Reasons for failure in education. Poor progress. Causes of school failure Causes of academic failure

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

Research has identified three groups of causes of school failure.

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

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

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

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

Research also shows more specific reasons for academic failure:

A rigid, unified system of education, the content of education is the same for everyone, and does not meet the needs of children;

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

Inability to set learning goals and lack of effective monitoring of results;

Neglect of the development of students, practicality, coaching, orientation to cramming.

Conclusion: didactic, psychological, methodological incompetence of the teacher leads to failures in learning.

To eliminate the didactic causes of failure, there are such means.

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

2. Pedagogical diagnostics- systematic monitoring and evaluation of learning outcomes, timely identification of gaps. To do this, there are conversations between the teacher and students, parents, monitoring a difficult student with fixing data in the teacher's diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made. Yu. Babansky proposed a pedagogical council council of teachers to analyze and solve the didactic problems of lagging students.

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

4. Educational impact. Since failures in studies are most often associated with poor education, then with no | successful students should carry out individual planned educational work, which includes work with the student's family.

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

Questions and tasks for self-control

1. Complete the sentences.

Types of control are current, ..., ... . Control methods include observation ........, didactic ..., method ... of work.

2. Define the concepts: knowledge testing, didactic test, knowledge assessment, academic failure, pedagogical neglect.

3. List reasons for academic failure.

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

Pedagogical prevention, SCH

- educational therapy,

Literature for independent work

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

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

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

Underachievement is interpreted as a discrepancy between the training of students with the mandatory requirements of the school in the assimilation of knowledge, the development of skills and abilities, the formation of experience in creative activity and the upbringing of cognitive relations. Failure prevention involves the timely detection and elimination of all its elements.

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

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

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

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

poor progress is episodic - now in one, then in another subject, relatively easily taught.

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

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

Pedagogical diagnostics - systematic monitoring and evaluation of learning outcomes, timely identification of gaps. To do this, the teacher's conversations with students, parents, monitoring a difficult student with fixing data in the teacher's diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made are used. Yu. Babansky proposed a pedagogical council - a council of teachers for analyzing and solving the didactic problems of lagging students.

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

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

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

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

Literature

Vorontsov A.B. Pedagogical technology of control and evaluation of educational activities. - Publisher: Rasskazov A.I., 2002. - 304 p.

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

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

Pedagogical technologies: Textbook for students of pedagogical specialties. / Ed. V.S. Kukushina. - Moscow: ICC "MarT"; Rstov n/D, 2004. 336 p. (Series "Pedagogical education")

Fedorov V.A., Kolegova E.D. Pedagogical technologies of professional education quality management. - Publisher: Academy, 2008. - 208 p.

Equipment: blackboard, chalk, computer, MM projector, screen.

Technologies: mini-project, group learning technology.

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

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

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

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

In this case, the teacher should act as a curator. Curator (from Latin curator) - someone who oversees the progress of a particular work or other process.

Issues for discussion

What methods of evaluating the educational process are most significant: qualitative or quantitative? (compared to other manufacturing processes).

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

To what extent can a teacher prevent the causes of failure?

What are the tools for remedial work to overcome student underachievement in your subject?

What is more important for a person a mark or an assessment at the stages of educational activity (at school), educational and professional activity (in a vocational educational institution), professional activity (in production)?

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

Description of the presentation on individual slides:

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Plan. 1. Causes of student failure 2. Didactic means of dealing with academic failure 2.1 Pedagogical prevention 2.2 Pedagogical diagnostics 2.3 Pedagogical therapy 3. Literature

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PURPOSE: - to learn the leading concepts: school failures, pedagogical prevention, diagnostics, therapy; - to consider the possible reasons for the failure of schoolchildren; -determine the main ways and means of dealing with learning failures. School failures can be covert or overt. Hidden failures are observed when the teacher does not notice defects in the knowledge, skills and abilities of students. These defects most often concern the material worked out in the previous classes. Thus, the starting point for weak student performance in learning is hidden failures, very small gaps in knowledge or skills in the field of only one subject or even the topic of the lesson. These gaps, if the teacher does not identify and eliminate them in time, can lead to obvious failures. The latter, in turn, are first temporary, and then - after relatively stable failures - lead directly to repetition and dropouts.

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1. REASONS FOR SCHOOLCHILDREN'S FAILURE School failures occur for various reasons, which almost never act in isolation. Complexes of causes mainly cover socio-economic, biological-psychological and pedagogical, including didactic, conditions. Studies conducted by E. Radlinskaya (Poland), R. Galem (France) indicate that among the complex of socio-economic reasons, poor material living conditions for children are a common cause of poor progress. Most repeaters are malnourished children who do not have appropriate clothes, textbooks, etc. Most of them cannot count on parents' help with homework, low cultural level of parents, their hostile attitude towards school, unfavorable family circumstances , excessive workload of children with homework, etc. - all these are additional reasons for the failure of children.

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Most researchers who have focused on studying the relationship between the level of mental development of children, determined to a large extent by the inclinations of heredity and academic failures, have come to the conclusion that they can be the result of physical disabilities, various types of nervous disorders, etc. The authors distinguish such reasons of a biopsychological nature, such as a general weakness of the body, a weak type of higher nervous activity, impaired vision, hearing, disorders in the emotional and volitional sphere, a low level of development of cognitive abilities, instability of attention, etc. In general, modern authors are far from overestimating the role of innate inclinations in the process of human growth and development. They see the main sources of school failures not so much in unfavorable innate inclinations as in the incorrect development of these inclinations.

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Many researchers pay attention to the significant impact that some character traits have on academic performance, as well as emotional factors such as rewards and punishments. The positive influence of praise, a sense of success, self-confidence was already established in the 1920s thanks to the research of the American E.B. Khurmok and confirmed by the Soviet psychologist S.L. Rubinshtein. The strong influence of the nature of students on their school destinies is noted in their works by French researchers. Thus, Andre Le Gal argues, for example, that students of the lively-reflective type usually show extraordinary abilities in languages, in the field of natural sciences and in philosophy. The phlegmatic type - to the technical sciences and at the same time the lack of abilities for the sciences of an abstract plan. In general, all researchers come to the unanimous opinion that innate inclinations to a certain extent determine the school fate of students, but other causes of mental origin play a more significant role, the occurrence of which depends on the work of the school, the influence of the conditions in which the student lives.

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Modern educators and psychologists generally do not agree with the overestimation of the influence of socio-economic and biopsychological causes on the success or failure of students in their studies. In their opinion, educational work, conscious and purposeful efforts of the teacher play a decisive role in the fate of students. One of the main pedagogical reasons for poor progress is too rigid, uniform system of education. This system makes it difficult to individualize educational work and in many cases makes it impossible to connect school studies with life, the needs of children and youth, dooming the weak to failure, and even the best without creating conditions that ensure their full development. Often the reason for the insufficient success of students is the unsatisfactory work of the teacher in terms of didactics.

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Almost all researchers believe that the effect of educational work at school depends primarily on the teacher. This is evidenced by the following facts: - in the same school, with the same students and under the same conditions, some teachers achieve good results, while others achieve satisfactory or unsatisfactory results; - the style of the teacher's work, the methods he uses, his attitude towards students play a much greater role than the conditions and content of work in different classes and in lessons in different subjects; - despite worse conditions (lack of space, combined classrooms), some teachers achieve good results. Numerous groups of researchers see the causes of school failures in various defects contained in such means as textbooks, teaching aids, in the imperfection of curricula and programs, in overloading students with classes. There is also a relationship between children's attitudes to learning and to school and learning outcomes. In turn, the child's attitude to learning depends mainly on the interest in learning, as well as on the objectivity of the evaluation of his work.

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2. DIDACTIC TOOLS TO COMBAT LEARNING FAILURES To eliminate some of the causes of school failures, such as lack of proper family support for the student, unfavorable material conditions, etc., the teacher, as a rule, can have only a slight influence and his abilities are limited in this respect. He has comparatively greater possibilities in relation to counteracting those causes of school failures of the student, which lie in himself and the means of his work. Therefore, the main didactic means of preventing and eliminating school failures include: - pedagogical prevention, including problem and group learning; - pedagogical diagnostics, primarily the use of such methods of monitoring and evaluating learning outcomes that allow you to immediately identify emerging gaps in the knowledge, skills and abilities of each student; - pedagogical therapy, especially the elimination of the identified lag in the area of ​​the studied program material by individualizing the teaching in the classroom, as well as additional classes organized by the school.

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2.1 Pedagogical prevention The results of the process of education and upbringing largely depend on the forms and methods of teaching and upbringing used by the teacher. Among such forms and methods that contribute to the growth of the effectiveness of the learning process is problem-based learning. The work of students (in the classroom) in teams of several people on certain problems of a practical or theoretical nature leads to an increase in interest in learning, accustoms to collectively overcome difficulties, creates conditions for the exchange of opinions, develops critical thinking, teaches rational methods of planning and organizing work, etc. .d. That is why problem-based learning in groups is one of the most important conditions for successfully combating school failures.

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2.2 Pedagogical diagnostics The basis of pedagogical diagnostics is the teacher's conversations with students and their parents, observation of students, visits by the teacher to the student's family, test studies, meetings of teachers. The class teacher should also cooperate with the parents of students, with youth organizations, with other teachers in order to know the interests of the student, inclinations, the optimal pace of work for him, etc. Knowing all this allows the teacher to ensure rational individualization of educational work as in the classroom , and during extracurricular learning outcomes in various forms, in order to identify as early as possible the gaps that individual students have in mastering the program material. The main means of accomplishing this task are systematically conducted studies of learning outcomes for each section of the program. Based on these results, tables are compiled on the types of errors made by students. These tables can serve as a starting point in the analysis of the work of individual teachers and in deciding whether to use appropriate methodological tools to eliminate possible shortcomings in the work.

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2.3 Pedagogical therapy Knowing the gaps in the knowledge of individual students, the teacher uses various forms of work to eliminate them. For example, he can instruct students to perform individualized homework, conduct individual consultations, pay special attention to weak students during the lesson, develop a common line of educational influences with parents, etc. If all these forms of individual work do not lead to the desired results, the teacher should direct him to the appropriate leveling group. Classes in leveling groups should take place after school hours. In these groups, students must work independently under the guidance of a teacher. Both the group lesson plan and the evaluation of the results obtained should be discussed during teacher meetings. Knowledge of the mistakes made by students and revealed through studies of learning outcomes forms an additional factor that allows teachers to individualize learning in leveling groups.

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The composition of these groups should not be permanent. It is right for students to participate in their work until the gaps are filled. Some students work simultaneously in two or even three leveling groups. Programmed texts are very useful in filling gaps in students' knowledge. They allow students to work independently at their own pace and force them to systematically monitor and evaluate their results. Singling out among the pedagogical reasons for the failure of students in school studies that are relatively dependent on the teacher. among the latter, the following groups can be distinguished: - various methodological errors and shortcomings, for example, non-compliance with certain principles of education; - insufficient knowledge of pupils by the teacher; - the lack of necessary attention to students who are lagging behind in their studies by the school. The preventive, diagnostic and therapeutic procedures described above are closely related to the elimination of the listed groups of causes.

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Preventive measures concerning the pedagogical causes of failure: methodological errors<------>pedagogical prevention ignorance of students<------>pedagogical diagnostics lack of help from the school<------>pedagogical therapy for underachievers It follows from the diagram that although the teacher has the ability to correct school failures, this ability is limited. Beyond the influence of the teacher are the causes of a socio-economic and biopsychological nature, the impact of which on the quality of students' knowledge is indisputable.

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REFERENCES: Babansky Yu.K. On the study of the reasons for the failure of schoolchildren.// Sov. pedagogy. 1972, 1. 2. Babansky Yu.K. How to optimize the learning process. M.: Knowledge, 1978, p. 41-44. 3. Kalmykova Z.I. The problem of overcoming poor progress through the eyes of a psychologist. M: knowledge, 1982. 4. Kupisevich Ch. Fundamentals of general didactics. M., 1986, pp. 283-307. 5. Levitina S.S. Is it possible to control the attention of a student? M: Knowledge, 1980, pp. 42-46, 50-51, 62-65, 68-73. 6. Lipkina A.I. Student self-esteem. M.: 1976, p.51-64. 7. Tsetlin V.S. Prevention of student failure. Moscow: Knowledge, 1989. 8. Shatalov V.F. Where and how did the troikas disappear? M.: 1979.

MOU "Miinal Secondary School"

Research work on the topic:

Completed: Meltsov Maxim,

fifth grade student

Miinala village, 2008

Introduction.

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

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

§2. Types of school failures.

§3. When do school failures occur?

Chapter 2

§2. Results of a survey of schoolchildren.

§3. The results of the survey of teachers.

Conclusion.

List of used literature.

Introduction

Modern children spend most of their time at school, at school they experience the first joys of success and the first disappointments from failures. School difficulties are so diverse, so intertwined with other conditions of life, that it is sometimes difficult for a specialist to determine what is causing what. It is difficult for a teacher to understand them, most often there is not enough patience and understanding for parents - but the child suffers most of all.

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

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

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

Research program

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

Research objectives:

Collect theoretical information on the topic;

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

Analyze the results obtained and draw conclusions;

Subject of study: school failures and attitudes towards them.

Object of study: students of grades 3-5, 10-11 and teachers of the municipal educational institution "Miynalskaya secondary school".

Research methods:

· Analysis and synthesis of information;

· Conversation.

Research hypothesis:

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

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

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

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

Why do children learn so badly?

Some fall behind because they are afraid. They are afraid to make a mistake, or they are afraid to give answers in front of a class, not to mention large audiences. Most of all, children are afraid to let down, disappoint or anger the adults around them, whose boundless hopes hang over them like a cloud; and also afraid of looking stupid.

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

· Still others are simply confused by the training loads. Children are confused because the words that are thrown at them at school have little meaning or practical value. Statements often contradict each other, and the knowledge gained at school can hardly add anything to the understanding of the life around them.

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

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

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

School difficulties tend to accumulate. A child who is accustomed to being unsuccessful automatically transfers his failure from a really difficult subject to everything else.

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

§2. Types of school failures.

Usually considered 3 main types of school failures:
1) Knowledgeable. This is a failure in teaching according to school programs, that is, chronic underachievement. With this type of failure, the student lacks solid knowledge and learning skills.

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

3) Behavioral. This type of failure is closely related to persistent misconduct in the school. Remember, almost all school bullies study poorly.

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

§3. When do school failures occur?

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

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

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

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

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

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

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

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

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

Chapter 2

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

We assumed the following:

1. For students of grades 3-5 and 10-11 of the municipal educational institution "Miynalskaya secondary school" school failures and poor progress are one and the same;

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

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

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

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

The students were asked to answer the following questions:

1. What is failure for you?

2. Do you often face failures at school?

3. How do your parents feel about your failures?

4. How do you feel about your failures?

5. Who is to blame for your failures?

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

In our opinion, such questions will help to confirm or refute our assumptions, as well as to find out what or who causes failures and whether they can be avoided.

It was also interesting for us to compare whether the view of teachers on school failures differs from the view of schoolchildren. The survey involved 15 teachers (78%). The questions asked by the teachers were as follows:

1. What do you think is childhood failure?

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

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

4. Who do you think is to blame for children's failures?

§2. Results of a survey of schoolchildren.

Question "What is failure for you?" we received the following answers from schoolchildren in grades 3-5:

75% surveyed schoolchildren consider failure at school to be a failure;

15% - problems with parents and teachers;

10% surveyed schoolchildren find it difficult to answer.

Thus, most of the surveyed schoolchildren of this age really believe that school failure and underachievement are one and the same. For 15% of students, failures are connected precisely with conflicts at school, this is what we mentioned in § 3 of Chapter 1. 10% of schoolchildren who found it difficult to answer may never have thought about such questions.

Question “Do you often face failures at school?” 50% respondents of this age group answered that often, 25% do not experience failure in school, and 25% of those surveyed face academic failure from time to time. It is interesting that 50% of the respondents said that they often face learning failures, while according to school data, only 4.7% of schoolchildren do not have time in these classes. Perhaps such answers are related to the fact that, speaking of difficulties in learning, schoolchildren do not mean deuces.

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

The positive is the fact that 100% respondents in grades 3-5 believe that failures in studies can be avoided.

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

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

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

But only 18,75% of high school students of our school believe that school failure is poor progress.

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

56,25% high school students face failure in school rarely.

AND 43,75% pupils face setbacks in school from time to time.

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

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

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

Table 1. Dealing with childhood failure

Natural instincts make us be right there at any difficult moment in the life of our children. But is it always worth it? We all want our children to be "well done": they studied well at school, entered a good institute, made a good career. But in this desire, we do not distinguish where we provide assistance, and where - a disservice.

Disservice:

• it's you, yes, yes, here you are, rushing to school to bring lunch or homework forgotten by the child on the table
• grab a pencil and hurriedly finish the rest of the math assignments, because it’s time for the child to sleep
• do all those school creative tasks yourself, where you need to cut, write, stick and sew, signing them with the name of your child

But being successful for your children is not the same as having your children succeed on their own. Failure makes children stronger and less receptive, and only personal experience can teach them the right reaction to the fact that failures happen, that the world is not perfect and how to deal with it.

Every bruise during training is minus one bruise in a real fight. The fact is that it does not happen that everything works out. And it is very useful for children to experience failure, but not in really important things, of course. Give them the opportunity to practice “failures”, this will teach them not to, draw conclusions, correct actions and understand their emotions, manage them.

Responding positively to failure, children should admit your mistakes(at their own request, and not at the sight of an angry parental gaze). A lot of research has been done by various scientists on a topic known as "attribution theory". Based on these studies, the idea was confirmed that a child who admitted to getting a bad one promises much better academic results than a child who said that his homework was eaten by a dog. This is the basis of the academic system, which directly depends on the child's ability to make mistakes, experience failures and at the same time a) be sincere and honest, admitting his mistakes, and b) learn to correct and experience them as a lesson, and not as a drama of a lifetime.

In order to teach a child to cope with failure, it is necessary, first of all, let go of your own high demands to him.

In the anthology of all parents “Communicate with the child. How?" Julia Gippenreiter writes about this: “It is useless to demand from a child the impossible or very difficult, for which he is not yet ready. It is better to change something outside of it, in this case, your expectations. For example, it is impossible for a five-year-old boy to stand in line for a long time in one place. All parents have expectations about what their child can or should already do and what they should not do. If expectations are too high, the result is a negative experience for the parents. This does not mean that we should not "raise the bar" for the child, i.e. cultivate in him a practical mind, responsibility, obedience. This must be done at any age. But the bar cannot be set too high. And most importantly - follow your reaction. Knowing that a child is learning new heights, and misfires are inevitable, can greatly add to your tolerance and allow you to take his failures more calmly.

Next, you need draw a line: where you are still a child, and where you no longer interfere in the process of acquiring his own experience. Again, the words of Gippenreiter: “If it is difficult for a child and he is ready to accept your help, be sure to help him. At the same time: 1. Take upon yourself only what he cannot do himself, leave the rest to him to do. 2. As the child masters new actions, gradually transfer them to him. Rules 1 and 2 do not contradict each other, but simply refer to different situations. In situations where Rule 1 applies, the child does not ask for help and even protests when it is given. Rule 2 is used if the child either directly asks for help, or complains that he “does not work out”, “it does not work out”, that he “does not know how”, or even leaves the work he started after the first failures. Any of these manifestations is a signal that he needs help. Let's go together: it's very good to start with these words. These magical words will open the door to the world of new skills, knowledge, and hobbies for the child.”

Be an example for their children. Parents often completely protect the child from any information about life: financial, household, relationships with relatives, their work, creating around the child a world of always happy and trouble-free dad and mom. Sometimes, on the contrary, they unnecessarily devote the child to the problems of the family, discussing some troubles with him, sighing sadly and showing dissatisfaction with the “dullness of being” with all his appearance. Do not blame adult problems on the child, but also do not make a happy face at a bad game: be sincere and optimistic in your judgments and actions. “No, I definitely won’t go to the magistracy,” one talented student told the professor. “My father always complained so much and was so unhappy until he received this title ... I will never agree to this in my life.”.

Cultivating a positive attitude- this is when the child failed the test or wrote the control poorly, and instead of condemning you, you will deal with the results of this work together. And, above all, pay the child's attention to those complex examples that he managed to solve correctly and on his own! Well, then - it's up to diligence in study, which, perhaps, will not be marked with a good mark soon, but will nevertheless become more noticeable in practice.

Emphasis on strengths a child is the best "cure" for failure. The mission of every parent is to help the child discover his strengths, even if they lie somewhere outside the school curriculum. Imagine how you would feel if you constantly had to focus on your weaknesses during the working day. You would hardly feel motivated, and the same with children. Give them the opportunity to be successful: you can read more about this in our material "".