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 commanding tone. What to do? You just need to replace the verb "force" with "interest". As the saying goes: best job It's 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 delicious 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.
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 non-systematically, often miss lectures, seminars and practical classes, 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.
A complete collection of materials on the topic: attitude to learning from experts in their field.
The work of a teacher cannot be overestimated. A lot of responsibilities rest on the shoulders of the teacher. In addition to his main calling - to bring knowledge to the masses, which in itself is not easy - he also has to do a lot of paper work: prepare plans, check notebooks, keep journals, and do methodical work. In addition, the teacher draws up a characteristic for the students.
Compilation of characteristics is an important and responsible part of the teacher's work. This procedure is not as simple as it might seem at first glance. Firstly, the information in the reference must be presented truthfully and impartially, it must adequately characterize the student. Secondly, it is necessary to correctly convey the required information on a piece of paper, since this document is of a public nature and will be available for reading to other people. What is a characteristic for a school student, how to write it correctly, why is it needed? All these questions are of considerable interest to teachers, especially beginners who have just encountered such a task.
Characteristics for a student, its purpose
Often, the characteristics are compiled by the class teacher when the student moves to another school or class, or at the request of the school management. For example, at the end of the fourth grade, the teacher draws up a characterization for students for a high school teacher, in the ninth - for a vocational school or technical school, in the eleventh - for a higher educational institution.
Therefore, the teacher often has to write a large number of them, because of which the text turns out to be stereotyped and contains general information, without presenting the personality characteristic in the proper volume. As a result, this can negatively affect the student and his relationship with the new teacher. A characteristic for students is a document that is familiar to almost every person; it should reflect the student’s character traits, his psychological and personal characteristics as much as possible.
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. She enters inner world schoolboy and forever becomes a part of life, 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 pedagogical communication elementary school teachers on the psychological and pedagogical status of their students and on the relationship of teachers with the 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 focus in their work on 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 activity 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? Is the line of behavior I have chosen in relations with a student acceptable 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 the analysis of psychological well-being - the child's trouble in primary school can serve as the so-called psychological and pedagogical status of the student. A great merit in the scientific development of this concept belongs to the psychologist M.R. Bityanova. The psychological and pedagogical status of a schoolchild, 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 primary 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 student's parents 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 on the part of 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 perverse 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. General situations double bond 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 educational activity the child suffers in the situations we describe not directly, but indirectly through the negative attitude of the child himself towards her. Therefore, it sometimes happens that a child, in spite of everything, shows good academic success, turning, under the pressure of unfavorable circumstances, his school life into 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 showed the following psychological features in the perception of their teachers by younger students: 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 not revealed in direct negative ratings 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, elementary school teachers often describe the qualities not of their class teacher, but of one of the other teachers working with them in the class. 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!" - means 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 working as 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.
Why does the child not want to study?
Interest in school and schooling largely depends on the attitude of children to learning. In the presence of a positive attitude, there is also a desire to go to study. And if the child does not have such a desire? How can we help him?
The attitude of children to learning depends both on age and on the positive or negative experience associated with obtaining knowledge.
For example, 5-6-year-old children perceive study as entertainment, a game, or treat it as a boring, uninteresting activity. Moreover, the answers of girls and boys are significantly different. Let us give examples of associations of 5-6-year-old children with the word "study".
Boys. Arthur: “I like it, I have an album”; Prokhor: “I like to sculpt from plasticine, draw all sorts of monsters. I like to collect a collection of birds”; Nikita: "Letters and numbers, nothing else"; Roma: "It's inconvenient to study at school."
Girls. Sonya: “You have to write what they say, write letters and numbers and trace along the dotted lines”; Diana: “Study well, get “5”, try, always make beautiful drawings so that mom is happy, and she will swear at the bad.”
From the answers of the children, it is clear that they still do not have clear ideas about learning, and boys, to a greater extent than girls, associate study with their favorite games, and girls try to give so-called socially desirable answers, that is, answers that are expected to be heard from them. adults, because such behavior is acceptable. In general, the thinking of children of this age is still very concrete and tied to well-known situations.
Answers of children 6-7 years old (those who are already preparing to go to school and attend preparatory group) are quite different. When asked to name the words with which they associate the word “study”, the children answered:
Kira: "Work, listen, student, teacher"; Zlata: “Study, go to school, do assignments”; Yulia: “It is difficult, but interesting, because there you are preparing for work”; Veronica: "For me it is to study and write"; Lisa: "Reading books, complex games, a living organism - everything is interesting."
It is noticeable that after 6 years the child's thinking becomes more abstract, he can already generalize various concepts, therefore he does not answer in whole sentences, but only names the main words, that is, he can “fold” information to one keyword. The answers of children of this age also reflect a more meaningful attitude to learning, which, like the motives (“I want” or “I don’t want to study” and “why I go to school”), changes in children throughout the whole period.
Any child at the beginning schooling has both cognitive and social motives. In the first case, he seeks to gain new knowledge, remember more, understand, and shows curiosity. In the second case, it is important for the child, first of all, to receive the approval and praise of adults, he strives to take a worthy place in his social environment, find friends and communicate more.
For my child, an important incentive to study is the friendly and attentive attitude of the teacher, as well as the fact that the teacher is beautiful and young.
For a younger student, the predominance of one of the motives is characteristic, but over time, their ratio, of course, changes. A child is considered psychologically unprepared for school if he is dominated by play motives. At 6 years old, this situation occurs often. Therefore, do not send your child to school prematurely.
In Germany, for example, compulsory schooling starts at the age of 6. But most children are not yet motivationally ready for school. They prefer the game to everyone, they quickly get tired, they are still strongly attached to their mother and emotionally suffer from a sudden change in the situation. True, in elementary school, all learning takes place in the game. Children are not given homework all week. Lessons often take place not in the classroom, but on the street or in a store, where children study the cost of food, write down prices in a notebook, then buy, for example, vegetables and already at school make a salad, which they then eat together. Reading lessons can be held in a large hall on mats, in sleeping bags with a flashlight that dimly illuminates a fascinating book. Children call teachers on "you".
You can agree or deny such an original pedagogical system in which the main thing is not the development of the intellect, but the personality. But the fact remains: 6-7-year-old children in Germany love school and go there with pleasure. Those who do not cope with the program are left for the second year, which is quite common in Germany and is not considered shameful.
Why does the child not want to study? Why does he come up with more and more tricks to avoid going to school? Why doesn't he want to do his homework, doesn't want to collect his portfolio, why doesn't he care where and in what condition the textbooks and notebooks are? This is a headache for many parents who come to a dead end when deciding this problem. Let's try to figure it out.
In elementary school, boys' learning motives are weakly expressed and are formed more slowly than girls. But by the end of schooling, boys are distinguished by more stable and pronounced motives than girls. The content of motives depends on the temperament of the child. Choleric and sanguine people often show social motives, while melancholic and phlegmatic people show cognitive ones. In choleric and sanguine people, motives are very unstable, they, without finishing one thing, can start a new one. In melancholic and phlegmatic people, motives are formed more slowly, but they are more stable.
Usually, when a child does not want to go to school, we first of all begin to scold and shame him for laziness and irresponsibility. We focus on the negative: you write worse than anyone, you can’t even count up to 10, you can’t remember two lines from a poem, etc. And a child who doesn’t get joy from studying anyway begins to hate it after that. Indeed, most often children do not strive to study, because they are either bored or difficult.
That's why you should try to follow simple rules:
1. Praise small successes.
2. Offer to start homework with simple and attractive ones.
3. Weaken control over the implementation of all tasks by delegating part of the child. Children who do not feel responsible for doing learning tasks, because all the initiative was intercepted by my mother, they are doing everything under duress.
4. Ask more often school life, ask to tell what you liked, what was difficult, etc.
5. Use rewards and punishments wisely (we'll talk about this later).
6. Do not compare the child with other children (“But Lena always does everything right and beautifully, not like you!”)
7. Adhere to the rule: “Did the job - walk boldly” (that is, do not delay with homework until late in the evening), but at the same time, after school, the child should have rest and a walk.
8. Translate uninteresting abstract tasks into a practical area. For example, solve the example "18-5" using money or candy. Visual information is absorbed better and arouses the interest of the child.
9. If your child needs to practice reading or writing, ask him to fill out a "questionnaire" that is easy to come up with and type on a computer. Children love to write their name, address, phone number, etc. The child exercises his hand and reading skills at the same time.
10. Be attentive to the experiences of the child, try to listen to him and instill confidence in him. Children often do not want to go to school because they do not know how to communicate, and therefore they are more often offended by their peers. “No one is playing with me, Nadia pushed me hard, I fell, and everyone laughed.” Such complaints should not be ignored. Try to find a way out of this situation together. You can offer your child several popular games that he can interest his peers in, learn funny counting rhymes. The main thing is to focus on what the child does better than others.
My daughter, for example, draws beautifully, and when the children did not accept her, the new one, at first, we began to solve these problems through drawing. The daughter painted portraits of her peers, funny pictures, and they, having become interested in the drawings, began to show attention to their author.
Remember that coaxing peers with sweets or other treats creates the appearance of an established connection. You can't buy attention.