Article “The situation of success in lessons in primary school as one of the conditions for improving the quality of education”

The situation of success in the lesson in the light of the requirements of the Federal State Educational Standard

Artistic and pedagogical technologies in art lessons.
Technology of “creating a situation of success” Author: Lyudmila Petrovna Pavlenko, labor education teacher at Municipal Educational Institution “School No. 101 of Donetsk” Today, the entire pedagogical community is looking for ways to optimize the educational process, stimulate the activities of teachers and children. But the amount of information that we would like to give to children is growing rapidly and no longer fits either into the curriculum or into children’s heads. The search for and independent choice of specific forms of educational work has become the norm for teachers. There is a need to widely use modern educational technologies that develop students’ productive thinking, creativity, and emotional sphere, which is especially important today. the goal of my teaching activity to be introducing children to positive human experience, creating conditions for the development of creative abilities in fine arts lessons. The relevance of artistic and pedagogical technologies for modern education is determined by its multi-purpose and multifunctional orientation, as well as the possibility of its integration into a holistic educational process, during which, along with students mastering systemic basic knowledge and key competencies, the multilateral development of a growing personality occurs. The search for answers not only to the questions “what to teach?”, “why teach?”, “how to teach?”, but also to the question “how to teach effectively?” led scientists and practitioners to attempt to “technologize” the educational process, i.e. turn learning into a kind of production and technological process with a guaranteed result, and in connection with this, a direction appeared in pedagogy - pedagogical technologies. Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B.T. Likhachev). Pedagogical technology is research aimed at identifying principles and developing techniques for optimizing the educational process, designing and applying techniques, and evaluating the methods used. In fact, pedagogical technology introduces a systematic method of consciousness, taking into account technical and human resources and their interaction. The term “educational technologies” originated thirty years ago in American pedagogy. In educational practice, the concept of “pedagogical technologies” is used at three levels (Selevko G.K.): • general pedagogical (general didactic) level characterizes the educational process in the region, educational institution, at a certain stage of education; • particular methodological (subject) level is a set of methods and means for implementing the content of training and education within one subject; • local (modular) level – technology of individual parts of the educational process, private didactic and educational tasks. New educational technologies arise as a result of scientific research. The number of modern pedagogical technologies is quite large - about 100. These technologies cover all the main trends and directions of development of education, foreign educational technologies of past years, technologies embedded in modern variable textbooks, educational technologies. Currently, the concept of pedagogical technology has become firmly established in the educational process. Technology is a set of techniques used in any business, in art (Explanatory Dictionary of the Russian Language). Technology is an art, skill, skill, a set of processing methods, changes in state (V. M. Shepel). Modern teaching technology represents the ordered activity of the teacher, which provides for student responses. The main function of pedagogical technologies is the implementation of educational goals of the educational process and personal development. This implies the principle of technology integrity, which provides for the laws of development of a technological system: the invariance of its structure even with the harmonious interaction of all its constituent elements. The second principle of technology is variable-personal organization of training, i.e. its adaptability to the personal, individual characteristics of students. (Unfortunately, this principle is not clearly represented in either traditional or other teaching technologies). Pedagogical technologies. • meaningful technique for implementing the educational process (V.P. Bespalko) • description of the process of achieving the planned learning outcomes (I.P. Volkov) • a set of psychological and pedagogical attitudes that determine the social set and layout of forms, methods, methods, teaching techniques, educational means ; it is a toolkit of the pedagogical process (B. T. Likhachev) • a systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M. V. Klarin) Signs of pedagogical technology: diagnostic goal setting effectiveness cost-effectiveness projectability integrity controllability adjustability visualization Pedagogical technology has a structure and certain qualities. The following components can be distinguished at its basis - conceptual framework; — content (goals, content of educational material); — the procedural part (methods and forms of interaction between teacher and students, diagnostics of the educational process). Pedagogical technology must have the following qualities: • conceptuality; — systematicity (complexity or interrelation of all components of the pedagogical process); • controllability (planning, diagnostics and correction); • efficiency (positive results are guaranteed); • reproducibility (use in different educational institutions and by other teachers). • The method, method, means of teaching determine the names of many existing technologies: • dogmatic, reproductive • explanatory and illustrative • programmed learning • problem-based learning • developmental learning • self-development learning • dialogical • communicative • gaming • creative, etc. According to the category of students, the most important and the original ones are: • mass (traditional) school technology • advanced level technologies (in-depth study of subjects, gymnasium, lyceum, special education, etc.) • technologies of compensatory education (pedagogical correction, support, alignment, etc.) • various victimological technologies (signature-, ortho-, typhlo-, oligophrenopedagogy) • technologies for working with deviant (difficult and gifted) children within the framework of a public school. Currently, there are several classifications of pedagogical technologies, which are determined by one of the leading characteristics or levels. So, for example, pedagogical technologies are distinguished: 1. According to the level of application: • general pedagogical, • specific subject (industry), • local (narrow methodological). 2. According to the leading factor of mental development: • biogenic; - sociogenic; • psychogenic; - idealistic. 3. By organizational forms: - class-lesson; — club; - collective; • group – individual; - differentiated. 4. By type of control of cognitive activity: - classical (lecture); - traditional; — with the help of TSO; - based on the book; — “consultant” system; — system of small groups; — “tutor” system; - computer; - programmed; - differentiated. 5. By approach to the child: - authoritarian; — cooperation; - anthropo-pedocentric; • personality-oriented; - free upbringing; - esoteric. 6. By predominant method: • reproductive; - explanatory - illustrative; • developmental training; - problematic - search; - creative. • programmed training; — gaming; - information, etc. We, teachers, need to use technologies that would create special conditions for the teacher to tactfully convey aesthetic attitudes, aesthetic tastes, ideals in the process of teaching and upbringing, such as: subject technologies, modular or local, specific personal, monotechnologies, polytechnologies (syncretistic), flexible technologies, etc. (G.K. Selevko). Artistic development of schoolchildren through modern pedagogical technologies An indispensable means of shaping the spiritual world of children is art: literature, music, sculpture, folk art, painting, theater. The influence of art on the formation and development of a person’s personality is very great. Without raising aesthetically literate people, instilling respect for spiritual values ​​from childhood, the ability to understand and appreciate art, without awakening children's creative principles, it is impossible to become a harmoniously developed and creatively active personality. They say that if a person has kindness, humanity, sensitivity, goodwill, it means that he has succeeded as a person. Art surrounds a person from the moment of birth and introduces him to the world around him through systems of artistic images and works. In the process of mastering art, personal properties and qualities develop, the child learns to live according to the laws of beauty. Works of art bring the joy of knowledge, discovery, and evoke feelings of pleasure in beauty. Learning various types of artistic activities subsequently gives children the joy of creativity, forms an interest in art that lasts throughout life and serves as one of the foundations for the spiritual development of the individual. A feeling of joy and a desire to engage in art is an indispensable prerequisite for the methodological well-being of the lesson. An important indicator is also the ability and desire to participate in a common cause. In the formation of a modern type of thinking and preserving the health of children, it is not any one type of art that plays an important role, but the active interaction of different types of artistic and creative activities. This means: the educational process must be designed in such a way that students can successfully not only adapt to a rapidly changing world, but also be capable of transforming this world, and therefore not only possess knowledge, but also be able to apply it in the process of their own independent professional and creative activities. Therefore, the main task of every teacher is to develop in children the ability to work independently, self-knowledge, and self-improvement; the ability to transfer acquired knowledge to life situations, i.e. develop in them personally significant competencies and interest in learning, activate independent cognitive activity and teach: 1 – learn; 2 - know; 3 - to know; 4 - do; 5 - live; 6 - to be Human. Pedagogical technology is a set of necessary professional skills that determine the educational SUCCESS of pedagogical influence. Many children lack self-confidence; there is a fear of making a mistake, of answering incorrectly; Schoolchildren are afraid of being misunderstood in class and ridiculed. Such children with low self-esteem need to be supported, approved, and noticed, even if they are small, for their successes and progress. Studying should bring joy to the child. And the teacher must help the student with this. A friendly atmosphere should be created in the lesson, conditions that provide the student with the opportunity to experience a feeling of joy and success in achieving their goal. TECHNOLOGY OF “CREATING A SITUATION OF SUCCESS” The origins of this technology in the pedagogical activity of A.S. Makarenko, who developed the idea of ​​“tomorrow’s joy”, V. A. Sukhomlinsky, who created the “School of Joy”. A situation of success is a subjective psychological state of satisfaction resulting from physical or moral stress. A situation of success is achieved when the child himself recognizes this result as success. It occurs in the subject after overcoming his timidity, inability, ignorance, psychological defeat, and the like. Goal: to create a situation of success for the development of the child’s personality, to give each student the opportunity to feel the joy of achieving success, awareness of their abilities, and faith in their own strength. Conceptual basis: - success in any activity inspires and inspires a person, gives him confidence, and increases interest in this activity; constant failures depress, disappoint, upset, reduce interest, cause indifference to the activity or even immediately to it; — academic success affects all types of activities in future adult life, the choice of profession, and social status; — success in learning is closely related to its humanization and individualization. The teacher’s task is to help the child’s personality grow in success, to make him feel the joy of overcoming difficulties, to understand that nothing in life is given in vain - you need to make an effort, and success will be equivalent to the effort expended. The implementation of the technology “creating a situation of success” produces a valuable human quality - perseverance in the fight against difficulties. Creating a situation of success is artificial, since the teacher for a certain time (at a certain moment) increases the evaluative emphasis on the student’s decent work, while not paying attention to the shortcomings. A situation of success is a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and the team as a whole. This is the result of a thoughtful and prepared strategy and tactics of the teacher and family. The teacher understands the temporary nature of the created situation, which is subsequently corrected. When the child believes in himself, you can point out shortcomings, gradually correcting them together and independently. The pedagogical technology of “creating a situation of success” implies the creation of various types of joy, the use of techniques for working with different categories of students. These techniques are the creativity of the teacher: - “emotional stroking” - with a smile, a glance, to make it clear that the teacher approves of the behavior; - announcement - preliminary discussion with the student about what needs to be done, rehearsal of the event; — “ugly duckling” — creating opportunities for a child to flourish; - “mouse in sour cream” - instilling confidence in one’s strength, a call to overcome difficulties; - “ladder” - gradually leading the pet along a ladder of knowledge, psychological self-determination; - “I give you a chance” - the teacher prepares a situation in which the child reveals his capabilities; — “deliberate mistake” — activation of students’ attention and active life position. To successfully use this technology by a teacher, he must have the power of suggestive influence through the linguistic means of pedagogical technology, treat the child as an emerging personality, understand his inner world, master emotional culture, and have psychological competence. Experiencing emotions associated with success allows you to: - stimulate performance; — increase learning motivation, develop the cognitive process; - maintain a favorable emotional environment in the team; — develop personal qualities with a “plus” sign: initiative, activity, creativity; - correct negative personal characteristics: anxiety, suspiciousness, uncertainty, low self-esteem. Rules for creating a situation of success: • Encourage for the slightest success, approve for the slightest victory in competition with oneself or other students, for helping others, so that the joy of victory is moral. • Do not punish with a negative mark or harsh criticism of the student. • Timely note the successes and achievements of students in all types of activities. It is especially important to do this publicly so that everyone knows about the encouragement of this particular student • Use a more differentiated grading system at a certain stage of education: an incentive grade for diligence, for effort, diligence, for an unexpected, albeit weak answer from a poorly performing student, and grades for the quality of the result . “Zest” allows you to diversify the lesson, make it interesting, lively, and fun.
This could be: - a joke, - a short story, - a game, - an excerpt from a film, - an audio guide, - an unusual beginning of a lesson.
It can take place in the middle of the lesson or at the end. This is an opportunity to relax and take a short break from learning activities. This is a kind of relaxation when you need relief, relieving tension and restoring performance. What helps create a positive emotional mood, a desire to work and a 100% situation of success in the classroom: • puzzles and drawings; • cards – supports; • mutual assistance • games • games with riddles, proverbs and sayings; • Presentation. A system of methods for creating a situation of success in the lesson - Methods of differentiated teaching - Collective forms of teaching - A combination of reproductive, problem-searching and creatively reproducing teaching methods. — Project method. -Diagnosis of the emotional state of students during the educational process we will consider the psychological-pedagogical situation of success in stages. 1. Motivational stage, or installation on the alleged activity. The teacher sets himself the task of forming a student to fulfill the training task as successfully as possible, to feel himself the “Creator of circumstances”, to overcome the difficulties that can meet in the course of work, in other words, forms the motive for achieving success. By forming a motive for achieving as the basis of a certain atmosphere among students, the teacher has the right to propose various options for motives: • the desire to solve interesting tasks, • try to gain authority in the eyes of his comrades, become the first, • Consider their activities in terms of its benefit for other people, • establish New contacts during execution, etc. As a result, at the motivational stage, the teacher organizes certain situations in order to actualize or neutralize emotions for the upcoming activity. It should be noted that the situation of success associated with the motivational sphere at this stage is more determined by psychological aspects. This is its fundamental difference from situations arising at the following stages of activity. 2. Organizational stage, or ensuring activities. The teacher’s task is to provide a student with an assignment, which would take into account his individual abilities and would give him pleasure in the course of the work. At this stage, the situation of success can be considered as a special case of problematic learning. The methods of solving the problem will be: • organizational control (start of work, pauses, ending); • substantive control (content consultations); • Intellectual and emotional stimulation of students. 3. The effective stage, or a comparison of the alleged assessment with the real. The teacher is faced with the task of organizing work in such a way as to turn the result of the previous activity into an emotional stimulus, to a conscious motive to complete the next training task. For this, the student must realize and analyze the result he received at the previous stages of activity. The child expects that they will appreciate not only the result, but also his efforts in the process of activity. Based on the foregoing, we can conclude that the situation of success, ensuring the implementation of educational tasks, • At the motivational stage, is the basis for the formation of positive emotions to the upcoming activity, • on organizational - creates the conditions for the successful execution of the assignment, making this process emotionally and intellectually attractive for the student , • on the productive one - enhances the active attitude to the teachings, turning it into the motive of new activities, or corrects the formed negative (less often neutral) attitude. The situation of success becomes a condition for developing a positive attitude towards teaching into active, creative, if it forms the subject of activity
• a positive attitude to activity;
• a pleasant sense of success caused by overcoming the difficulties proposed by the teacher; • emotions of joy, intellectual rise in the process of solving educational problems; • satisfaction caused by overcoming the difficulties chosen by the students themselves; • awareness of the insufficiency of the level of their knowledge, skills in situations of overcoming; • Formation of a stable self -education need. Based on this, the situation of success becomes a condition for the education of such an attitude towards learning, which contributes to the manifestation and development of students' activity in the learning process, their self -knowledge, self -learning and self -formation. And most importantly, “the child must be sure that he owes, first of all, to himself. The help of the teacher, no matter how effective it is, should still be hidden. It is worth the child to feel that the opening is made by serving a teacher .... The joy of success can fade ” - V.A. Sukhomlinsky. Technological operations of creating success situations: 1. Removing fear - helps to overcome self -doubt, timidity, fear of the work itself and the assessment of others. “We all try and look for, the only way it can turn out something.” “People learn from their mistakes and find other solutions.” “The control work is quite easy, we went through this material.” 2. Advance of a successful result - helps the teacher express his firm conviction that his student must cope with the task. This, in turn, instills in the child confidence in his own strengths and capabilities. "You will definitely succeed." "I do not even doubt a successful result." 3. The hidden instruction of the child in methods and forms of performing activities - helps the child avoid lesion, is achieved by hint, wishes. “Perhaps it is best to start with ... ..”. "When doing the work, do not forget about ... ..". 4. Making a motive - shows the child for what, for whom this activity is performed, who will be fine after completion. “Without your help, your comrades cannot cope ...” 5. Personal exclusivity - denotes the importance of the child’s efforts in the upcoming or performed activities. "Only you could ....". "Only I can trust you ...". “I can’t turn to anyone other than you, except you ...” 6. Mobilization of activity or pedagogical suggestion - encourages specific actions. “We can’t wait to start work ...”. “So I want to see it as soon as possible ...” 7. A high assessment of the details-helps to emotionally survive the success of not the result as a whole, but some of its separate details. “You especially managed to explain.” “Most of all in your work I liked ...”. “This part of your work deserves the highest praise.” The situation of success only then becomes an effective means of activating cognitive activity when it: • is realized at all stages of the educational process; • is realized in the readiness of the student at each new stage to solve more and more complicated educational problems; • implemented taking into account the individual characteristics of students. Options for modeling success situations in praise lessons. The most powerful, effective and subtle instrument of the teacher. It is necessary to praise the student! Why? To evaluate the efforts of the student, support him, increase self -esteem and strengthen motivation to study the subject. The approval of the teacher is able to work miracles! The main function of praise is to convey the sincere faith of the teacher to the possibility of his student. But every student needs a positive assessment and approval of his activities and achievements. This is the only way to convince the child to study, and study with pleasure. The task of the teacher is to constantly find good reasons for verbal encouragement of their students. Golden rules of teacher praise: • praise for diligence! • praise actions, not a person! • Clearly indicate what to praise for! • Praise in moderation and in the case! • praise not only “favorites”! • Stop good! • Do not contrast one student with the whole class! • praise without comparisons! • reinforce praise! • To stock up “I-invoices” of collective praise, every child wants to establish himself not only in the eyes of the teacher, but also among classmates. In this regard, it will be good if for certain achievements to praise the child with the whole class. For example, you can meet with applause the winner of the school competition, the subject Olympiad or just a student who completed an interesting project. The reception of “Eureka” is that the teacher creates such a situation, during which the student himself comes to an interesting conclusion, which is revealed by his own personal qualities, which he had hitherto unknown to him. For example, you can invite students to create the image of the protagonist of the work by any methods: with the help of a drawing, music, making a film, making a song or a poem. Such creative tasks reveal the potential of children, and the teacher as a result receives a whole “bouquet” of talented work. Tasks of different complexity are taken from differentiated learning methods and allows each child to complete the task that he can. At the same time, stronger students get a chance to show off with their erudition, the “middle peasants” can be distinguished by a creative campaign, but the weakest ones will receive satisfaction from the completed task. An independent choice of assignment to students is invited to choose their own task on their own. The content of the task should be the same, students can choose the volume, complexity of execution, choose an individual task or work in pairs/group, independent training or with the help of a teacher. Firstly, in children, the skill is formed not to be lost in a situation of choice, and secondly, this accustoms to a conscious choice, to an adequate assessment of their forces and abilities. The portfolio is one of the methods that allows the student to clearly see his achievements: there is a reason for pride and experience of success. The portfolio can be divided into several sections: “My achievements”, “My awards”, “My work”, “Reviews”. It is good if not only teachers, but also parents and classmates are involved in the filling of the portfolio. Remembering self-hypnosis , how in the film “The most charming and attractive” the heroines constantly inspired themselves that they were the most. Self -hypnosis came to pedagogy from psychology and it really helps to strengthen faith in oneself, to feel more confident, strong, capable. Elements of self -hypnosis can be included in physical schools; the whole lesson or its practical part can start with this technique. Aphorism is known: "Only a happy person can educate a happy person." We can say this: "The success of the student is created by a teacher who himself is experiencing the joy of success." Using artistic and pedagogical technologies in the modern educational space, the interest in children in the subject increases, students become an active subject of the educational process, and relations with the teacher are subjective. The development of personality, self -development, self -realization, self -determination of students. This develops creative independence, which is so necessary in technology lessons. Students have strong, deep knowledge. It is such knowledge that expand the ideas about life, life, allow us to apply them in modern life, design, modeling and design, contribute to the use of acquired knowledge in practical activity to transform and improve the famous. A creative personality moves progress, inventing more and more new technologies. So, there is an opportunity to create new equipment, materials, technical and biological systems. The teacher’s task to organize a certain system of measures to create psychological comfort, the success of schoolchildren in the lesson. All teachers have one goal - to teach, develop, educate, but everyone goes to it in different ways. Creating conditions for a successful teaching, each teacher is looking for his own ways, techniques, means. In the lesson, much depends on the emotional component and on the personality of the teacher himself. Forty -five minutes of the lesson should be the minutes of joy: the joy of knowledge, the joy of creativity, the joy of communication. The creation of a situation of success at school is one of the key points of motivation for studying, educating interest in knowledge, educating strong character traits. In other words: success in study today is success in further life. List of used literature 1. Seleucog. K. Modern educational technologies: Textbook for universities and institutions of advanced training. —M.: Popular education, 1998. –C.17 2. BELKIN A. S. Situations of success. How to create it: a book for a teacher. M., 1991. 3. Korotaeva E.V. Activation of the cognitive activity of students (issues of theory and practice): Textbook. Yekaterinburg, 1995. 4. Pedagogy: pedagogical theories, systems, technologies: textbook. aid for students avg. ped. textbook establishments / Ed. S. A. Smirnova. M., 1998. 5. Ravkin Z. I. Actual issues of the theory of pedagogical stimulation // Soviet pedagogy. 1974. No. 10.

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Creating a situation of success as one of the modern technologies of education article

Creating a Success Situation

as one of the modern technologies of education

Educational technologies are one of the means of education, a system of scientifically based techniques and methods that contribute to the establishment of such relationships between the subjects of the process, in which the goal is achieved in direct contact - introducing those brought up to universal cultural values.

Modern educational technologies

• technology of project-based learning;
• person-centered technology;
• health-saving technology;
• educational business game technology;
• technology for the development of critical thinking;
• KTD technology of I. P. Ivanov;
• technology for conducting educational discussions;
• Tutoring is a technology of pedagogical support;
• technology for creating a situation of success;
• show technologies;
• situational technologies.

Today we will talk about the situation of success, its types and the technology for its creation in the practical activities of teachers.

Today's education involves turning the school towards the child; acceptance of his personal characteristics and interests; respect for his merits; trust in him; understanding the socio-pedagogical situation of its development; creating the most favorable conditions for the development of his abilities and talents; provision of comprehensive psychological and pedagogical assistance and protection in the process of its development. The main purpose of a teacher’s activity is to create a situation of success for each student, to give them the opportunity to experience the joy of achievement, to realize their capabilities, and to believe in themselves.

Very often in our daily work we have to deal with the reluctance of students to go to school, do homework, and expand their knowledge. Why is this happening? A first-grader comes to school full of desire to learn, he hopes to achieve recognition and expects to earn love and respect from teachers and classmates. The collapse of this optimism is the most serious problem of learning. So why does he lose interest in studying? Is the school and its teaching methods to blame for this? What role does the teacher play in this? Can a teacher create students’ interest in the learning process and with what help?

Not only our contemporaries, but teachers of past years were looking for answers to these and other questions.

Ushinsky believed that only success maintains a student’s interest in learning. And interest in learning appears only when there is inspiration, born from success in mastering knowledge.

Sukhomlinsky argued that the methods used in educational activities should arouse the child’s interest in understanding the world around him, and the educational institution should become a school of joy.

One of the famous American scientists, psychologist, psychotherapist and teacher is also convinced that success should be available to every child. If a child succeeds in school, then he has every chance of success in life.

Doctor of Pedagogical Sciences Belkin insists that if a child is deprived of faith in himself, it is difficult to hope for his bright future.

The teacher must create a source of inner strength for the child, generating energy to overcome difficulties and the desire to learn. The teacher must create conditions in which the child would experience self-confidence and inner satisfaction; he must remember that the child must be helped to achieve success in academic and extracurricular activities. And for this you need to create a situation of success.

What is, from a scientific point of view, a situation of success? Here it is important to separate the concepts of “success” and “success situation”.

A situation of success is a combination of conditions that ensure success, and success itself is the result of such a situation. A situation is something that a teacher can organize. Experiences of joy and success are phenomena that evoke a feeling of self-sufficiency, psychological comfort, and emotional stability.

A situation of success can be reinforced day after day. Even a one-time experience of success can dramatically improve psychological well-being, rhythm of activity and relationships with others. A necessary condition for the development of the individual, her security, and psychological comfort is the formation of a cohesive and friendly educational team, the creation of a friendly atmosphere in the classroom.

In a pedagogical sense, success can be the result of thoughtful, prepared tactics of the teacher and family. Success is not an abstract category. The joy of success of a junior schoolchild is different from the joy of a teenager. The basis for the expectation of success, as a rule, among younger schoolchildren is the desire to earn the approval of their elders; among teenagers, it is the reaction of classmates, the desire to affirm their “I”, “to make a bid” for the future. The younger student does not so much realize success as experience it. The teenager is both aware and worried.

How to help a child believe in himself, realize his own capabilities and realize them? To do this, the teacher organizes a situation of success for him. Activities that bring success are the main factor in personal growth, because a child’s success is the only source of his internal strength and energy.

Without a feeling of success, a child loses interest in school and academic activities, but achieving success in his educational activities is complicated by a number of circumstances, including a lack of knowledge and skills, psychological and physiological characteristics of development, poor self-regulation and others. Therefore, it is pedagogically justified to create a situation of success for the student - a subjective experience of satisfaction from the process and result of independently performed activities. Technologically, this assistance is provided by a number of operations that are carried out in a psychological atmosphere of joy and approval, created by verbal (speech) and non-verbal (facial-plastic) means. Encouraging words and soft intonations, melody of speech and correctness of address, as well as an open posture and friendly facial expressions, combine to create a favorable psychological background that helps the child cope with the task assigned to them.

Algorithm for creating a situation of success

1. Relieve fear

Helps overcome self-doubt, timidity, fear of the task itself and the assessments of others.

“We try and look for everything, this is the only way something can work out.” “People learn from their mistakes and find other solutions.” “The test is quite easy, we went over this material.”

2. Advance payment for a successful result

Helps the teacher express his firm belief that his student will definitely cope with the task. This, in turn, instills in the child confidence in his own strengths and capabilities.

“You will definitely succeed.” “I don’t even doubt the successful outcome.”

3. Hidden instruction of the child in the methods and forms of performing activities helps the child avoid defeat. Achieved by hint, wish.

“Perhaps the best place to start is with...” “When doing your work, don’t forget about...”

4. Introducing a motive

Shows the child why, for whom this activity is being done, and who will feel good after doing it.

“Your comrades cannot cope without your help...”

5. Personal exclusivity

Indicates the importance of the child’s efforts in the upcoming or ongoing activity.

“Only you could...” “I can only trust you...” “I can’t turn to anyone but you with this request...”

6. Mobilization of activity or pedagogical suggestion

Encourages you to take specific actions.

“We can’t wait to get started...” “I really want to see it as soon as possible...”

7. Highly appreciated details

It helps to emotionally experience the success of not the result as a whole, but some of its individual details.

“You were especially successful with that explanation.” “What I liked most about your work...” “This part of your work deserves the highest praise.”

A situation of success is especially important when working with children whose behavior is complicated by a number of external and internal reasons, since it allows them to relieve aggression and overcome isolation and passivity. At the same time, a school teacher quite often faces another problem - when a prosperous and, in general, successful student, believing that his success is guaranteed by previous merits, stops making efforts in his studies and lets everything take its course. In such a case, the situation of success created by the teacher takes the form of a kind of layer cake, where between the layers of dough (between two situations of success) there is a filling (a situation of failure).

The professional and creative activity of teachers in creating situations of success creates the necessary enabling conditions for the self-realization and self-affirmation of a teenager in the team of people around him, recognition of his personal potential and capabilities. All this leads to the pupil’s feeling of joy, satisfaction with the achieved results of his activity, i.e. states of success. It, in turn, has a stimulating effect on the need-motivational and emotional-volitional spheres of his personality, bringing to life more and more new needs for positive success in educational, cognitive and communicative activities, increasing the desire to self-realize in the classroom and the surrounding social environment . A teenager’s achievement of success and joy contributes to the formation of a similar state in the teacher, as a result of his professional and creative activity. A teacher’s awareness of the real success of his student during the analysis of pedagogical situations is an important condition for increasing motivation for success in his professional work.

Techniques for creating a situation of success

1. “Emotional stroking”

The teacher easily gives out compliments. During the lesson he says “well done”, “good girl”, “Guys, I’m proud of you!” many times. You and I know what the prevailing tone of school relations is. A child often hears from the lips of a teacher “stupid”, “slob” and similar definitions. They weigh down the child’s consciousness and soul like a cast-iron weight, humiliating his human dignity. Instilling in a child faith in himself, touching his shoulder with your hand, giving him your heart, open to kindness and sympathy, is the key to successful upbringing.

2. "Cold Shower"

In a lesson with capable students, you can observe that periods of rise and takeoff can be replaced by relaxation; a conscientious attitude towards one’s duties sometimes “slips.” Such students are very emotional and actively react to successes and failures. Valuations are booming. As a rule, their families are good and caring. The attitude of the team is favorable. They enjoy the sympathy of classmates and teachers. The Achilles heel of these schoolchildren is the rapid adaptation to success, the devaluation of joy, the transformation of confidence into self-confidence. For such students, the Cold Shower teaching technique may be helpful.

3. "Intentional error"

We are used to the fact that only the teacher can point out mistakes to students. When such an opportunity is given to a student, you should see how proud his face shines: he discovered a mistake from the teacher himself!

The “intentional error” technique can be used, taking into account age, only on material known to students, which is used in the proof as supporting knowledge.

4. "Eureka"

The essence of this pedagogical technique is to create conditions under which a child, while completing a learning task, would unexpectedly come to a conclusion that would reveal previously unknown possibilities. He should get an interesting result that opens up the prospect of knowledge. The teacher’s merit will be to not only notice this personal discovery, but also to support the child in every possible way, set new, more serious tasks for him, and inspire him to solve them.

5 . "Escalator"

The teacher leads the student progressively upward, rising with him through the steps of knowledge, psychological self-determination, and gaining faith in himself and others.

6. "Chance"

Prepared pedagogical situations in which the child gets the opportunity to unexpectedly discover his own capabilities. The teacher may not prepare such situations on purpose, but he will not miss this moment and will be able to materialize it.

7. "Empathy"

This technique of appealing to the student’s feelings can be used in cases where there is hope that the teacher’s sincere appeal to the children’s best feelings will be understood.

8. "Takeoff"

The main role is assigned to the teacher. Intellectual potential is hidden in every student if you find a way to ignite this charge, release its energy, turn it into a chain reaction, where the teacher’s word, imbued with a warm feeling, gives birth to effort, effort gives birth to thought, and thought is split into knowledge and a reciprocal feeling of gratitude. Ultimately, self-confidence is formed.

9. "Follow Us"

The point is to awaken the student’s dormant thoughts, to give him the opportunity to find the joy of recognizing his intellectual powers. The reaction of others will serve for him at the same time as a signal of awakening, a stimulus for cognition, and the result of effort.

10. "Exchange of roles"

The exchange of roles makes it possible to highlight the hitherto hidden potential of the intellectual, emotional and volitional capabilities of students. They seem to create an important precedent for the future, breaking down into separate independent acts of “role exchange”, turning from a form of business game into a specific technique for creating a situation of success. The motto of this technique is: “The brighter the personality, the brighter the team.”

11. "Infection"

If the success of an individual student becomes an incentive for the success of others, it will develop into the success of many, and the awareness of this success will cause joy for everyone.

The “contagion” mechanism is based on the transfer of mood from one microgroup to another. General joy does not represent a homogeneous whole; it always reflects the sum of the successes of several microgroups of schoolchildren. Its awareness and experience is determined by the role of these microgroups. The main thing is that others see the results of their work in the student’s achievements, and the child himself understands that his joy is the joy of support, the joy of being “one among his own.”

12. "Horizon"

Once a student has discovered the fascination of searching, of immersing himself in the world of the unknown, he can constantly strive to search, regardless of difficulties and failures. He will develop a respectful attitude towards the capabilities of the human mind.

13. "Delayed marking"

A mark is given only when the child deserves either a positive or an increased mark. This should not be confused with an assessment! Mark—fixed grade. Assessment can be different, it is always necessary and mandatory. And a mark is only given when it speaks of moving forward, of achieving the child. You shouldn’t rush into bad grades, your child needs to be given a chance!

14. "Intellectual inversion"

(changing the position of components, placing them in reverse order)

There is a continuous process of mutual enrichment of knowledge. Schematically, it can be represented as follows: the teacher receives knowledge, transfers it to students, and they, in turn, having accumulated a certain reserve and the ability to independently acquire it, enrich the intellectual fund of the teacher. So, schoolchildren also develop their own intellectual potential. You can even talk about the potential of the class.

Formula: the teacher’s potential gives rise to a group of potentials that constantly interact with each other in order to “charge” the student’s potentials, the teacher must tirelessly replenish his own, and the stimulus for this process is the mental growth of the students, by “connecting” to which the teacher receives a new charge of energy.

15. “Confession” or “When the teacher cries”

This technique can be used in cases where there is hope that the teacher’s sincere appeal to the children’s best feelings will receive understanding and generate a response. How to apply it is a matter of technique, experience, intuition and culture of the teacher. Here you need to accurately calculate everything and correctly predict possible reactions.

Using a situation of success should help students realize themselves as full-fledged individuals. The experience of success instills in a person confidence in his own abilities; there is a desire to achieve good results again in order to once again experience the joy of success; positive emotions generated as a result of successful activity create a feeling of internal well-being, which, in turn, has a beneficial effect on a person’s general attitude towards the world around him.

The teacher’s activity – teaching – is based on a system of methods.

Let us characterize the methods by which a teacher can create conditions for students to experience a situation of success.

A system of methods for creating a situation of success in the classroom

Methods of differentiated learning.

The need for a differentiated approach to students arises from the fact that students differ in their inclinations, level of training, perception of the environment, and character traits. The teacher’s task is to enable students to express their individuality, creativity, eliminate feelings of fear and instill confidence in their abilities. Differentiated learning allows each student to work at his own pace, gives the opportunity to cope with the task, helps to increase interest in learning activities, and creates positive motives for learning.

The teacher’s use of collective forms of learning in the educational process creates a situation of success. In this case, the principle “One head is good, but two is better” or “What one cannot do, is easy for a team” applies. Some students, unfortunately, often feel unsure of their own abilities when working independently. By performing work in pairs of permanent or rotating staff, in a group, children have the opportunity to cope with the task successfully. In addition, the introduction of collective forms of learning into the lesson allows the teacher to enliven the lesson; the teacher provides the opportunity to realize the communicative needs of students.

A combination of reproductive, problem-searching and creatively reproducing teaching methods.

The most effective way to create a situation of success in the classroom is for the teacher to combine reproductive, problem-searching and creative-reproducing teaching methods. Problem situations can be created at all stages of the learning process. The teacher creates a problem situation, directs students to solve it, organizes a search for a solution based on knowledge, puts forward hypotheses, and establishes a cause-and-effect relationship. Resolving a problem situation in class increases the strength and effectiveness of acquired knowledge and allows students to feel involved in what is happening in the lesson.

Project method.

The project method is a pedagogical technology focused not on the integration of factual knowledge, but on its application and acquisition of new ones; this is the independent creative work of students under the guidance of a teacher. Projects can be completed by children individually or in groups.

Diagnosis of the emotional state of students during the educational process.

It is very important for a teacher to know what emotional background prevails in the classroom during the school day and how successfully students evaluate their educational achievements. This is facilitated by reflection, to which the teacher leads students, summing up the lesson, the use of self-assessment and mutual assessment by children of each other during the lesson.

Where does one begin to create a situation of success in the classroom?

Success begins with children recognizing the teacher's right to teach. Perhaps with an unusual start to the lesson. From the creation of a psychological climate, an atmosphere of cheerfulness, a reasonable combination of reproductive and creative methods. With anticipation of unusualness, the teacher’s ability to surprise.

The first prerequisite is an atmosphere of goodwill in the classroom. The second condition is the removal of fear - advance payment to children before they begin to implement the task.

The key point is high motivation: for what? For what? For what? Real help in moving towards success.

Brief expressive impact on students - pedagogical suggestion. (Success! Get to work! Etc.)

Pedagogical support during the work process.

Rules that ensure a situation of success.

• Do not punish with a negative mark or harsh criticism of the student.

• Cheer for the slightest success, approve for the slightest victory in competition with oneself or other students, for helping others, so that the joy of victory is moral.

• Timely note the successes and achievements of students in all types of activities. It is especially important to do this publicly so that everyone knows about the encouragement of this particular student. Use a more differentiated grading system at a certain stage of training: an incentive grade for diligence, for effort, diligence, for an unexpected, albeit weak answer from a poorly performing student, and grades for the quality of the result.

• Use tasks in the classroom that involve competition, develop intelligence and guesswork, and contain creative elements. After all, a student, even if he does not have pronounced abilities, may draw well, count quickly, etc.

It is known that success is the fuel of development, a kind of trigger for self-improvement and self-development of a student.

Success is a source of inner strength in a child, generating energy to overcome difficulties and a desire to learn. The child experiences self-confidence and inner satisfaction. Based on all this, we can conclude: success in school is tomorrow’s success in life!