Sklyarenko Elina Olegovna
Modern education distinguishes at least 7 types of schools (options of general secondary education).
Traditional school. This type of school is focused on transferring ready-made knowledge. Each subject is assigned a strict number of subject hours. This school reproduces primarily the empirical type of thinking.
Specialized school(with in-depth study of one or a set of subjects). This type of school is aimed at in-depth study of a subject (for example, one or more languages, mathematics, physics, history, literature or physical education, etc.) Most often this is achieved by increasing the number of exercises and teaching hours allocated in the curriculum for more detailed study of the material.
Gymnasium-lyceum. This type recreates the academic level of education (style, form and method) that existed in the pre-revolutionary period and rightfully had high authority. Most often, institutions of this type significantly change their curricula by adding new subjects, usually in the humanities (philosophy, logic, culture, the study of ancient and several foreign languages, etc.) and try to attract high-class specialists to the teaching process (employees of leading universities, institutes, research centers). Parents should understand that many lyceums and gymnasiums overload their curriculum by introducing additional lessons of the relevant profile, increasing the hours of stay of children (especially primary school age) within the walls of the institution, which can affect the assimilation of educational material and the neuropsychic overload of children. It is also worth considering the fact that often invited teachers, who are not specialists in school education, try to give children as much information as possible, without taking into account their age characteristics.
A school focused on one or more new education systems(Waldorf school, Montessori school, Zaitsev school, etc.).
Developmental school(D.B. Elkonin, V.V. Davydov). This type of school is a system that ensures the child’s reconstruction of ideal patterns of action and mastery of concepts from the point of view of the conditions of their origin. This system is most fully expressed in teaching mathematics, Russian language and fine arts to younger schoolchildren. On these subjects, children, in special forms of interaction with adults and peers, carry out actions through which historically such products of spiritual culture as mathematical and linguistic concepts, and artistic images were formed. As a result, they develop the foundations of theoretical thinking and creative imagination. Thus, developmental education is focused on mastering an important, but not the only significant type of consciousness for this education system: scientific-theoretical and artistic as forms of theoretical consciousness. The system of developmental education actually provides an example of a school of a cultural-historical type, although limited in goals and objectives and applied only to the education of children of primary school age.
Historical and cultural school(from a school with an enhanced humanitarian component of knowledge to a school of dialogue of cultures (V.S. Bibler). This type of school represents a fairly wide range of schools - from educational institutions with in-depth study of humanities subjects to a school built within the framework of the concept of dialogue of cultures. In In most schools of this type, the historical vertical in humanitarian subjects is reduced to the process of consistent assimilation of knowledge about the history and culture of a particular period or civilization.The task of mastering historical types of consciousness and activity, as a rule, is not set in schools of this type.
Used literature: article “Cultural-historical type of school” Rubtsov V.V., Margopis A.A. and etc.
Even with a difficult, always late and talkative student, you can achieve better results than with a diligent and obliging quiet one. The main thing is to be able to motivate the student and establish feedback with him. And to do this, you first need to determine what type the child belongs to. English tutor Alexander Zalesov spoke about the most common types of students and explained how to communicate with them correctly.
Modest and diligent
These are sweet children who do not bother anyone, and for the most part they are a delight to the tutor's eyes. It's easy and simple with them. They write down everything you say, constantly nod their heads and rarely ask questions. They arrive on time, keep their notebooks neatly, always do their homework and bring flowers for Teacher's Day. There is not even anything to scold them for, so it can be difficult with them. It is difficult to look at the mistakes of the modest and diligent. It seemed like he did everything as you said, and nodded his head, and looked into his eyes knowingly, but when you check, every second task was done wrong. You explain again, again see a look full of understanding and calm down: “Well, finally everything was done right.” And then you find the same mistakes.
For all their virtues, modest students very rarely ask questions. And without them there is no deep and lasting understanding of the subject.
The main thing when working with such children is to bring them into dialogue. Talk about something abstract: your favorite films, books and music. Show interest in what they have to say. A student who believes you is not afraid to show that he does not know or does not understand something.
Genius
Geniuses always look down on you a little. Even if a genius is in fifth grade, he already understands that his fate is written in completely different ink than the fate of ordinary mortals. They are a little bored with you, they look out the window or yawn, lost in their thoughts. And if they accept a challenge, they defend their position to the end and agree in the most rare cases. They analyze how well you correspond to their level, and woe to the tutor who fails the test. But, having won the trust of a genius, you can establish a connection with him that will lead both of you to real success.
A genius needs a challenge, a real fight that will show that you are the person who is able to teach him and give him something new and valuable.
Don’t get carried away, don’t give in to emotions and don’t try to assert yourself through this fight. You are still in a different weight category. Your task is to show the student that there are many things that he does not yet know. And you need to make an effort to understand and master them. Up to a certain point, everything was too easy for geniuses - you will have to become a stumbling block on this cloudless path.
“My parents signed me up”
The scourge of all tutors. If in the 11th grade there is at least some motivation in the form of the Unified State Exam, then with younger students who were enrolled by their parents, the situation is much worse. They go to a tutor because “it’s the right thing to do” and “mom told me to.” In most cases, they are not interested in the subject, so the teacher’s energy goes into instilling in the children the importance of classes. They use exhortations, pleas, calls to parents and dancing with a tambourine. They use other tactics: they are late, turn the conversation to abstract topics, or argue for no reason.
They are easy to confuse with other types, but they usually answer the question “Why are you coming here?” fairly honestly. - "Mom said".
This is the most interesting type of student and poses a real challenge to your teaching abilities.
Motivating, igniting a sparkle in the eyes - this is what a good teacher is valued for. Everyone here has their own secrets, tricks and techniques, but I have always liked the approach in which the main subject recedes into the background.
For example, you seem to be studying English, but the entire focus of the lesson is on understanding and describing a historical event. The student becomes caught up in what is not related to the topic and simply does not notice how the learning process itself occurs.
White Rabbit
Constantly in a hurry and always late. If such a student arrived only five minutes late, then it’s time to erect a monument to him. Being twenty minutes late with several mournful SMSs in the style of “Running from training, I can’t make it” or “The bus got stuck in a traffic jam, sorry” is a common occurrence for such children.
It’s hard to say why this happens, but neither persuasion nor threats work: white rabbits fly into the office when you are already desperate to see them.
Parents do not help here - most likely, they are also susceptible to this habit.
Being late is an important signal that you need to heed. Perhaps the student is not interested or is of the “my parents signed me up” type. But if you have rejected all options and realized that this is a white rabbit, brace yourself, there is little you can do to help. But you have an extra 10-15 minutes to rest.
Talker
Cheerful guys who love to chat. They don't care about your subject, they come for communication. It’s not easy to unravel them at first - they like to hide behind the guise of “modest and assiduous.” But as soon as they see that you are not a totalitarian Marvanna, but quite a living person, they begin to move further and further away from the topic of the lesson. The first bell is a sudden question that is asked in the middle of an explanation of some important task: “Do you think aliens exist?” Be careful, because in ten minutes you may find yourself talking about which football club is “the coolest.”
Both boys and girls can be talkers. With them, you won’t even have time to come to your senses before the time allotted for the lesson has passed.
It is usually useless to fight talkers; they are just tough guys. But they have a big advantage that helps when learning any language - they really love to talk. The whole task of the teacher comes down to ensuring that this child speaks not Russian, but a foreign language. This is a doable task. It’s more difficult with other subjects, but even here you can find topics for active discussion, and from there move on to something more complex.
Slow
With one student you can have time to go through two topics, do 125 exercises and write a test, while with another you spend an hour writing one sentence. I'm exaggerating, but the meaning is clear. Slow ones are just slow.
You can’t blame the children for this; the tutor needs to pull himself together and be patient, or better yet, get into the student’s pace.
This leisurely approach can have its unexpected benefits. For example, material disassembled into its smallest components looks surprisingly elementary. You yourself begin to be surprised at its simplicity and even internally thank the slow student who involuntarily opened your eyes. It is true that during a lesson it is not only the student who learns, but also the teacher.
As practice has shown, slow people need time and a visual presentation of the material. Let them use whatever they need - books, notebooks, tables. Let them come to an understanding of the topic themselves, and then they will get used to it very quickly. Patience and only patience.
Dream child
They say he doesn't exist. But tutors dream of his coming, because the ideal student is good at everything. He is diligent and attentive, constantly interested in what the teacher says, he has everything you have ever said written down in his notebook. During the exam, he is collected and remembers all the instructions. But the main thing is that the ideal student asks questions, showing what exactly he does not understand. This is my image of an ideal student.
For some teachers, the dream child is a person who already knows everything he needs and does not need to explain anything to him. But why then a teacher?
If we discard the inflated criteria “he has everything written down, he is always collected and remembers everything you said,” then there are two qualities that make any student ideal. He is motivated and you can get feedback with him. That is, he says that he does not understand. I have had students close to this image, and I am happy that I had the chance to prepare them. As the years have passed, I am absolutely sure that only these two qualities truly determine the success of learning something. If you are not motivated, you will not master the subject because studying is a constant work. If you don't ask questions, the teacher is unable to guide you. As soon as motivation appears and you allow the teacher to help you master the subject, everything falls into place. And believe me: any problem can be solved.
The desire to give their child the best education forces parents to carefully choose a school. What kinds of schools are there and how to choose the best among them?
Types of schools
Schools are public and private, boarding schools and external schools.
- If you choose to send your child to a public school, you will receive a curriculum that meets modern standards, but without individual attention to each student, since public school classes are usually large.
- If an individual approach is most important to you, send your child to a private school, which also has full-time psychologists, modern equipment, good security, food and leisure. But in this case, the tuition fee will be high.
- A boarding school is an educational institution that takes full care of the student; children live a busy life and come home only for the holidays. But still, the prices for boarding education are beyond the means of most parents, and in addition, not all parents are ready to part with their child for a long time.
- An external school, as opposed to a boarding school, studies at home; you only need to come to teachers to take exams. This also has its downsides - preparing for the Unified State Exam on your own is more difficult than in a group; it requires self-discipline from both children and parents.
In addition, there are general education schools and those with in-depth study of subjects: mathematics, humanities, schools with in-depth study of a foreign language, etc. Whether it is worth betting on a subject or on fundamental knowledge in all subjects is up to you to decide.
Signs of a good school
Whatever types of schools you prefer, before sending your child to an educational institution, do some research: look at the school’s website, ask your friends for their opinions, always have an alternative. The best way to tell about a school is the number of medalists, the percentage of students admitted to the university, and reviews from students and parents.
Schools that encourage students' hobbies and run sports sections, exhibitions of drawings and crafts, invention competitions, and so on can be considered good. A big plus will be visual aids, regardless of whether teachers and parents buy them or make them themselves, a modern computer class and a good library, discipline during recess and organized leisure time during the holidays.
Legal issues
If you have decided on the choice of educational institution, take an interest in the legal side of the issue. The school must have a license, a certificate of certification no more than five years old, and a certificate of accreditation that confirms the state status of the school and the compliance of graduates’ knowledge with the requirements of Gosstandart. If a school does not have a certificate of accreditation, it can operate, but does not have the right to issue certificates.
Everyone wanted her, but she didn't want anyone.
Or she wanted to, but because of her overwhelming cuteness, she couldn’t afford public feelings.
More precisely, no, it could in a couple of cases. For example, if the teacher gave an “eight” instead of a “ten” for the annual exam, streams of tears burst out of the eyes of a beautiful, frighteningly well-groomed girl. Her friends surrounded her with napkins in their hands and calmed her down. She and everyone around her pretended that later in life there would be no destructive work from 9 to 6, a degenerate husband in a stretched out T-shirt, an alcoholic, children who need to buy a jacket for the winter (and there are discounts on Darynka) and other life problems.
Ugly girl
In “Uncle Vanya” Chekhov wrote: “Everything in a person should be beautiful: his face, his clothes, his soul, and his thoughts.” Everything was wrong for these poor guys. And the face, and clothes, thoughts, most likely, did not lag behind (of course, with such and such a life).
In “Uncle Vanya” Chekhov wrote: “Everything in a person should be beautiful: his face, his clothes, his soul, and his thoughts.” Everything was wrong for these poor guys.
Ugly girls had no choice but to concentrate on their studies, but very often they did not achieve colossal success there either - they were ordinary, with its ups and downs. And they were friends with semi-beautiful girls. This famous combination is when one asserts itself at the expense of the other. Because of such a complex emotional background, God knows what was happening in their souls.
Not very beautiful, but cool girl
Compared to the others, it is not such a common element in the harsh school landscape. But if you came across one, it was great. It was cool to just sit down and have a heart-to-heart talk with such a girl in class. Even guys could do this. Even complex ones. Or, on the contrary, liberated.
She found an approach to everyone. She was a moderate tomboy, but she didn’t allow her to forget that she would soon become, albeit not ideal, a woman.
Do you want to talk about football? Yes, did you see how Bayern made a three yesterday? About the movie? Yeah, Russell Crowe is cool.
Nerds
Nerds were divided into two conventional categories.
The first ones were generally satisfied with their nerdiness. At school, the main thing for them was to satisfy the teacher with a freaking original essay about bread, and to pass the laboratory work better than the rest. It was even possible to communicate with them, but there was always some line beyond which they would not go.
As soon as some professional student from the “Beautiful Girl” category blossomed in the spring, nerds of this type realized that a discriminant test does not solve all problems.
The second are nerds with internal conflict. They were also very dependent on their parents and grades, they wrapped their notebooks in neat covers, kept their pens in a pencil case and almost never lost them. But as soon as some professional girl from the “Beautiful Girl” category blossomed in the spring, nerds of this type understood that life is pain. And that a discriminant test will not solve all problems. Sometimes they rebelled, but, as a rule, they immediately returned to earth thanks to the conflict of people from the category “Bully who liked girls” (see below).
They especially loved precise objects, not trusting history and literature too much.
Missing
In each class there was a person about whom very little was known. His persona was something of an urban legend. Some said that he lives only with his grandmother, others said that he was seriously ill with something. Only teachers knew about some of them, but this did not stop some of them from showing their sadistic inclinations, bombarding the “absent” with awkward questions about the program. Even though it was obvious that he lived a life not too similar to the lives of other children.
Blunt
He stood up and, catching his breath on every syllable, began to lament monotonously “frost-and-sun-a-wonderful-day-you-are-still-sleeping-lovely-friend.”
After each word he forgot the next one. The teacher disappointedly told him a new line, and he stupidly and helplessly repeated. He repeated it in such an eerie creaky voice, as if it were an ancient pagan prayer, and the Romans and Greeks never invented any rhetoric.
“Dumb” couldn’t remember or understand anything. Absolutely nothing. The complexity and quantity of information supplied did not matter. Or maybe he was just a non-conformist who did not want to compromise with the system.
The bully that girls liked
A genius of idiotic humor, neat Turkish clothes imitating Armani and Cavalli, with a characteristic rosy tint on his cheeks. The question of why the beautiful girls giggling next to him during breaks liked this something so much tormented the nerds much more than rational fractions and Anna Karenina.
It really was a paradox.
When he opened his mouth, terrible platitudes and perfectly flat jokes poured out.
Instead of a poem, he could read Decl’s song and stand in front of the whole class, breaking into a satisfied smile. At first there was silence for a few seconds, but then (paradox!) the beautiful girls began to giggle.
In arguing with the teacher, he could afford much more than the rest. And he got away with everything.
The bully that no one liked
In most cases, he was like this not because of a good life. Drinking single mother, lack of money, brother drafted into the army, father beating with a belt.
However, there were also scumbags who simply went, say, to fight. They could come up and hit you in the lateral thigh muscle for no reason. Or throw gum in a girl's hair. Or publicly humiliate a nerd for twenty minutes, taking advantage of everyone’s intimidation.
And then loudly groan with laughter and shout “Ah-ah, don’t drive, don’t drive!” With the fricative "g", of course.
The girl with a bad reputation
In every class there was a girl about whom there were rumors.
Judging by her appearance, quite often they could be true.
It was rumored that someone was pinning her in the toilet. She might not be too pretty, but she consistently overdid her makeup. Horror, she could often be seen laughing in the company of older schoolchildren, or, even worse, non-schoolchildren.
Average
The most common type of school fauna.
The “average” ones either did not have their own opinion, or they did, but preferred to join the public.
They showed both good and bad qualities from time to time. On the question of whether to skip class en masse, they agreed only if there was an absolute majority. In general, they were good guys and girls, but they could immediately become seriously upset that their neighbor received a higher grade. We studied well, but never stood out in anything.
Now you probably remember a couple of such faces. But you are unlikely to remember the names.
School years are a long, important stage in the life of every person. At school we learn independence, learn to make friends, communicate, and acquire a variety of knowledge, skills and abilities. It is difficult to overestimate the importance of school for a child and his family. The issue of schooling is relevant for many parents, which is why we decided to give it a place on the pages of our newsletter.
With this issue we begin a description of existing forms of schooling. The information presented is not exhaustive; each form of education requires separate consideration and clarification, and in the future we plan to continue publishing materials on school topics.
So, today in Russia there are several opportunities for a child with special needs to receive a school education.
Special (correctional) schools
There are 8 types of special (correctional) schools for children with various developmental disabilities:
I and II types- for children with hearing impairments;
III and IV types- for children with visual impairments;
V type- for children with speech impairments;
VI species- for children with musculoskeletal disorders;
VII type- for children with mental retardation;
VIII species- for children with intellectual disabilities.
Special schools have a number of advantages - such as a specially designed training program, protective regime of training sessions, preparation for work and much more. Such schools employ specialists who know the characteristics of children and have special teaching methods. Graduates of special schools receive quite diverse educational and professional training.
Historically, in our country, it has developed that a special school is focused on a fairly high level of knowledge in various academic subjects and imposes a number of specific requirements on students, as a result of which previously they did not always accept children with Down syndrome. However, today the majority of children with Down syndrome are educated in Type VIII schools.
It should be noted that special schools are often boarding schools. This is due to the fact that they are often far from where families live, making it difficult to get to school every day.
Integration schools
Integration is a direction in the field of educational development that exists in different countries of the world. With integrated education, children with special needs and normal children are taught together.
Recently in Russia the term “inclusive education”, which came to us from Western countries, has appeared, a synonym for the term “integration education”. The goal of this form of education is the integration of a child with developmental disabilities into society, which today means providing him with the rights and opportunities to participate in all types and forms of social life (including education) along with other members of society in conditions that compensate for developmental deviations.
For a number of countries, inclusion has become a reality, but in our country there are still reasons preventing its implementation.
Perhaps the main reason is that in Russia integration education appeared much later than in the West, and under fundamentally different conditions. In the West, the integration process is regulated by law, but in Russia, integration education does not have a clear legislative basis and exists only at the level of discussion, projects and individual examples. The attitude of society towards the integration of children with special needs is also a problem: our fellow citizens are not yet ready to accept widespread integration practices. In addition, regular school teachers and special education teachers are also insufficiently prepared to work in the conditions of integrated education.
It should be emphasized that there are various forms of integration education in the system of special and general education:
- in a regular classroom at a general education school with individual assistance from a teacher;
- in a correctional class at a general education school;
- in a special class in a special (correctional) school (in fact, this is integration within the special education system).
It is important that the form of education meets the educational needs of the child. If this does not happen and the child does not receive the necessary psychological and pedagogical support, then the conditions are not favorable for receiving an education, which leads to additional difficulties for him. We need to remember this and understand that simply placing a child in a regular class is a distorted form of integration that will not bring the expected results.
Private schools and educational centers
In addition to specialized and integration training, there is the possibility of training in non-state private schools and educational centers. Their work often uses non-traditional methods and techniques, for example, art pedagogy techniques (theater, dance, ceramics, drawing, etc.) Such training is usually paid.
Schools for children with poor health and home-schooling schools
These are schools that have their own specifics and are not included in the list of special (correctional) schools.
A school for children with poor health is essentially a general education school, but with a special, protective regime of classes.
In a home-schooling school, the teacher comes to the child’s home several times a week or teaches him at school individually or in small groups no more than 2-3 times a week. At the same time, you need to go through and practice most of the material yourself.
In our country there are rare examples of teaching children with Down syndrome in schools of this type.
Home-based education departments also exist on the basis of several special and general education schools.
Now that you have some idea of the existing forms of school education, I would like to give you some advice.
It is very important to notify your local education department of your desire to send your child to school. And this needs to be done in advance.
Remember that all over the world, the driving force behind the development of education for children with special needs has always been their parents, and therefore your initiative and willingness to defend your child’s right to education is very important! The right to education is the constitutional right of every person, and if educational authorities regularly receive applications and questions about the possibility of educating children with Down syndrome, then our educational system will be forced to solve them.
In addition to filing an application with the local education department, we recommend that the child's family actively search for a suitable school. Find out what schools are in your city or area. Think about which school is more convenient to get to. This is an important factor: if it takes a lot of time and effort to get to school, this negatively affects the learning process. Having previously assessed the schools, visit them, get to know the administration and the teachers. Tell us about your child, about his characteristics, successes, and the difficulties he encounters during the learning process. Ask questions that concern you and interest you. This is very important, because in addition to the official procedure for admission to an educational institution, much is determined by personal acquaintance with the school and the people working in it. And ultimately, it is which teachers will work with your child that will determine the educational process. Your interest and willingness to help and participate in the life of the school will most likely be met with approval and gratitude.
