Verb conjugation, I and II verb conjugations. Formation in students of the need to master knowledge and motives for learning

The psychological syndrome of chronic failure develops at the end of preschool or primary school age. The interpersonal developmental situation in this syndrome is characterized by a discrepancy between the expectations of adults and the child’s achievements. The risk of its occurrence appears when systematic classes begin with a child, the results of which do not satisfy the parents and/or teacher.

As a rule, in early and middle preschool age, adults do not show increased interest in how successfully the child copes with certain tasks. The attitude towards him, his assessment as “good” or “bad” is determined by completely different criteria - whether he behaves well, whether he obeys his parents and teacher, etc.

During the period of preparation for school or a little later, at the beginning of school, the attitude of adults to the successes and failures of the child changes. A “good” child is, first of all, a child who knows a lot, studies successfully, and solves problems with ease. Parents often have a sharply negative attitude towards the difficulties and failures that are almost inevitable at the beginning of schooling.

Children in need of correctional assistance (due to a sensory defect or mental retardation) often find themselves in a similar situation already at the age of three. The same effect is possible with high expectations from parents who are concerned about the child’s achievements from early childhood, begin to teach him to read and write at the age of three, and are dissatisfied with his insufficiently rapid progress.

The reaction of the social environment, specific to chronic failure, is a constant negative assessment, comments, dissatisfaction from parents and teachers.

As a result, the child develops and maintains a high level of anxiety. His self-confidence decreases and his self-esteem decreases. The position of a junior student with chronic failure is the idea of ​​himself as a hopelessly bad student. These are the main features of the psychological profile in this syndrome.

The natural consequences of a high level of anxiety are unproductive waste of time on unimportant details, distraction from work by reasoning about “how bad it will be if I fail again, if I get a bad grade again,” refusal of tasks that already seem too difficult for the child.

The constant fear of making a mistake distracts the child’s attention from the meaning of the tasks he performs; he fixates on random trifles, losing sight of the main thing. Fears force him to check his work repeatedly, which leads to additional unnecessary waste of time and effort. Failure to know effective methods of checking also makes it pointless, since it still does not help to find and correct the error. Trying to do the best job possible (perfectionism) ends up making things worse. Low performance (an inevitable consequence of a constant state of anxiety) is a central feature of activity in the presence of chronic failure.

This creates a vicious circle: anxiety, disrupting the child’s activities, leads to failure and negative evaluations from others. Failure breeds anxiety, helping to perpetuate failure. The further you go, the more difficult it becomes to break this circle, which is why failure becomes “chronic”. The more responsible work a child does, the more worried he becomes. If the level of anxiety is already elevated, then its additional increase (excitement) further reduces work results. Because of this, important tests and exams are performed not better, but worse than everyday tasks. A dependence arises that surprises many parents and teachers: as motivation increases, achievement decreases.

In addition to increased anxiety, there is another condition without which chronic failure does not occur. This is a fairly high degree of socialization of the child, an attitude of diligence, obedience, and uncritical fulfillment of the demands of adults. If there is no such attitude, then he is more or less indifferent to the discrepancy between his achievements and the expectations of adults. Of course, such a child’s anxiety level may also increase, but for different reasons.

Parents themselves often talk about whether a child has a performance mindset, telling them how long he sits at lessons (although he may be constantly distracted from the tasks at hand). A psychological examination reveals the child’s emphasis on strictly fulfilling the examiner’s requirements, as well as a desire to avoid unusual and ambiguous tasks that are assessed by the child as particularly difficult.

Anya B. is 9 years old. She is in third grade and for the second year now she has been known as a “B student,” but for some reason both her parents and her teacher have put up with this for some reason. Now the teacher's patience has run out. She said that Anya should either be kept in the second year or transferred to a facility for the mentally retarded.

A psychological examination showed that Anya has a low, but normal level of mental development for her age. The stock of knowledge is somewhat below the norm, but not so much as to make it impossible to study in a public school. Increased fatigue, decreased. This is probably a consequence of overload: the girl’s father says that she has a lot of extra classes - this, in his opinion, is the only way to teach her what the school curriculum requires.

Anya’s main psychological feature is a very high level of anxiety and restlessness. She is always afraid of making a mistake. Because of this, sometimes she completely refuses to complete tasks that she is quite capable of. Sometimes, having nevertheless taken up a task, she pays so much attention to the little things that she no longer has the strength or time left for the main thing. When drawing, she uses an eraser more than a pencil. This doesn’t make much sense, since the new line she draws is usually no better than the erased one, but she spends twice or three times as much time on each drawing as necessary.

The primary reasons that ultimately lead to chronic failure can be different. The most common prerequisite is the child’s insufficient preparation for school, which leads to difficulties from the first days of school. For example, underdevelopment of fine motor skills (the ability to control fine movements of the fingers and hand) immediately causes failures in learning to write. The lack of formation of voluntary attention leads to difficulties in organizing all the work in the lesson; the child does not remember, “ignores” the teacher’s assignments and instructions.

Often the cause of the first failures is a learning disability (mental retardation) or a discrepancy between the teaching methods used and the child’s capabilities. In the future, chronic failure develops on this basis, and, even if the delay has already been compensated, educational achievements do not increase: now they are supported by an increased level of anxiety. In cases of particularly severe mental retardation, and especially in cases of mental retardation, chronic failure syndrome does not arise: in these cases, the child’s criticality is reduced, and he simply does not notice his own failures and lagging behind other children.

In some cases, the “weak link” that triggers the vicious circle is parents’ inflated expectations. The normal, average school achievements of a child who was considered a “prodigy” are perceived by parents (and therefore by himself) as failures. Real achievements are not noticed or are not valued highly enough. As a result, a mechanism begins to work, leading to an increase in anxiety and, as a result, to real failure.

It is possible that an increased level of anxiety is initially formed not because of school failures, but under the influence of family conflicts or an incorrect parenting style. The general lack of self-confidence caused by this and the tendency to react in panic to any difficulties are carried over later into school life. Then the already described syndrome of chronic failure develops, and even with the normalization of family relationships, anxiety does not disappear: now it is supported by school failure.

Regardless of the initial cause, development according to the type of chronic failure proceeds approximately the same. Ultimately, in all cases there is a combination of low achievements, sharply increased anxiety, self-doubt and low assessment of the child by others (parents, teachers).

All these disorders are reversible, but until they are overcome, academic success, of course, continues to decline. Often parents, trying to overcome the difficulties their child has encountered, organize daily additional classes (as we saw in Anya’s example). This increases asthenization and, consequently, increases the overall disadvantage of the situation and further inhibits development.

For a psychologist, the most important indicator indicating the presence of chronic failure is “anxious” disorganization of activity (that is, disturbances in planning and self-control caused by an increased level of anxiety). “Alarming” disorganization should be distinguished from the initial lack of formation of the organization of actions. One of the characteristic indicators that disorganization is caused precisely by increased anxiety is a deterioration in results when motivation increases. The “anxious” disintegration of activity (as opposed to the initially low level of its organization) is indicated by numerous symptoms of anxiety, both observed in behavior and manifested in tests.

If anxiety is high, but there are no pronounced disturbances in the organization of activities, then we can only talk about the threat of chronic failure, that the child is in a high-risk zone, and not about an existing psychological syndrome. Chronic failure is a neurotic psychological syndrome. During its development, neurotic symptoms are often added to the primary psychological symptoms: tics, obsessive movements and thoughts, enuresis, sleep disturbances, etc. Sometimes (but, of course, not always) the appearance of neurotic symptoms paradoxically helps to overcome the original syndrome. Parents, concerned about their child's illness, stop paying as much attention as before to his school failures. This change in the reaction of the social environment opens the vicious circle that supported chronic failure. From the “underperforming” category, the child falls into the “sick” category.

Another frequent consequence of long-term chronic failure is a drop in educational motivation and the emergence of a negative attitude towards school and learning. In this case, the child’s initial high socialization by the end of primary school age may be replaced by an antisocial attitude.

For many children, constant failure over time leads to the emergence of a pessimistic approach to reality and the development of a depressive state. Signs of depression are characteristic of chronic failure that began long ago. As a rule, they appear towards the end of primary school and mark the formation of a new psychological syndrome - total regression. This syndrome is described in detail below.

Why does a child study poorly? Total regression

During adolescence, children with chronic failure often make a transition from the position of a bad student to the self-awareness of a hopelessly unsuccessful person. This marks the formation of a new psychological syndrome - total regression. Among the features of the psychological profile, the depressive mood background begins to play a central role. The activity is characterized by a refusal of any manifestations of activity, of communication with both adults and peers. In response, the social environment “turns away” from the teenager, which deepens depression and strengthens the idea of ​​one’s worthlessness.

Alexey P. is 17 years old. He is the only child in the family and lives with his parents. Over the past year, Alexey has not been studying or working. He spends almost all his time at home, listening to “hard rock”. In the past, he read a lot, but he stopped this activity a long time ago. He has no friends, and he hardly communicates with his parents. At the same time, he often turns to them with certain demands: to buy him a more modern tape recorder, more fashionable clothes, etc. (regarding the purchase of clothes, the parents express bewilderment: why does he need them if he doesn’t go anywhere?). Parents find it difficult to determine exactly when the manifestations that bother them appeared. According to them, he "was always a poor student, but was a good, obedient boy." As a teenager, he began to skip school, which was the cause of the first truly serious family conflicts. At first, his parents were afraid that he “had fallen into bad company,” but they soon realized that he had no company—neither “bad” nor good—(although he had had several friends before). Alexey was threatened with expulsion from school for absenteeism, but a year ago, without waiting for expulsion, he himself finally stopped studying.

A psychological examination revealed that Alexey had pronounced depressive tendencies. The young man perceives life as meaningless and has no plans for the future. He is very self-centered, unable to change his point of view and understand the position of other people (in particular, his own parents). Self-esteem is reduced. Alexey assesses his prospects very low.

Total regression is one of the most severe psychological syndromes of adolescence and youth. It is typical not only of a stop in development, but also of a loss of previous achievements (which explains its name). This is clearly seen in the example given: so, if in the past Alexey showed a high interest in reading, now this interest is absent; Previously existing contacts with peers were also lost.

Total regression is a neuroticizing and psychopathizing psychological syndrome, with an even more pronounced neuroticizing effect than that of chronic failure. Often it develops against the background of an existing neurosis. Withdrawal into illness, which in case of chronic failure sometimes leads to a reduction of the original psychological syndrome, does not perform a similar function in case of total regression. On the contrary, it can lead to a deepening of the condition, further reducing the teenager’s activity. This syndrome is also fraught with serious disturbances in the formation of personality.

Recommendations for parents in case of chronic failure of a child

The main thing that adults should do with such a “diagnosis” is to provide the child with a sense of success. To do this, when assessing his work, you need to be guided by several simple rules. The main thing is to under no circumstances compare his very mediocre results with the standard (the requirements of the school curriculum, adult models, the achievements of more successful classmates). The child should be compared only with himself and praised for only one thing: for improving his own results. If in yesterday’s test he correctly completed only one example out of ten, and in today’s test - two, then this should be noted as a real success, which should be highly appreciated by adults and without any condescension or irony. If today’s result is lower than yesterday’s, then you just need to express firm confidence that tomorrow’s will be higher.

It is very important to find at least some area in which the child can be successful and realize himself. This area must be given high value in his eyes. Whatever he is successful in: in sports, in purely everyday household chores, in computer games or in drawing, this should become the subject of keen and close interest of his parents. Under no circumstances should a child be blamed for failure in school work. On the contrary, it should be emphasized that once he has learned to do something well, he will gradually learn everything else.

Sometimes adults think that the child has no ability for anything at all. However, in reality this almost never happens. Maybe he's a good runner? Then we need to send him to the athletics section (and not say that he doesn’t have time for this because he doesn’t have time to do his homework). Perhaps he knows how to carefully work with small parts? Then he should enroll in an aircraft modeling club. A child suffering from chronic failure should not just be praised more and scolded less (which is obvious), but praised precisely when he does something (and not when he sits passively, not disturbing others).

Parents and teachers need to recover from impatience: the wait for academic success will take a long time, since a decrease in anxiety cannot happen in one week. And even then the “tail” of accumulated gaps in knowledge will make itself felt for a long time. School should remain for a very long time an area of ​​gentle assessment that reduces anxiety (which in itself leads to some improvement in results). One should be prepared for the fact that school matters may remain outside the sphere of children's self-affirmation, therefore the painfulness of the school situation should be reduced by any means. First of all, it is necessary to reduce the value of school grades (but not knowledge!). In particularly serious cases, one has to devalue a number of other school requirements and values ​​(for example, turn a blind eye to the fact that homework is not fully completed). Thanks to these measures, the child’s school anxiety gradually decreases, and since he continues to work in class, some achievements accumulate.

It is important that parents do not show their child their concern about his educational failures. So that, while being sincerely interested in his school life, they shift the emphasis of their interests to the relationships of children in the class, preparation for holidays, class duties, excursions and trips, but do not fixate on the area of ​​failure - school grades. The area of ​​activity in which the child is successful and can assert himself and regain lost faith in himself should be emphasized as extremely significant, highly valued and of keen interest to them. Such a revision of traditional school values ​​makes it possible to prevent the most serious result of chronic failure - a child’s sharply negative attitude towards learning, which by adolescence can turn a chronically unsuccessful child into a complete hooligan. At the same time, another frequent consequence of chronic failure does not arise - total regression, leading to deep passivity and indifference. In general, the more parents and teachers fixate a child on school, the worse it is for his school success.

In the end, let's return to the question posed by Anya's parents: does it make sense to leave a child with chronic failure for the second year or transfer him to a auxiliary school? The answer to this question is, of course, negative. The girl’s abilities are quite sufficient to master the educational material. You just need to make the classes more lively and interesting and stop constantly scolding her, causing in her approximately the same state that occurs in a rabbit when he sees a boa constrictor. Then she will certainly be able to reach the “C” level, which is already quite good. Leaving her for the second year will only further reduce her self-confidence (although there is almost nowhere to lower it), and will further deepen her chronic lack of success.

Moreover, Anya should not be sent to a school for the mentally retarded (or for children with developmental delays). These schools are not intended for children with severely increased anxiety, but for those with a reduced level of mental development.

For some children, learning disabilities lead to chronic failure. In this case, a special school will be useful and, perhaps, transfer to such a school will be enough to overcome the difficulties that have arisen. But Anya has a different reason for her difficulties, which means that different measures must be taken.

With this psychological syndrome, there is little that can be done with “home remedies”. It is extremely advisable to refer the child to psychotherapy. Most often, with this syndrome, family relationships as a whole are so seriously disrupted that family psychotherapy is sometimes needed. If a child has severe depressive symptoms, a consultation with a psychiatrist is necessary.

In any case, you need to try to convince the parents to treat the teenager as tolerantly and kindly as possible, understanding that his condition is not normal from a psychological (and possibly medical) point of view.

My child does not have total academic failure. There is failure in mathematics. A particular bottleneck is oral counting. Reasons: slows down, forgets the first action when doing the second, etc.. As a result - 2 and 3 for the oral score, 4 for the rest of the work, in the end a solid 3 in the quarter. And the child turns out to be a C student. He is very worried about this. I studied on my own almost to the point of insanity, last year I hired a tutor, but there was practically no result. What do you recommend on how to help him?

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School failure

The disciple is not a vessel that needs to be filled, but a torch that needs to be lit. K.D.Ushinsky

Recently, in our educational institution, the problem of school failure has increased - the discrepancy between a student’s educational achievements and the requirements of the school curriculum.

The number of underachieving schoolchildren (the results of educational activities, which are much lower than the requirements of the curriculum) exceeds 30% of the total number of students.

From 15 to 40% of primary school students experience various difficulties in the process of schooling.

Understanding the reasons for school failure, finding ways to overcome it, and teaching children to learn is the goal of every educational institution.

The task of the teaching staff:

• create an atmosphere at school that is conducive to the development of the personality of each student;
• to form in students a sense of self-esteem, self-respect, significance, and uniqueness of their personality.

The importance of the school period in a person’s life cannot be overestimated. Many of an adult's problems can be better understood by looking back to his school years. The point is not whether a person studied successfully or not, but how comfortable he felt at school, how his relationships with teachers and classmates developed. It is under the influence of these circumstances that certain personal qualities are formed.

The main indicator of a student's success is grades. It is precisely the goal of getting a “good” grade at any cost that teachers and parents encourage students to achieve.

Reasons for school failure

• Neuropsychological(individual characteristics of the anatomical maturation of the child’s brain):

• The requirements of the educational process are ahead of the age-related readiness to perform the tasks assigned to the child;
• Conditions of the social environment in which the child grows up and which interferes with the normal period of development (intrafamily relationships, poor living conditions).

• Psychological and pedagogical(child’s age, didactic and methodological teaching system):

• The age of the child starting systematic schooling;
• Didactic and methodological system of education (traditional or according to developmental curricula, focused on “tomorrow” in the mental development of the child).

• Psychological(psychological readiness for schooling, intelligence, temperament):

• The discrepancy between the requirements imposed by the educational process on the level of implementation of the student’s cognitive activity and the real level of his mental development (attention, memory, thinking);
• Psychological readiness (motivation, intelligence, will, nature of social development);
• Temperament (sanguine, choleric, phlegmatic, melancholic).

As a result of many years of work, the teaching staff of the school came to the conclusion that education should be consistent with the level of development of the child, and education in developmental programs raises the mental development of students to a higher level.

The influence of temperament on academic success

• Sanguine type of temperament

Features of temperament: liveliness, mobility, quick response to external events, relatively easy experience of failures and troubles.

: convince of the need to bring the work started to the end, for a deeper assimilation of the material, pay attention to interesting aspects of the task, encourage, talk about work prospects, develop a sense of responsibility, self-demandingness, and perseverance in work.

As positive aspects, sanguine students have energy, quick reactions, ingenuity, and speed of transition from one type of activity to another. They are cheerful and are leaders by nature.

Disadvantages include superficiality in working with educational material and therefore superficiality in its assimilation, restlessness, insufficient endurance, instability and insufficient depth of feelings, lack of persistent cognitive and professional interests, “scatteredness” and diversity of interests.

• Choleric type of temperament

Features of temperament: speed, impetuosity, the ability to devote oneself to a task with exceptional passion, but are not balanced, prone to violent emotional outbursts, sudden changes in mood.

Recommendations for working with students: create a calm, balanced atmosphere in the social environment, prevent the appearance of affects (switch attention from the object that caused negative emotions to some “neutral” object).

Choleric students are characterized by hot temper, harshness, lack of restraint, intolerance to comments addressed to them, and high self-esteem.

The fast pace of writing has a negative impact on its quality (poor handwriting, missing letters); haste when reading leads to underreading of words or to their incorrect reading and, as a consequence, to poor understanding of what was read, errors when performing computational operations.

The reason for the difficulties is the natural high speed of nervous processes.

• Phlegmatic temperament type

Features of temperament: slowness, equanimity, stability of aspirations, constancy of mood, weak external expression of the state of mind.

Recommendations for working with students: develop composure, organization, and the ability not to waste personal time on “building up.” It is useful to seat such a student with a more active classmate.

Sukhomlinsky called phlegmatic students “silent slow-witted people.” He wrote: “The teacher wants the student to answer the question quickly, he doesn’t care much about how the child thinks, take out the answer and get a mark. Little does he know that it is impossible to speed up the flow of a slow but mighty river. Let it flow in accordance with its nature, its waters will definitely reach the intended milestone, but don’t rush, please, don’t be nervous, don’t whip the mighty river with a birch vine – nothing will help.” Such children need more time to complete cognitive tasks, practical exercises, and prepare an oral answer at the board. They accept that they move and speak slower than other children and make no attempt to act at a fast pace.

• Melancholic type of temperament

Features of temperament: slight vulnerability, mental fatigue, increased accuracy, diligence, a tendency to deeply experience even minor failures.

Melancholic students quickly develop mental fatigue. Weakness of nervous processes also means reduced resistance to the influence of failures. They have an inhibitory, disorganizing effect on such children. On the contrary, systematic encouragement, instilling faith in one’s own strengths, and the discovery of untapped reserves gives such a student the opportunity to demonstrate the advantages of his temperament (increased accuracy, diligence, thoroughness), which leads to academic success.

Types of underachieving schoolchildren

Type I characterized by low quality of mental activity and a positive attitude towards learning

Characteristic signs: use habitual template ways of working even when new problems cannot be solved with their help. The pace of the class is beyond their ability, so they do everything hastily and carelessly. Failure in learning is not a source of moral distress for them.

The main disadvantage is pronounced mental passivity. To achieve good results, they can cheat, eavesdrop, or deceive. They obey the requirements of the class team and establish good relationships with them.

1. Develop mental activity.
2. Conduct educational work.

Type II characterized by a high quality of mental activity and a negative attitude towards learning

Characteristic signs: self-organization in the process of work, success in learning depends on whether they like the subject or not. They avoid active mental work in class and when preparing homework in subjects that require great mental effort and tension. They compensate for their failure in learning by conflicts with classmates, protests, and demonstrative involvement in extraneous activities in class.

1. Carry out educational work aimed at changing the properties of their personality, to form a new attitude towards school and learning.

III type characterized by low quality of mental activity and a careless or negative attitude towards learning with partial or complete loss of the student’s position

Characteristic signs: experience significant difficulties in mastering knowledge, do not master teaching techniques, and are careless about learning and the results of their activities. In the process of cognitive activity, they do not go beyond the boundaries of firmly acquired everyday concepts. Being inferior in mental development to their classmates, they are burdened by their stay at school. They strive to subordinate the unstable part of students to their influence, to use their services during non-school and academic hours. Their school interests are related to physical education and labor lessons. Outside of school, they are interested in wandering the street, gambling, sitting in the hallway, and more.

1. Formation of cognitive needs.
2. Overcoming negative inclinations (to form the correct attitude towards work and educational work in particular through socially useful activities in a team).

The teaching staff of the school has developed a psychological and pedagogical approach to low-performing students:

• providing measured adult assistance when schoolchildren perform intellectual tasks;
• offer feasible tasks to complete independently;
• be sure to encourage the correct completion of tasks;
• provide individual and differentiated approaches to training;
• fill knowledge gaps;
• during the survey, do not rush to answer, give the opportunity to think about it, familiarize yourself with visual aids;
• when explaining new material, take into account the nature of the students’ cognitive activity, the pace of their assimilation, and make more widespread use of visual teaching aids;
• contact them more often with questions and involve them in discussions.

The purpose of our research is to find out what school failures are, what causes them, and whether they can be avoided. Research objectives: Collect theoretical information on the topic; Interview students in grades 3-5 and teachers at Miinal School; Analyze the results obtained and draw conclusions; Give recommendations on how to avoid childhood failures. Research methods: Analysis of theoretical information; Survey and questionnaire.

Subject of research: school failures and attitudes towards them. Object of study: students of grades 3-5 and teachers of the municipal educational institution "Miinalskaya Secondary School". Research hypothesis: For students in grades 3-5 and grades of the municipal educational institution “Miinalskaya Secondary School”, school failures and underachievement are one and the same thing; More than half of the schoolchildren surveyed at our educational institution constantly face failures at school.

What are school failures? Explanatory dictionaries give the following definition of failure: “Failure is the absence of luck, failure, failure” (Ushakov). For a modern child, one of the most important failures is failure at school. Such children are ridiculed by their classmates, their teachers dislike them, and their parents scold them.

Why do children study so poorly? Some fall behind because they are afraid, others because they are bored, and others are simply overwhelmed by the workload. There is another very important aspect of learning where almost all children fail: few manage to develop even a tiny part of the gigantic learning ability with which they were born and which they used to great extent in the first two or three years of their lives. Since academic failure is a fairly common phenomenon in modern schools, we consider the chosen topic to be particularly relevant.

Types of school failures (according to A.K. Dusavitsky) Knowledge type; Personality type; Behavioral type. School failure is a complex phenomenon, that is, in its pure form, school failure is extremely rare. Most children who experience school failure can quite often have all 3 of these components.

To find out what school failures are and whether they can be avoided, we conducted a survey among students in grades 3-5 and teachers at Miinal School. survey During the survey we received the following results results

To the question “Do you often encounter failures at school?” 50% of respondents in these classes responded that they often fail, 25% do not experience failure in school, and 25% of respondents experience academic failure from time to time. It is positive that 100% of respondents believe that academic failures can be avoided.

Survey of high school students (grades 10-11) 44% of the total number of respondents participated in the survey; 50% of high school students believe that school failures are problems with friends and classmates; 31.25% of class students do not associate their failures with school at all; And only 18.75% of high school students in our school believe that school failure is failure. As you can see, these results are very different from the opinions of students in grades 3-5. Most likely, this is due to the fact that for high school students what is more important is not their studies, but their relationships with peers. 56.25% of high school students rarely experience failure in school. And 43.75% of students experience failure in school from time to time. It should be noted that none of the high school students surveyed said that they did not encounter failures at school at all. While this answer was given by 25% of students in grades 3-5.

Attitude to school failures Schoolchildren in grades 3-5 Students in grades Parents (according to students) Teachers 60% of schoolchildren are very worried about failures and try to correct them; 40% of the students surveyed do not care about failures in their studies; 68.75% of high school students feel their failures painfully; 31.25% of failures are not a concern at all. This figure is lower than that of students in grades 3-5; apparently, high school students are more conscious. 90% of parents support their child when he faces failure; 10% of parents punish schoolchildren for bad grades; 100% of the teachers surveyed experience the failures of their students and try to help them, support them, and prevent failures.

Survey of teachers It is interesting that only 25% of teachers believe that school failure is failure. 50% of respondents believe that a student’s failure is their inability to adapt; 25% of respondents believe that a student’s failure is conflicts with parents and teachers, inability to establish contact; 25% of respondents believe that a student’s failure is conflicts with parents and teachers, inability to establish contact;

It is encouraging that 100% of the teachers surveyed experience the failures of their students and try to help, support, and prevent failures. It is interesting that while the overwhelming majority (100 and 87.5%) of the schoolchildren surveyed blame themselves for their failures, adults name the following reasons: Problems in the family (25%) Society as a whole (62.5%) Both children and adults (12.5%)

Conclusions The majority (75%) of students in grades 3-5 attribute their school failures to low grades, and the majority of high school students (87.5%) to problems with friends and classmates. The majority (75%) of students in grades 3-5 attribute their school failures to low grades, and the majority of high school students (87.5%) to problems with friends and classmates. The vast majority blame themselves for their failures at school. Almost all respondents believe that failures at school can be avoided. 100% of teachers and 90% of parents are ready to support students and help them avoid failure. Failures can be avoided if: Be more attentive, persistent, control yourself; Build good relationships with classmates and teachers; Don't be shy to ask for help.

List of used literature: Izosimova N. School without losers. – Progress., - M., 1991. Dusavitsky A.K. – Formula of interest. // School psychologist. // September 1, 28/5 2002 Holt J. Reasons for childhood failures. – St. Petersburg, Crystal 1996

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Plan. 1. Reasons for schoolchildren’s failures 2. Didactic means of combating academic failures 2.1 Pedagogical prevention 2.2 Pedagogical diagnostics 2.3 Pedagogical therapy 3. Literature

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PURPOSE: - to master the leading concepts: school failures, educational prevention, diagnosis, therapy; -consider possible reasons for school failure; -identify the main ways and means of combating academic failures. Failures in school studies can be hidden or obvious. Hidden failures are observed when the teacher does not notice defects in the knowledge, skills and abilities of students. These defects most often relate to material covered in previous classes. Thus, the starting point for students' poor academic results is hidden failures, very small gaps in knowledge or skills in the field of just one subject or even the topic of the lesson. These gaps, if not identified and corrected by the teacher in time, can lead to outright failures. The latter, in turn, are at first temporary in nature, and then - after relatively stable failures - directly lead to repetition and dropout.

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1. REASONS FOR FAILURE OF SCHOOL CHILDREN School failure occurs for various reasons, which almost never appear in isolation. Complexes of reasons mainly cover socio-economic, biological-psychological and pedagogical, including didactic, conditions. Research conducted by E. Radlinskaya (Poland) and R. Galem (France) suggests that among the complex of socio-economic reasons, poor material living conditions of children are a common cause of academic failure. Most of the repeat-year students are malnourished children who do not have appropriate clothing, textbooks, etc. Most of them cannot count on help from their parents with homework, the low cultural level of their parents, their hostile attitude towards school, and unfavorable family circumstances , excessive workload of children with homework, etc. - all these are additional reasons for children’s academic failure.

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

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Many researchers pay attention to the significant impact that certain character traits, as well as emotional factors such as reward and punishment, have on academic performance. The positive influence of praise, a sense of success, and self-confidence was established already in the 20s thanks to the research of the American E.B. Khurmok and confirmed by the Soviet psychologist S.L. Rubinstein. French researchers note in their works the strong influence of students’ character on their school destinies. Thus, Andre Le Gal argues, for example, that students belonging to the “animated-reflective” type usually show extraordinary abilities in languages, in the field of natural sciences and mathematics, and in philosophy. The phlegmatic type is for technical sciences and at the same time lacks ability for abstract sciences. In general, all researchers come to the consensus that innate inclinations to a certain extent determine the school destinies of students, but other causes of mental origin play a more significant role, the occurrence of which depends on the work of the school and the influence of the conditions in which the student lives.

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

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

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2. DIDACTICAL MEANS OF COMBATING FAILURE IN STUDY In eliminating some of the causes of school failure, for example, such as the lack of proper assistance to the student from the family, unfavorable material conditions, etc., the teacher, as a rule, can have only a slight influence and his capabilities limited in this regard. He has relatively greater opportunities to counteract those reasons for a student’s school failures that lie in himself and the means of his work. Therefore, the main didactic means of preventing and eliminating school failures include: - pedagogical prevention, including problem-based and group learning; - pedagogical diagnostics as, first of all, the use of such methods of monitoring and assessing learning outcomes that make it possible to immediately identify emerging gaps in the knowledge, skills and abilities of each student; - pedagogical therapy, especially eliminating the identified gap in the area of ​​studied program material by individualizing learning in the classroom, as well as additional classes organized by the school.

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

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

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

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

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Prevention measures related to pedagogical causes of failure: methodological errors<------>pedagogical prevention ignorance of students<------>pedagogical diagnostics lack of help from the school<------>pedagogical therapy for underachievers From the diagram it follows that, although the teacher has the opportunity to eliminate school failures, this opportunity is limited. Beyond the influence of the teacher are reasons of a socio-economic and biopsychological nature, the impact of which on the quality of students’ knowledge is indisputable.

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

One may not notice the purpose of destructive behavior, such as avoiding failure, because students who base their behavior on this principle do not offend us and do not bring chaos into the activities of the class. On the contrary, they try to be invisible and not violate school rules and requirements. The problem is that they rarely interact with teachers and classmates. Usually they remain isolated in the classroom, during class, during breaks, and in the cafeteria. Often students who are afraid of failure simply do not do anything asked by the teacher, quietly hoping that he will not notice this. In the presentation, I tried to give some characteristics of failure avoidance behavior and tips for teachers on how to cooperate with such students.

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Avoiding failure. Support as a professionally important skill for a teacher

Purpose of the seminar: 1. Show participants the differences between the supportive strategy of relating to a child and the “red pencil” assessment strategy. 2. Show different types of support, their strengths and limitations.

Unlike all other types of “bad behavior,” this one rarely occurs in an active form. The problem for the teacher is not what the student does, but rather what the student does not do. The only type of active behavior of this kind is a seizure in a situation of complete despair. Outwardly, it resembles an ordinary attack of anger: elementary school students scream, cry and kick, high school students slam the desk lid or mutter curses. However, the goals of the two types of seizures are different. The guys have fits of anger, which are designed to force the teacher to recognize the strength and power of the student. And an attack in a situation of despair is an explosion to let off steam and hide from obvious or possible failure. Students with such attacks are ready to do anything: scream, shed streams of tears - if only this emotional explosion distracts them from the failure that is obvious to them. Active behavior

Passive form of behavior Postponing until later. Some students use this method to avoid failure. “I could if I wanted to put in enough effort” is their credo. Most people use this excuse from time to time. The students we are talking about do this all the time. So, having received 3 points for an essay, they say: “If I had not written it late at night, the score would have been higher.” Or: “If I had prepared for the exams, not just one day, but at least three days, like everyone else, I would have gotten an A, not a B.” What lies behind these phrases? Probably something along the lines of, “I’m actually a good student and I can get excellent grades if I want to work harder.” But despite working hard every day, the student gets a “3” on the exam, what then is left for him to decide: “If this is the best I can achieve, I’m probably not as capable as I thought.” to yourself."

When a teacher encounters behavior that aims to avoid failure, he can more accurately identify it if he learns to be aware of his emotions; their immediate motives and impulses. Teacher's reaction

The first significant sign is emerging emotions. When faced with behavior aimed at avoiding failure, the teacher clearly realizes his professional failure. It consists of sadness or even melancholy and one’s helplessness, because it seems impossible to help such a student, and this is sad, and the teacher feels defeated, because his attempts fail. Because the failure-avoidant student's behavior does not disrupt the class and is not aggressive toward us, we do not experience the personal resentment that accompanies other types of behavior problems.

The second significant sign is an impulsive action that you want to do immediately when faced with such behavior. The first impulse is the desire to justify and explain it with some kind of diagnosis, for which you want to immediately show the child to a doctor or psychologist. Another impulse is to leave the student alone, to give in, since our attempts are not effective.

Students react to teacher intervention with dependent behavior. Because they feel that they cannot keep up like everyone else, they expect special help from us teachers, but do absolutely nothing themselves. Such students do not even try to fulfill our requirements. At the same time, they are ready for any service to us, if it does not concern teaching on the subject. Student reactions to teacher intervention

The nature of behavior aimed at avoiding failure Relationships of the “red pencil” type. Unreasonably high expectations. Perfectionism (demanding perfection from oneself) Emphasis on competition.

For perfectionist students (a minority of this type), the strength of failure-avoiding behavior is that for them, being successful means achieving only significant, high results, even in one thing, but being unsurpassed. “It’s better than nothing,” they say. A slight correction of their behavior can correct the delusion of these young ambitious people. In the other, most of the students, we cannot find any strengths in their behavior. They are just very insecure. Their self-esteem is catastrophically low, and they need support from friends and teachers. Such children need immediate specific help. Behavioral Strengths

Principles of Prevention You should always keep in mind that when dealing with children who constantly demonstrate behavior aimed at avoiding failure, you should: 1. Support any attempts by the student to change the attitude “I can’t” to “I can.” 2. Help such children overcome barriers that isolate them from the class, draw them into productive relationships with other students.

Characteristics of Failure Avoidance Behavior Active Temper Temper: The student loses control when the pressure of responsibility becomes too strong. Passive form Postponing for later. Failure to follow through. Temporary disability. Official diagnoses. Teacher's reaction: Feeling of professional helplessness. Actions: justify yourself and explain the student’s behavior (with the help of a specialist). Student response Dependent behavior. The student continues to do nothing.

Characteristics of behavior aimed at avoiding failure Nature of behavior 1. Attitude of the “red pencil” type. 2. Unreasonable expectations of parents and teachers. 3. The student’s belief that only perfectionism is suitable for him. 4. Emphasis on competition in the classroom. Strengths Students want success: to do everything perfectly, better than everyone else. For most students there are no strengths. Principles of prevention 1. Help the student change the attitude “I can’t” to “I can.” 2. Help overcome social isolation by including the student in relationships with other people.

Measures of emergency pedagogical influence in behavior aimed at avoiding failure The basic needs of such children are not satisfied in an acceptable way; they do not feel that they belong to what is happening at school, that is: they do not feel that they are competent in the activities of learning; they do not feel needed - they are not competent in joint activities, are not confident in themselves when communicating with peers.

Strategies for pedagogical influence: 1. changing methods of explaining educational material, 2. adjusting requirements - teaching only one thing at a time, 3. teaching these kinds of children the ability to talk positively about themselves and what they do, 4. forming attitudes to mistakes as a normal and necessary phenomenon, 5. developing students’ faith in success, 6. concentrating students’ attention on successes already achieved in the past, 7. helping students “materialize” their achievements.

Changing methods of explaining educational material 1. Attractiveness. Children love bright, colorful and interesting materials. 2. Clarity. Children want to deal with materials that seem to tell them how to use them. 3. Self-control. Children realize that mistakes are forgivable and normal when learning new things if the material allows only them to know how many mistakes they have made. 4. Reusability. Children learn hands-on skills until they achieve mastery. And then the same material can be used again so that children experience the joy of error-free and easy execution.

Correction of requirements Training in only one thing at a time. Students who are afraid of failure are very easily intimidated by, for example, the amount of new material or its complexity. Teach them in small steps, using the most detailed algorithms that allow you to perform actions that are extremely simple, but error-free. The child should receive feedback on every step he takes. Any, even small, success should be noticeable, and every small mistake should be easily corrected, then the final result will be error-free.

Teaching children the ability to talk positively about themselves and what they do Poster with “spell-mottos” You can hang posters in your classroom in front of your students with the following “spells” (internal mottos): “I can do this!” “Try it - and the result will definitely come!” “When I tell myself that I can, I really can!” “I can become what I want to be.” Look for two pluses for every minus. Introduce a rule: when you hear a student speaking negatively about himself and his studies, say out loud at least two positive statements about his work. This technique helps students pay attention to the words they say to themselves. It also helps transform a negative self-image into a positive one.

Forming an attitude towards mistakes as a normal and necessary phenomenon. The fear of making a mistake is what “pushes” students into the framework of behavior that avoids failures. They interpret every mistake, no matter how big or small, as proof that they can't do anything right at all. We must teach them to view mistakes as a necessary part of the learning process. This can be achieved by the following techniques: Talk about possible, typical mistakes. Show the value of a mistake as an attempt to complete a task. (A negative result is also a result.)

Focusing Students' Attention on Past Successes Every student has in his or her experience the experience of success, although it may be buried somewhere very deep. Finding such examples of experiences of success in students who fear failure is very important. This memory can become the foundation for new achievements. Use techniques such as: Analyzing past success. Repeating and consolidating past success.

Building belief in success Notice any improvements. Announce any student contribution to the overall activity. Reveal to students their strengths. Show faith in students. Acknowledge the difficulty of your assignments.

Thank you for your attention. Wish you luck! Completed by: Social teacher MBOU Secondary School No. 10 “Peresvet” Zibareva Lyudmila Nikolaevna

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Avoiding failure as the goal of “bad” behavior

One may not notice the purpose of destructive behavior, such as avoiding failure, because students who base their behavior on this principle do not offend us and do not bring chaos into the activities of the class. On the contrary, they try to be invisible and not violate school rules and requirements. The problem is that they rarely interact with teachers and classmates. Usually they remain isolated in the classroom, during class, during breaks, and in the cafeteria. Often students who are afraid of failure simply do not do anything asked by the teacher, quietly hoping that he will not notice this.

General characteristics of behavior

Recognizing failure avoidance as the hidden purpose of behavior disorder is not easy. Here are typical examples of these “silent saboteurs.”

Misha sits on the back desk in the corner and does not solve the problem after the teacher’s explanation, he simply closed the textbook and looks out the window. If you ask him: “What’s wrong? Why don’t you do what everyone else is doing?” Misha will most likely, avoiding eye contact, vaguely shrug his shoulders and slide even lower from the seat, as if trying to hide under the desk. Mathematics teacher Oleg Petrovich is perplexed: Misha never answers questions during the lesson or approving remarks during recess. And although the psychological examination data says that Misha has aptitude for mathematics, the results of his work in the classroom do not confirm this. Oleg Petrovich sometimes tries to help Misha, but in the class, besides Misha, there are 30 more students, noisy and restless, and, besides, he needs to teach a lesson, but Misha does not disrupt the lesson, sometimes you can’t even notice him, and it seems that This is what he dreams of.

Students like Misha are less troublesome than those whose goal is attention, power, or revenge. They do not violate school rules and requirements. The only problem is that they rarely come into contact with teachers and classmates. They usually remain isolated in the classroom, as well as during recess, in the cafeteria, and in the gym.

A special type of student like Misha should not be confused with those students who temporarily choose avoidance as a defense in order to make sense of their failure or regroup. Avoidance becomes a problem when a student consistently engages in this type of defense over a period of time in a manner that does not clearly contribute to the student's academic performance and social development.

Active behavior

Unlike all other types of “bad behavior,” this one rarely occurs in an active form. The problem for the teacher is not what the student does, but rather what the student does not do.

The only type of active behavior of this kind is a seizure in a situation of complete despair. Outwardly, it resembles an ordinary attack of anger: elementary school students scream, cry and kick, high school students slam the desk lid or mutter curses. However, the goals of the two types of seizures are different. The guys have fits of anger, which are designed to force the teacher to recognize the strength and power of the student. And an attack in a situation of despair is an explosion to let off steam and hide from obvious or possible failure. Students with such attacks are ready to do anything: scream, shed streams of tears - if only this emotional explosion distracts them from the failure that is obvious to them.

Passive behavior

Procrastination. Some students use this method to avoid failure. “I could if I wanted to put in enough effort” is their credo. Most people use this excuse from time to time. The students we are talking about do this all the time. So, having received 3 points for an essay, they say: “If I had not written it late at night, the score would have been higher.” Or: “If I had prepared for the exams, not just one day, but at least three days, like everyone else, I would have gotten an A, not a B.”

What lies behind these phrases? Probably something along the lines of, “I’m actually a good student and I can get excellent grades if I want to work harder.” But despite working hard every day, the student gets a “3” on the exam, what then is left for him to decide: “If this is the best I can achieve, I’m probably not as capable as I thought.” to yourself."

When a similar experience is repeated several times, he may be afraid to take risks and try again. It’s better to feel and be known as capable but careless (or unable to manage your time) than as diligent but stupid.

Failure to follow through. Failure to complete started projects and intentions is another type of passive behavior aimed at avoiding failure. An undertaking that will never be completed cannot be evaluated, including a low rating. Is not it?

One of my friends said: “I always laugh, remembering how I solved the problem of my wardrobe in my youth. My wardrobe was filled with half-made dresses and blouses. I was not a very capable dressmaker, but I believed that a woman with taste should not waste money on clothes from stores. I told myself, "Actually, I'm okay with this. And when I finish these things, everything will be fine." If I finished my sewing, I would have to see my complete failure too clearly. But... unfinished work allowed me to maintain an inner conviction of my competence.”

Temporary loss of ability to perform a required action. Some students avoid failure by developing and cherishing their temporary disability in every possible way. Suppose a student who does well in academic subjects is completely incapable of physical exercise. As soon as the time comes to go to physical education, he has attacks of headache or toothache, stomach cramps - everything that may be a reason not to go to class. And everything goes away instantly when physical education ends.

Justification by official medical diagnoses. Any official medical diagnoses (chronic diseases, sensory organ defects, etc.) are an excellent defense against feeling inadequate, especially if treatment is accompanied by drug therapy. These are all great excuses for avoiding trying to do something.

The best diagnostic specialists cannot distinguish a real defect from an apparent one. This is not a simulation, but an unconscious defense that the patients themselves believe in. Even an objective test often does not allow the teacher to say with certainty: the student cannot or the student does not want to. Moreover, such students themselves really do not know this. It often happens that having a small defect, a student uses it, inflating it to enormous sizes. By trying to look more unsuccessful than he really is, he can convince the teacher of this and avoid failure.

Some students do need special help with their learning. Diagnoses increase their confidence in their inadequacy. Therefore, no matter what methods and specially adapted teaching methods are selected for them, they should hear from you: “You can!”, “You can do it!” When they feel constantly supported, their self-esteem increases and the need for defensive behavior aimed at avoiding failure disappears. At the same time, failure due to organic disorders often sharply decreases.

Reaction of a teacher confronted with such behavior

When a teacher encounters behavior that aims to avoid failure, he can more accurately identify it if he learns to be aware

• your emotions;
• their immediate motives and impulses.

The first significant sign is emerging emotions. When faced with behavior aimed at avoiding failure, the teacher clearly realizes his professional failure. It consists of sadness or even melancholy and one’s helplessness, because it seems impossible to help such a student, and this is sad, and the teacher feels defeated, because his attempts fail.

Because the failure-avoidant student's behavior does not disrupt the class and is not aggressive toward us, we do not experience the personal resentment that accompanies other types of behavior problems.

The second significant sign is an impulsive action that you want to do immediately when faced with such behavior. The first impulse is the desire to justify and explain it with some kind of diagnosis, for which you want to immediately show the child to a doctor or psychologist. Another impulse is to leave the student alone, to give in, since our attempts are not effective.

Student reactions to teacher intervention

Students react to teacher intervention with dependent behavior. Because they feel that they cannot keep up like everyone else, they expect special help from us teachers, but do absolutely nothing themselves. Such students do not even try to fulfill our requirements. At the same time, they are ready for any service to us, if it does not concern teaching on the subject.

The nature of behavior aimed at avoiding failure

Red Pencil Relationships. The “red pencil” style means that the adult is mainly engaged in pointing out the child’s mistakes and failures, without paying attention to his successes and achievements. This style is useless because students themselves know perfectly well that they make mistakes, and even know how many mistakes they made in a particular case. It's not surprising that some students decide to simply not do the work. There is a misconception that if you point out your mistakes to a student, they will be motivated not to repeat them. In fact (and this has been proven by modern psychology) the opposite happens. In order for students to be motivated to change their erroneous behavior, their attention must be directed to what they are doing well in this area.

Unreasonably high expectations.When parents or teachers are unreasonably demanding of a child and expect success and achievement, behavior aimed at avoiding failure can soon be expected. Students who realize that they cannot achieve a goal simply stop trying. It is more convenient for them to be considered lazy, “not giving a damn” - because they don’t try - than to be considered “stupid” or “losers”, trying to work and not achieving what they want. They see peers and siblings who achieve success easily, and when they compare themselves to them, they stop putting in the effort. We tell them that trying in the future may become more successful, but they only believe that just trying is not enough, you need a result, certainly a result, as adults instilled in them. Stopping trying is less painful for their ego than being disappointed in a hard-won result.

Perfectionism (demanding perfection from yourself). Such students may not accept that making mistakes is a normal part of the learning process. For them, this is a tragedy that should be avoided at all costs. What a pity that so many bright, capable students do not try, do not try themselves in something new, because they believe that only an excellent result is suitable for them. Where such a high result is not immediately guaranteed, they have nothing to do.

Emphasis on competition.Emphasis on competition is another reason for failure-avoidant behavior. If you give each student a choice: whether to be a winner or a loser, then it is obvious that some of them will choose not to play at all. Some teachers love to organize competitions when teaching their subject. They are confident that achievement motivation will make the child work harder and help him not to lose in life situations in the future. Such teachers, however, fail to understand the important difference between classroom competition and the competition a person enters into as an adult. When a person competes in the workplace, “making a career,” he competes with other people in an area that he has chosen, which is meaningful to him and in which he feels competent. If I am preparing a textbook for publication, then it is obvious that, with the help of my talent in the market for similar materials, I hope to receive a high rating and in some way be better than other authors. But I’m unlikely to take part in a tailoring competition.

Students, unfortunately, cannot choose. All day long throughout their ten years of schooling, they are compared with other students on their abilities in mathematics, language, drawing, and science. And no one gives them the right to say: “I know my capabilities in English well and my attitude towards it, so I don’t even want to start a competition in this subject.” No, they are forced for their own benefit. As a result, the behavior is retreating, “sabotaging” - they “withdraw into themselves” and stop all attempts to at least slightly improve their own results.

Behavioral Strengths

For perfectionist students (a minority of this type), the strength of failure-avoiding behavior is that for them, being successful means achieving only significant, high results, even in one thing, but being unsurpassed. “It’s better than nothing,” they say. A slight correction of their behavior can correct the delusion of these young ambitious people.

In the other, most of the students, we cannot find any strengths in their behavior. They are just very insecure. Their self-esteem is catastrophically low, and they need support from friends and teachers. Such children need immediate specific help.

Principles of prevention

Always keep in mind that when dealing with children who consistently exhibit failure-avoidance behavior, you should:

• 1. Support any attempts by the student to change the “I can’t” attitude to “I can.”
• 2. Help such children overcome barriers that isolate them from the class, draw them into productive relationships with other students.

Table Characteristics of behavior aimed at avoiding failure

Dear colleagues, I have prepared several signs for you, I hope they will help you.

Now let's return to the principles of prevention;

Emergency pedagogical measures for behavior aimed at avoiding failure

So: unsuccessful students do not feel they belong to what is happening at school, that is:

1. do not feel that they are competent in the activities of teaching,
2. do not feel needed - are not capable of joint activities,
3. lack self-confidence when communicating with peers.

Our first step is to help them realize that they are competent in the activity of learning - the leading activity of schoolchildren.

Instructional strategies that help students feel successful in their learning can be grouped as follows:

• 1. changing methods of explaining educational material,
• 2. correction of requirements - teaching only one thing at a time,
• 3. teaching these kinds of children the ability to talk positively about themselves and what they do,
• 4. developing an attitude towards errors as a normal and necessary phenomenon,
• 5. developing students’ belief in success,
• 6. concentration of students’ attention on the successes already achieved in the past,
• 7. helping students “materialize” their achievements.

The first three techniques are appropriate and effective when working with children who avoid failure; the last three are universal and can be used in working with everyone, since absolutely all children need support as a motivating force for learning.

Strategy 1. Changing the methods of explaining educational material

Use of tangible material. Back in the 1930s, Maria Montessori drew attention to the fact that underachieving children differ from their successful peers precisely in that they do not learn abstract material. However, they can be taught if the material being taught satisfies the following requirements:

• 1. Attractiveness. Children love bright, colorful and interesting materials.
• 2. Clarity. Children want to deal with materials that seem to tell them how to use them.
• 3. Self-control. Children realize that mistakes are forgivable and normal when learning new things if the material allows only them to know how many mistakes they have made.
• 4. Reusability. Children learn hands-on skills until they achieve mastery. And then the same material can be used again so that children experience the joy of error-free and easy execution.

The principles of selection of educational material by M. Montessori are still relevant today. Especially if they are embodied in computer programs. Of course, computer programs do not allow you to touch the material, but they are attractive, understandable, and allow you to exercise self-control and reuse the skill. So students who don't even want to pick up a pen in class can sit in front of a computer for hours and learn basic skills.

The computer, of course, cannot replace you, the teacher. But if basic knowledge and skills have not been acquired, it is better to let the student entrust the process of “leveling” and “pulling up” not to you, but to the computer.

Introduction of additional teaching methods. For this:

• prepare special programs for teaching those who are lagging behind, other than for the whole class,
• establish the reasons for the delay using special diagnostics: the level of intellectual development of the child may be normal or even high, or maybe not,
• allow and support work in pairs: a high-achieving student and a poor student; student tutoring is a very good way to educate both students - both the “strong” and the “weak”,
• talk with the parents of an underperforming student - maybe it makes sense for them to seek help from tutors or place the child in a correction class.

Strategy 2. Correction of requirements - teaching only one thing at a time

Students who are afraid of failure are very easily intimidated by, for example, the amount of new material or its complexity. Teach them in small steps, using the most detailed algorithms that allow you to perform actions that are extremely simple, but error-free. The child should receive feedback on every step he takes. Any, even small, success should be noticeable, and every small mistake should be easily corrected, then the final result will be error-free.

In domestic educational psychology there is a direction of research that meets these requirements. This is the theory of the gradual formation of mental actions, created by P.Ya. Galperin, N.F. Talyzina and their students. Specific formative techniques for children of different ages, perhaps, only today can be appreciated. Among the most well-known are methods of teaching careful writing, classification and other elementary logical techniques, concepts of measure and number, memorizing poems, recognizing visual objects by essential features, etc.

Strategy 3: Teaching children to speak positively about themselves and what they do

Poster with “spell-mottos”. It is clear that children who consistently exhibit failure-avoidance behavior tell themselves, “I can’t do this,” “It’s too hard,” “I’ll never do it right.” Help students change their inner speech. “You can do it if you think you can!” - says the wise teacher to his student. “Repeat this every day, especially in relation to what you are doing poorly.”

You can hang posters in your classroom in front of your students with the following “spells” (internal mottos):

“I can do this!”

“Try it - and the result will definitely come!”

“When I tell myself that I can, I really can!”

“I can become what I want to be.”

Look for two pluses for every minus. Introduce a rule: when you hear a student speaking negatively about himself and his studies, say out loud at least two positive statements about his work. This technique helps students pay attention to the words they say to themselves. It also helps transform a negative self-image into a positive one. At first, students feel some awkwardness when they hear good things about themselves, but... “you quickly get used to good things.” One condition: the teacher’s remarks must be extremely specific.

Declaration "I can" It’s as if a broken record is playing in the head of a child who avoids failure. As soon as he receives a task to solve, it automatically turns on: “You can’t, nothing will work,” she repeats. To “change the record,” ask the student to quietly repeat the following two phrases: “I can solve this fraction problem,” “I am smart enough to answer all of these questions.”

Ask him to repeat this before a difficult task or when you see signs of growing insecurity. Place the card with the text of the spell on his desk along with the task card.

Strategy 4. Forming an attitude towards errors as normal and necessary occurrences

Strategy 6. Focusing students' attention on past successes

The fear of making a mistake is what pushes students into failure-avoiding behavior. They interpret every mistake, no matter how big or small, as proof that they can't do anything right at all. We must teach them to view mistakes as a necessary part of the learning process. This can be achieved by the following methods:

• Tell us about possible, typical mistakes.
• Show the value of a mistake as an attempt to complete a task. (A negative result is also a result.)
• Minimize the consequences of mistakes made.

Every student has in his or her experience the experience of success, although it may be buried somewhere very deep. Finding such examples of experiences of success in students who fear failure is very important. This memory can become the foundation for new achievements. Use techniques such as:

• Analysis of past success.
• Repeating and consolidating past success.

Strategy 5. Forming faith in success

Help students believe in success. They must believe that they are able not only to solve a problem in the subject, but also to change themselves and raise their intellectual level. To do this, use the following techniques:

• Notice any improvements.
• Announce any student contribution to the overall activity.
• Show students their strengths.
• Show faith in students.
• Acknowledge the difficulty of your assignments.

“If something cannot be seen or touched, then it does not exist,” many children think. 1 Unfortunately, these intangibles include their own development and growth through the learning process. For students who need "tangible" feedback, use the following ideas:

• Stickers or notes like “I can!”
• Albums of achievements.
• Stories about yourself yesterday, today, tomorrow.

If students heard and saw recognition of their achievements as much as they were told of their mistakes, they would not constantly resort to behavior based on fear of failure. Success in any area - no matter that this area seems insignificant to us - must be noticed. By receiving recognition for their achievement from others, especially from teachers and the class teacher, students with fears begin to feel that they can successfully interact with the teacher and contribute to the classroom community. Techniques to help recognize student achievements:

• Applause.
• Presentation of awards and medals.
• Exhibitions of achievements.
• Self-approval.

Table Measures of emergency pedagogical intervention when interacting with students avoiding failure

Strategies	Technicians
Changing methods of explanation	Use of tangible material. Introduction of additional teaching methods
Correction of requirements	Learning one thing at a time.
Learning the ability to talk positively about yourself and your activities	Posters with “spell-mottos”. Statement of two “pluses” for every “minus” of the student. Declaration "I can"
Forming an attitude towards errors as normal and necessary phenomena	Stories about typical mistakes. Demonstrating respect for mistakes. Minimizing the consequences of mistakes made.
Forming faith in success	Highlight any improvements. Expression of gratitude for any contribution to the overall activity. The ability to see the strengths of your students and tell them about it. Demonstrating faith in your students. Acknowledging the difficulty of your assignments. talking with sarcasm we insist that we are right, we read morals, we put students in a corner, feign indignation imitate students we command, we demand, we press, Our mistakes when dealing with a tense situation: raise our voices we say a phrase like: “I’m still the teacher here,” we leave the last word for ourselves, we use postures and gestures that “press”: clenched jaws and clasped hands, talking “through clenched teeth”, talking with sarcasm we evaluate the student’s character, act with superiority, use physical strength, we involve other people who are not involved in the conflict, we insist that we are right, we read morals, we put students in a corner, making excuses, defending ourselves or “giving a bribe”, we formulate generalizations like: “You are all the same,” feign indignation we find fault, we harass someone by nagging, imitate students compare one student with another, we command, we demand, we press, We encourage the student by actually rewarding him for “bad” behavior. Popular Formation in students of the need to master knowledge and motives for learning Psychological syndrome... Subject week on the surrounding world for primary school students Week on the surrounding world How to draw a poster on... What is visualization and how does it work? Visualization is one of... Explorations of the continental margins of the Indian Ocean Who discovered and explored the Indian Ocean Indian Ocean by volume... Who said “I am the state”? a) Demosthenes b) Cicero c)... New on the site Anna Karenina was a plump woman Living organisms Organisms living in this environment The sun that illuminated the whole earth Providing cells with energy Processes that provide the cell with the necessary energy Volgograd State Technical University Volggtu entrance tests