls of students with a certain emotional sign. The child's attitude towards the teacher can be emotionally positive, neutrally detached, negative or contradictory. The last two types of attitudes towards the teacher are by no means conducive to successful learning. The way the psychological and pedagogical status of a younger student will be formed depends on his teacher. Even single unethical actions and statements of the teacher in the address of the child can negate the most painstaking previous work.