First parent meeting in 6th grade
Parent meeting in 6th grade 09/05/2020
SUBJECT:
Meeting the students' parents
The first problems of adolescence.
Plan:
Meeting the students' parents
Features of the organization of educational work of a student in the 6th grade and the role of parents in this process
Memo.
Epigraphs:
“I don’t believe that a person’s life is predetermined by his childhood. I think that there are still very important periods: adolescence, youth...”
J-P. Sartre.
Objectives of the speech: 1. To help parents understand the significance of physiological and psychological changes in the child’s life, to draw their attention to their own behavior during this period. 2. Discuss certain rules of behavior for parents during their children’s puberty. Form: lecture, survey
.
Preparatory work for the meeting:
1. Diagnosis of children. 2. A memo for parents on the topic of the meeting, a business card for families, a child’s daily routine for parents, questionnaires for diagnosing parents and children.
PROGRESS of the speech.
1. Meeting the students' parents
Hello, dear parents. Thank you for coming and leaving all your household chores behind. As you can see, we have undergone a number of changes, unusual and sometimes inconvenient. In the class, the new class teacher is me, Tatyana Gennadievna Guzeva. (About Me). I would immediately like to thank you for all your help and support for the work of the teaching staff, active participation in the public life of the school and class, and to present certificates and thanks to particularly distinguished parents. I had the opportunity to see from my own experience how much you are ready to help us. I needed to prepare an hour of remembrance for September 2nd. Yana Kashenko’s mother immediately responded to my call for help, and despite the day off, she found me the necessary primary sources. I return it with words of sincere gratitude. In order not to stray too far from the topic of support, I would like to immediately resolve the issue of the composition of the parent committee and elect the chairman of the Republic of Kazakhstan.
Report by the class teacher on the topic.
Teaching is the leading activity of schoolchildren; its central task is the assimilation of knowledge, skills and abilities, promoting the diverse education and development of students. Without active learning, it is quite difficult to master other types of human activity - productive work, creativity, sports. Therefore, all parents really want their children to study successfully, grow up inquisitive, read a lot, and show perseverance in their studies. But in the family it is necessary to help the teenager in mastering and applying the skills of academic work.
The task of adults is not to extinguish the teenager’s desire for knowledge, in order to create favorable conditions for his development throughout the entire period of schooling, to supplement it with new motivations coming from the content of education, from the style of communication between the teacher and students. The formation of positive motivation for learning is not a spontaneous process, and it would be reckless to rely only on the natural inclinations of children. Motives for learning must be specially nurtured, developed, stimulated, and, what is especially important, schoolchildren must be taught to “self-stimulate” their motives.
Parent meeting “Sixth graders - age features”
Sixth graders - age features, difficulties
Goals:
- introduce parents to the age-related personal characteristics of a sixth-grader and the causes of teenage aggression;
- show parents what influence the teenager’s relationship style with his parents has on personality development and the formation of the teenager’s relationship style with other people.
- give recommendations to parents on preventing child aggression.
Form:
information lecture.
Participants:
parents, class teacher
Preparatory work for the meeting:
1. Study of psychological and pedagogical literature on the topic of parent-teacher meetings.
2. Together with the school librarian, I am preparing an exhibition of books and magazine articles.
3. A survey of children and parents is conducted on the issue of the meeting.
Questionnaire for parents No. 1
- Is your child sometimes aggressive?
- In what situations does he show aggression?
- Who is he showing aggression against?
- What are you doing in your family to overcome your child’s aggressiveness?
Questionnaire for parents No. 2
Parents are presented with 10 character traits. It is necessary to note those qualities that are most pronounced in a teenager and rank them according to the degree of expression in the teenager’s behavior:
- Kindness
- Sympathy
- Agreeableness
- Patience
- Empathy
- Indifference
- Stubbornness
- Aggressiveness
- Intolerance
- Selfishness
Questionnaire for students:
- Most often I am happy when:
- Most often I laugh when:
- Most often I am in a good mood when:
- Most often I cry when:
- Most often I get angry when:
- Most often I get offended when:
- I feel good when I:
- I feel bad when I:
Test for students:
Here are 10 expressions that characterize a person. Write down the qualities that you think apply to you. There should be no more than five.
- I am kind
- I'm angry
- I am patient
- I'm impatient
- I'm stubborn
- I am indifferent
- I am a good friend
- I'm smart
- I am a helper
- I'm touchy
4. Class hour: “My feelings.”
Memos for parents: preventing children's aggression.
PROGRESS OF THE MEETING
1. Introductory part.
Hello, dear parents. Thank you for taking the time to come to our meeting. The goals of our work are as follows: today we will get acquainted with the age and personality characteristics of sixth-graders and the causes of teenage aggression, I will introduce you to the diagnostic data that was carried out at your request.
— In what mood did you come to the meeting?
— What would you like to hear about your child?
What are you afraid to hear about your child?
2. Information lecture.
The age of 12-14 years is for children a period of life full of “storms and unrest, a hormonal explosion occurs. In adolescence, teenagers want to be like everyone else, they begin to dress the same, gather in groups, come up with their own jokes and special jargon, in an attempt to be one of their own. Teenagers do not become alienated from their families, but more often turn to their parents out of necessity; when they need protection. For example, during crisis situations, or in material support, for example, money. No matter how difficult it is for parents, their children's desire for independence. It is very important to do everything. To maintain trust in communication with them. Show your child that you love him very much, that no matter what happens, you will understand him. That he has a home, his fortress. If children's relationships with their parents deteriorate at this age, then this problem will only worsen in high school. But the lack of contact with parents in youth makes young people unstable to influence from their peers, for whom the use of alcohol and drugs is the norm. Teenagers prefer to spend their free time with their peers. The perception of his peers and their opinions play a significant role in the formation of a teenager’s self-esteem and self-esteem. And the more understanding parents are about this, the less stress he experiences.
From 11 to 13 years is the crisis period of childhood. Severe crisis - 13 years. Lasts from 3 years to 5 years. Parents must be very patient. Raising a child is backbreaking work - until old age. When raising a child, parents have to sacrifice a lot. Children are given by God, they need to be loved, love must be reasonable. You need to let them go and let them walk next to you. Understand them, help them. (15-16 years old - synactive age) - love, children make a lot of mistakes at this age.
Comparing himself with adults, the teenager comes to the conclusion that there is no difference between him and the adult. He claims equal rights in relations with elders and enters into conflicts, defending his “adult” position.
Communication and mutual understanding are very important. How often do adults hear, “You don’t understand us. You don’t have time to talk like a human being.”
Of course, a teenager is still far from true adulthood - physically, psychologically, and socially. He objectively cannot join adult life, but strives for it and claims equal rights with adults. The new position manifests itself in different areas, most often in appearance and manners.
The style of relationships between a teenager and his parents, which exists in the family, has a great influence on the development of personality and on the formation of the teenager’s style of relationships with other people, in particular peers.
An authoritarian type of family upbringing leads to the fact that a teenager, where it seems to him that he is not punishable, treats his peers harshly, clearly demonstrates his freedom by violating norms of behavior in public places. With strangers, such a teenager is either helplessly shy or laxly stupid and disrespectful.
A teenager from a family with a permissive parenting style depends on others and on external influences in his behavior with peers. If a child falls into an antisocial group, drug addiction and other forms of socially unacceptable behavior are possible.
The democratic type of education best influences the formation of relationships with peers. This style most contributes to the development of independence, activity, initiative and social responsibility.
Dear parents, after listening to the information about the types of upbringing, each of you determine for yourself which type you use in raising your children. Perhaps someone will reconsider their type of upbringing and choose the optimal one, more suitable for raising your child.
3. Discussion of student questionnaires.
If we analyze the reasons for the manifestation of negative emotions and feelings of adolescents, they are primarily associated with the family.
Constant quarrels between parents, physical violence of parents towards each other, rudeness and boorishness of daily communication, humiliation, sarcasm and irony, the desire to constantly see the bad in each other and emphasize this - a daily school of aggression in which a teenager is formed and receives lessons in mastery in displaying aggression.
One of the main conditions for preventing aggressive behavior of a teenager is the parents’ demandingness towards themselves and towards their own child. A parent who is demanding of himself will never allow him to demand from his child something that he himself does not have in his child. First of all, a parent who is demanding of himself is able to analyze the methods of his upbringing and adjust them taking into account the current situation.
However, parents must remember that demandingness is not tyranny. Tyranny begets tyranny. Demands should be reasonable and benevolent. When being demanding, it is necessary to take into account the circumstances, the physical and mental state of the teenager.
Demandingness is justified when feasible tasks are put forward to the child and feasible assistance is provided in solving them, otherwise it is simply meaningless.
In their methods of education and in their demands on teenagers, parents must be consistent and united.
4. Memos to parents on preventing children's aggression.
Memo No. 1.
- Try to maintain an atmosphere of openness and trust in your family.
- Do not give your child unrealistic promises, do not fill his soul with unrealistic hopes.
- Do not put any conditions on your child.
- Be tactful in taking measures to influence the child.
- Don't punish your child for what you allow yourself to do.
- Don't be afraid to share your feelings and weaknesses with your child.
To overcome teenage aggression in your arsenal, dear parents, you must have: attention, sympathy, patience, exactingness, honesty, openness, commitment, kindness, affection, care, trust, understanding, sense of humor, responsibility, tact.
5. Reflection of the meeting.
Share parents' opinions on what they heard during the meeting.
6. Summing up.
This concludes our meeting. I thank you all for your attention and for your questions.
And in conclusion I want to tell a parable: “The Cross”.
One person once decided that his fate was too difficult. And he turned to the Lord God with the following request: “Savior, my cross is too heavy and I cannot bear it. All the people I know have much lighter crosses. Could you replace my cross with a lighter one?”
And God said: “Okay, I invite you to my storage of crosses - choose the one that you like.” A man came to the storage room and began to pick out a cross for himself: he tried on all the crosses, and they all seemed too heavy to him. While trying on all the crosses, he noticed a cross at the very exit, which seemed lighter than the others and said to the Lord: “Let me take this one.” And God said: “So this is your own cross, which you left at the door to try on the others.”
Judging by this parable, each of us has our own burden. Love your children, give them everything to receive in old age - this is your old age!
I wish you and your children success!
Sixth graders - age features, difficulties of education
Parent meeting 6th grade Class teacher Ivanova N.A. - presentation
Parent meeting 6th grade Class teacher Ivanova N.A.
Parent meeting plan: Results for the past…. academic year; Homework and its role in the student’s self-education; Planning educational work for the first half of the year; Selection of the parent committee; Organizational issues.
Results for the past... academic year At the beginning of the school year - 26 people, by the end of the year - 26. All students were transferred to the 6th grade. Compared to performance in primary school: 84% of students have stable academic performance; 3% - academic performance has increased (...); 13% - decreased; 9 (11) good students, 2 (3) excellent students.
Results for the past... academic year The drop in academic performance is due to the following factors: Adaptation of students to the secondary level; Overload of the 5th grade curriculum; Low continuity of educational subjects, as well as general educational abilities, skills and methods of activity.
Results for the last ... school year Students' adaptation to the secondary level went well: Children go to school with desire; Participated in the social life of the school and class; We found a common language with the teachers; the guys are not rude, well-mannered; Children have a stable good mood; Academic performance is at the 4th grade level or slightly below.
The purpose of students’ educational activities in…. academic year: Develop independent education through participation in project and research work; Maintain academic performance at the 6th grade level.
Homework and its role in the student’s self-education If our children want to be truly educated people, they must acquire education through independent study. N.G. Chernyshevsky
Functions of homework: Leveling the child’s knowledge and skills, his skills in the event that he was sick for a long time and missed a lot or did not master a complex topic. Stimulating the cognitive interest of students, the desire to know as much as possible on a subject or topic. Developing student independence, perseverance and responsibility for the educational task being performed.
Help from parents: If you want to help, do not try to do the work for your child! HELP him find the meaning of the task, GUIDE him to the right solution, help him find the necessary information, do not brush aside questions, TEACH him how to work with the text; To make it easier for your child to do homework, buy him dictionaries, encyclopedias, reference books, reference books on information media;
Parental help: Create a situation of success; Encourage your child's persistence in achieving goals; Don't compare his skills with those of other children; Praise and demonstrate his achievements to other family members.
Requirements of the class teacher for students: DAILY filling out a diary; come to school on time; DO NOT BE LATE for classes; DO NOT SKIP lessons; Be READY for every lesson every day; Indoor shoes; School uniform.
Planning educational work with students for the first half of the year: Leisure class hours “Birthday Day”; Class hour “Delinquency and the child”; Open class hour on health conservation; Meeting with Afghan heroes, warriors of the Chechen war, Excursions to an art gallery, regional library; Film lectures at the Brigantine MC on bad habits; Excursion around Yaroslavl or the Yaroslavl region.
School-wide events Health Day; Autumn holiday; SCHOOL ANNIVERSARY; Health Week; Mother's Day; Christmas trees.
Planning educational work with parents for the first half of the year: Parent meeting “Our difficult children”, November; Parents' evenings with children (1-2 times a year); Questionnaire; Selection of the parent committee.
Parent meeting “Will and strong-willed qualities of the child”
Will and volitional qualities: what is it?
Not only specialists, but also any person understands that will, volitional qualities are one of the most important qualities of a person’s personality. There is hardly a parent or teacher who would not strive to cultivate this quality in their children. It is this quality that makes a person a free and conscious subject of his own life. It is the will that allows you to set goals and achieve your goals. We can say that the formation of will is the main line of development of the child’s personality.
Despite all the research in this area, most of the methodological recommendations available today are limited only to advice: to cultivate will and focus, teach self-control, restrain immediate desires, develop the ability to overcome obstacles, etc. But these tips do not provide specific techniques for shaping the child’s will. As a result, educational work aimed at developing the will comes down to the same calls or even demands addressed to children: not to be afraid of difficulties, to complete the task, to restrain one’s desires, etc. It is obvious that even with the best intentions of educators, but without understanding the psychological foundations of the formation of will, the consistent implementation of these requirements not only does not educate, but also suppresses the will of the child. Because of this, the development of scientifically based methods and techniques for the formation of will, starting from early childhood, is extremely important.
It is not too difficult to understand how strong-willed qualities are developed in a child. A fairly complete description of his volitional activity can be obtained by observing the persistence, initiative, determination, independence, endurance, organization and discipline shown in some type of activity. These volitional qualities are most clearly manifested in actions and deeds, are convenient for observation, and are characteristic of all types of activities (study, work, sports, social work). As for determination, it can be judged by the manifestation of the above qualities (the method was developed by A.I. Vysotsky).
So, observe your child, noting the signs of strong-willed qualities given below. The more often these signs appear in a child’s life, the higher the level of development of volitional qualities he has.
Signs of strong-willed qualities of schoolchildren
Signs of discipline:
* conscious implementation of the order established in this activity (compliance with the requirements of teachers, timely completion of work assignments, compliance with all rules in sports, etc.);
* voluntary compliance with the rules established by the team (class, members of a circle, group of fellow workers, sports, etc.);
* avoidance of misconduct (leaving classes without permission, failure to appear on Sunday, etc.);
* maintaining good behavior when the situation changes.
Signs of independence:
* the child performs feasible activities without help and constant outside supervision (without reminders and prompts to complete educational, work tasks, etc.);
* the ability to find something to do for yourself and organize your activities (start preparing lessons, serve yourself, find a way to relax, etc.);
* the ability to defend your opinion without being stubborn if you are wrong;
* ability to observe developed habits of independent behavior in new operating conditions.
Signs of persistence:
* the desire to constantly bring the work started to completion; the ability to pursue a goal for a long time without losing energy in the fight against difficulties;
* the ability to continue an activity when there is no desire to engage in it or when another, more interesting activity arises;
* ability to show perseverance in a changed environment (change of team, working conditions, etc.)
Signs of exposure:
* showing patience in activities performed in difficult conditions (major interference, failures, etc.);
* ability to behave in conflict situations (during disputes, undeserved accusations, etc.);
* the ability to inhibit the manifestation of feelings during strong emotional arousal (great joy, indignation, etc.); the ability to control one’s behavior in an unusual environment.
Signs of organization:
* maintaining a certain order that promotes success in activity (keep books, workplace, objects of work and entertainment, etc. in order);
* planning your actions and their reasonable alternation; rational use of time, taking into account the situation;
* the ability to introduce a certain organization into one’s activities when the situation changes.
Signs of Determination:
* quick and deliberate decision-making when performing one or another action or deed;
* implementation of the decision made without hesitation, confidently;
* lack of confusion when making decisions in difficult conditions and during emotional excitement;
* manifestation of decisive actions in an unusual environment.
Signs of initiative:
* child's manifestation of creativity, invention, rationalization;
* participation in the implementation of a reasonable innovation, a good initiative coming from others;
* active support of the team of children in the implementation of their plans;
* desire to take initiative in unusual surroundings
How to help a child develop strong-willed qualities?
Much in its development depends on living conditions and upbringing. If a child is overprotected and parents try to prevent any desire of their child, it is unlikely that he will grow into a person with a strong character and strong convictions. Such a baby will be spoiled and will cause parents a lot of problems.
It is impossible to talk about the will of a small person in the sense that is implied in the concept of will in an adult. But it is possible to develop the rudiments of volitional manifestations even in the youngest children.
Here's one piece of advice: don't do for your child what he can already handle on his own. The child will experience more joy if he himself achieves the goal. Overcoming obstacles on your own will become a source of active action. Of course, a child’s capabilities are limited in many ways, and very often he cannot achieve results. If he can't cope on his own, he needs help.
Perhaps at first not everything will work out correctly and will require your rework and more time. It is necessary to be patient, do not be nervous or rush, otherwise the child may lose interest in these activities. But your patience and the time spent will fully pay off: the child will develop correctly, and caring for him will be much easier.
A well-thought-out daily regimen and routine contributes to the formation of organization and strong-willed character traits of a child.
It is very important to establish a unified approach to the child and coordinate the educational efforts of all family members. Disagreements between parents in methods of education develop duality in the child’s behavior and cunning.
It is equally important to observe the principle of consistency, i.e. you should not allow a child to do something that was prohibited yesterday. We must gradually cultivate in a child the ability to master his desires, teach him to restrain himself, to overcome feelings of pain, resentment, and fear. All this strengthens and trains his will.
Preschoolers aged 6-7 years can independently set a task, plan the course of its implementation and solve it in accordance with the plan (perform rather complex purposeful actions). For example, a 7-year-old boy, impressed by a drawing he saw from a friend, decided to draw a girl himself - “Little Red Riding Hood.” He comes home, takes out an album, a pencil, paints, pours water into a glass and starts drawing. In the process of drawing, he sees that the drawing of the wolf is not working out - the young draftsman erases the lines depicting the wolf with an eraser, and draws the wolf again, and so on until the end of the drawing. Having finished the drawing after 30-40 minutes, the boy joyfully runs to his friend to show the swap drawing.
By the end of preschool age, the child has basically developed the ability to control his behavior in accordance with generally accepted rules and norms. However, at this age one can also encounter a clear manifestation of shortcomings and weakness of will, expressed in stubbornness and negativism.
Stubbornness is a lack of will, manifested in a child’s desire to do something his own way, without regard for the appropriateness and correctness of these actions. Negativism is the highest degree of stubbornness.
A child’s negativity manifests itself in the fact that in response to any request, advice, or demand, he responds in the opposite way.
With the beginning of schooling, the formation of the child’s will enters a new stage, characterized by purposeful and systematic education under the guidance of a teacher. Learning is an interesting and exciting activity for children. At the same time, there is a lot in it that is uninteresting, sometimes even difficult. In these cases, volitional efforts are required. Overcoming various kinds of difficulties in the learning process, in the process of engaging in one or another educational activity, cultivates the will, develops the strong-willed qualities of the student’s personality.
A first-grader's motives for behavior change. True, they are not yet stable enough and are conditioned by short-term prospects. Primary school students are actively developing motives of duty and responsibility to the teacher, their class, and the school. The specificity of educational activities necessitates the obligatory manifestation of will. During the lesson, the student must demonstrate mental effort to solve assigned problems and find answers to various questions, perseverance when performing monotonous and lengthy work, focused perception, attention, observation, and memory. Thus, simultaneously with the general mental development of the younger schoolchild, his will also develops.
The conditions of education and upbringing at school, starting from the primary grades, provide ample opportunities for the successful formation of will in students. However, as psychologist V.I. Selivanov notes, the volitional actions of elementary school students are still not sufficiently developed: the strongest motives for the behavior of children of this age are immediate desires and feelings.
In the process of educating the will of primary school students, the teacher must take into account the age-related characteristics of the will of children. Thus, a junior schoolchild is not yet able to make long-term volitional efforts, especially when performing monotonous tasks. Hence the need to constantly diversify the activities of a junior schoolchild is clear. An important factor in developing willpower in a student is working together in a team. A friendly, purposeful team has a positive impact on the student’s personality, nurturing his will. The student imitates the best in the school team, tries to keep up with the team, strives to cultivate in himself those strong-willed qualities that are especially valued in the team. The team’s assessment of the actions and behavior of a particular student significantly influences the formation of his will.
Positive results in instilling willpower in students are achieved by telling children stories about heroes who have shown determination, courage, bravery, and heroism. Favorable conditions for overcoming difficulties, and therefore for the development of will, are created by physical education and sports.
Formation of perseverance and determination. Perseverance develops on the basis of educating a child, starting from preschool age, with the ability to complete feasible tasks. Significant goals and awareness of duty and responsibility for the assigned work play a positive role in nurturing perseverance and determination. The most important thing is to teach the child not to stop purposeful efforts when obstacles arise. A conflict often arises between long-term plans that reflect the child’s determination, and situational interests, desires, and needs that reduce his activity. In this regard, it is necessary to know the main ways to maintain determination.
Specifying the goals and prospects of activity. This provision is of particular importance during educational activities or sports training. A teacher or trainer needs to conduct each lesson in such a way that students do not exercise “in general,” but master specific material. It is necessary to ensure that, when leaving classes, students are aware as often as possible that they have achieved something and moved forward.
Uncertainty of the goal and situation reduces the degree of mobilization and diligence, leading to a decrease in performance.
The goal that the student sets for himself does not always coincide with the goals and objectives of the teacher. Such a coincidence is desirable, but at the first stages of the educational process it is sometimes difficult to achieve. The fact is that schoolchildren are initially guided by specific immediate motives for their activities. To cultivate sense of purpose, the teacher should not neglect these motives in such cases. On the contrary, they should be used to form a positive attitude among schoolchildren towards the educational process, and more serious educational tasks should be put forward gradually, as the student progresses.
A variety of means, forms and methods of conducting training sessions. Long and sometimes monotonous training work, repeated day after day, leads to the development of chronic states of monotony and mental satiety, which not only reduce the effectiveness of training, but also reduce perseverance and determination. In this regard, to maintain determination, it is necessary to diversify the means, forms and methods of conducting educational and training sessions. It is known, for example, that interesting material is remembered better and strengthens interest in learning, and the course of biochemical processes in the athlete’s body after training sessions depends on his mood and attitude to the sessions: with positive emotions, changes in the course of these processes can be large.
Through the satisfaction received from classes, satisfaction with the entire educational process is formed, which supports determination. In this case, the failures that are inevitable when achieving a goal that is distant in time will be experienced less acutely by students and, therefore, will have less of a negative impact on the formation of determination.
Of course, for the sake of pursuing the emotional appeal of activities, they cannot be turned into an entertainment event. However, this factor cannot be ignored. Therefore, the teacher must, without losing the content of the lessons, carefully consider the alternation of means and methods of their organization.
Compliance with the principle of accessibility . Determination is supported by achieving step-by-step goals. In this regard, in order to develop the volitional sphere of the individual, it is necessary to present surmountable difficulties. One of the experts in the field of programmed learning, B. F. Skinner, believes that the level of difficulty should always be low enough to ensure that students continue to receive reinforcing stimuli, i.e., success. Most scientists, however, advocate the optimal difficulty of tasks, which will force a certain volitional effort. A task that is too easy is not effective in maintaining determination and cultivating perseverance. However, an overly difficult task can cause a feeling of disappointment and loss of faith in one’s abilities. The optimal difficulty, located near the upper region of difficulty, spurs students to greater mobilization of capabilities, challenges self-esteem and stimulates student activity aimed at overcoming the difficulty.
Using the rivalry effect . At certain points in the educational process, it is advisable to use the effect of competition to maintain determination and increase perseverance. The simplest way to achieve it is to use the competitive method. You can, for example, tell students that in the previous group all students successfully mastered the proposed program, or say: “In the parallel class they are also solving the same problem. Let's see which class can handle this task better." Strengthening the motive in such ways will increase perseverance and create a new emotional charge to maintain determination.
A person's awareness of his duty and responsibility. If a person’s sense of duty is not sufficiently developed, perseverance may not be fully manifested. True, its manifestation is possible with selfish aspirations (selfishness, excessive ambition), but it is unlikely that such determination and such a manifestation of perseverance will please the teacher.
A person’s awareness of his duty, the extent of responsibility for the development and implementation of his talent indicates that he has all the prerequisites for self-development, determination and perseverance. If a person does not strive to achieve a distant goal himself, no tricks of the teacher will help. If a person has a pronounced desire to overcome all difficulties, he can compensate for some of his insufficiently expressed abilities and achieve his goal.
Cultivating discipline . The success of instilling discipline depends on how accurately the list of requirements presented to a person is formulated and understandable. In addition, it is equally important to reinforce the skills of disciplined behavior.
The following measures can be taken to correct indiscipline:
1. Involving unruly students in various types of socially useful activities, taking into account their interests and values, giving the assigned task significance for the entire team, and not just for unruly students.
2. Giving undisciplined students the initiative in some socially useful matters.
3. Strengthening their faith in their own strength.
4. Using methods of persuasion, encouragement, public approval, tact, and trust.
5. Using public opinion of the class against malicious violators of discipline.
Development of independence . The development of independence goes through a number of stages. At the first stage, independence is manifested only in the execution of what was planned only by the teacher (leader, coach) or the teacher together with students and subordinates. At the second stage, independence is manifested not only in performance, but also in self-control. At the third stage, they are joined by the ability to plan activities themselves. At the fourth stage, creative initiative appears, that is, independence in setting a goal, choosing ways to achieve it, and taking responsibility for the implementation of the matter.
Successful formation of independence requires taking into account a number of circumstances and creating certain conditions.
1. The development of independence is possible only on the basis of acquiring the knowledge and skills necessary in this type of activity.
2. The development of independence should take place under the control of a mentor (teacher, parents, etc.), but without unnecessary supervision, without constraining a person’s initiative.
3. The student’s interest in this type of activity is necessary.
Developing determination . The main way to develop decisiveness is training with repeated repetition of problem situations, i.e. those when it is necessary to make a decision in the face of choice, with a lack of information, etc. The development of decisiveness is also facilitated by performing dangerous exercises, for example those that are used to develop courage .
I. P. Petyaykin (1979b) tried two options for adapting to “dangerous” exercises in a physical education lesson - with and without teacher insurance. Both junior and senior students developed determination faster and to a greater extent in cases where safety nets were not used.
The development of determination is facilitated by the creation of a competitive environment in the classroom. However, too much importance of actions and responsibility reduce decisiveness. Here there is a manifestation of the Yerkes-Dodson law, according to which an increase in the strength of the motive stimulates activity, but excessive strength of the motive worsens it.
Increased determination is facilitated by the self-confidence that arises as one masters the material being learned. To quickly develop this feeling and relieve fear, in the first stages of training it is advisable to give feasible tasks and provide assistance.
Parent meeting “So that the child learns with interest!”
Test 2 results analysis
Count the number of statements “a”, “b” and “c” you marked.
If more answers are “a”. You know that the child needs your help.
If more answers are “b”. You are concerned about problems, but problems with school can lead to destabilization of the child’s entire life.
If more answers are “c”. You and other family members must help your child.
— In order to correctly understand the reasons for the decline in academic performance, it is necessary to take into account the interests of the child. General cognitive interests, which are manifested to a greater or lesser extent in every young child, in subsequent years become more specific, as if specialized. To receive an education, a child must study a number of compulsory disciplines. He studies some subjects without interest, out of necessity, which certainly affects his academic performance.
The more multifaceted the child’s interests, the better he studies school subjects, the broader his horizons and positive opportunities for full knowledge of a particular discipline.
Extracurricular interests also have a huge influence on the formation of the right attitude towards learning. Most often, these interests help study, because they are associated with certain school disciplines (for example, love for animals - with biology and geography, interest in technology - with physics, mathematics, etc.). Sometimes extracurricular interests are so great that they begin to negatively affect academic results (for example, uncontrolled passion for reading, sports). It is necessary to instill in the child responsibility, conscientiousness, and the ability to force himself to engage in compulsory activities, postponing the realization of his interests for specially allocated free time.
Studying the interests and abilities of their child at all periods of his life is one of the most important elements of education for parents. “Mom, can I not go to school tomorrow?” - “Are you feeling bad?” - “Actually, no, only my head hurts a little. Let me not go to school!” - “How can I be allowed to skip classes in the 10th grade just like that, without a serious reason?” “I’ll tell you, but I don’t know if you’ll understand me. We have a test in chemistry." “Of course, you won’t find any understanding from me, you noticed that correctly. What will absence from class give you? You just need to learn chemistry.” “Yes, I’ve been teaching for three days now. And all in vain. I am not capable of chemistry or exact sciences in general. I study and study, and then at school, especially on tests, I don’t remember anything. I guess I don’t have the ability..."
Similar conversations with teenagers happen in many families. Sometimes the reasons for the statement “I can’t”, “I can’t handle it” are unwillingness to make an effort, lack of perseverance, and sometimes just laziness. But very often the source of this phenomenon lies in a lack of faith in one’s strengths, in a low assessment of one’s capabilities. Parents need to pay attention to the child’s attitude towards himself, tactfully and gradually help him free himself from negative inclinations and develop useful, positive qualities. You cannot express a superficial opinion about a child, much less repeat it often, without having a deep inner conviction of its justice. The opinion that is most firmly fixed in the child’s mind is the one repeatedly heard from parents and people around him. Parents should pay special attention when the child does not believe in his abilities or, on the contrary, values him too highly. If a child is constantly told about his weak abilities, he may completely lose the desire to improve his performance.
Some parents consider their children to be quite capable, but find it right to talk in front of them only about failures, forgetting about successes. There are many children who study well, but in the family every minus (with o) is commented on at length and at length, while the “A” itself is forgotten. Constantly emphasizing shortcomings does great harm; the child develops low self-esteem.
A child’s too high opinion of himself is also harmful. Excessive belief in one's own merits does not contribute to the development of one's capabilities. As a result, the son or daughter does not achieve the expected success even when they are truly capable and have a number of advantages. A child’s self-esteem primarily depends on the attitude of his parents towards him and on their educational influence. If they monitor their child’s development and influence his behavior, they can more effectively contribute to the child’s self-esteem, and this in turn can affect his attitude towards learning and improve his academic performance.
IV. Recommendations for parents
“We have found out the reasons for the problem under discussion, and now you know: how your child goes to school, with pleasure or reluctance, depends not only on the school, but also on the family. Let's try to find additional ways to solve the problem.
Option 1: Get your child to talk about what they are learning at school. Tell him that his least favorite subject was your favorite. Ask him to show in the textbook the topic he is studying at school, and compare it with how you were taught it before (at the same time, you will understand how much he knows the material in the paragraph). Prove by personal example that solving difficult equations is interesting, or simply develop a specific solution scheme.
Option 2. Use the advice of D. Carnegie “Nine ways to change a person,
without offending him or causing indignation.”
1. Start with praise and sincere recognition of the child’s strengths.
2. When calling attention to errors, do so in an indirect form.
3. Before criticizing another, admit your own mistakes.
4.Ask questions instead of orders.
5.Give your child the opportunity to save his face.
6. Praise him even for modest success and be sincere.
7.Create a good name for your child so that he begins to live in accordance with it.
8. Use encouragement so that the shortcoming you want to correct seems easy to correct, and the task you want to engage him in seems easy to do.
9. Make sure that the child is pleased to do what you have assigned him.
Option 3: Take note of the following.
1. Make sure your child goes to bed on time. A child who doesn't get enough sleep is a sad sight in the classroom.
2. Let your child see your interest in the assignments he receives and in the books he brings from school.
3. Read for yourself, let the child see that free time can be spent not only watching TV.
4. If your son or daughter has a conflict at school, try to eliminate it, but do not discuss all its details with your children.
5. Don't talk bad about school or criticize teachers in front of children.
6. Teach your child to express thoughts in writing: exchange notes, write down impressions about any events.
7.Take part in the life of the class and school as much as possible. The child will enjoy it.
Option 4. Psychologists have the concept of “tactile hunger.” This is a lack of parental love. Snuggle, kiss, encourage your child. Perhaps these sensations will serve as an incentive to solve problems.
V. Summing up
— Of course, there is no single rule for everyone and for all occasions. Each child is unique, and so is our relationship with him. We need to convince the child of the importance of becoming a knowledgeable and hardworking person who does beautiful things and that he has every opportunity to realize himself. We, teachers and parents, are allies in this matter. The great philosopher J.-J. Rousseau said: “Let the children do what they want, but they should want what the teacher wants.” If we want our children to not have problems with academic performance, unwillingness and inability to learn, we need to work purposefully and patiently in this direction. Today at the meeting we talked about the need for full communication between parents and children, a more responsible approach to education. I hope that our joint efforts will give the necessary results, and success in education will have a positive impact on the children’s knowledge. Let's learn to be good parents.
VI. Parent meeting decision
1. Parents should spend more time with their children and, together with them, develop a program of action to solve problems that arise.
2. Do not forget about the constant cooperation of children, parents and teachers.
