Educational and methodological material on the topic: Work to eliminate gaps in the knowledge of students. Methodological development on the topic "ways to eliminate gaps in knowledge of the Russian language"
The main reasons for the existing gaps in student knowledge, in my opinion, are as follows:
1) ignorance of the cognitive characteristics of students;
2) inattention in the classroom, lack of understanding until the end of the material presented;
3) a large number of sick leave;
4) the skill of the teacher - teacher and teacher;
Enough has been said about the last two reasons in the pedagogical literature. Therefore, I will focus only on the first three reasons for student failure.
Backlog in mental development from their peers. This category should include children with retarded mental development or with poor mental development. What to hide, with such children have to work in an ordinary class. But these children are excitable, easily injured, get tired quickly in the process of mental labor. Therefore, it is necessary to create such a microclimate in the classroom so that both they and their comrades do not feel a big difference in their mental development, eliminate any humiliation and contempt towards these children.
I offer several methodological techniques:
1) The most convenient way to test the knowledge of such students is cards, punched cards, etc. But with this form of the survey, it is necessary to give a number of cards to other students (the tasks are, of course, differentiated) so that the class has the impression that a whole group of children is being checked on the topic.
2) A good stimulant in working with such students is a collective lesson in alternating pairs.
3) Help in working with such students with the cards of mutual control, which can be carried out both on theoretical issues and on the practical part.
For example, to test the skills and abilities of working with ordinary fractions the class is divided into five groups. One group tests the ability to add, the other - to subtract, the third - to multiply, the fourth - to divide, the fifth - to solve examples for all actions with fractions. Each student of the group receives from the teacher a card with an assignment and a control card, which indicates the name of the student, his group number and his grade for completing the assignment. For each group, the teacher is consulted on the tasks of the card, the solution of the tasks is checked. Then each student is obliged to test the ability to solve the task of his card in four people - one student in each of the remaining groups (taking into account that the names are not repeated) - and evaluate their knowledge.
So, each student receives five grades - one from the teacher and four from his comrades. The completed checklists are handed over to the teacher and the results are summarized in a general statement for review.
4) Effective "chain" development of practical skills in the study of new material. Its essence lies in the fact that the solution of new examples is commented on by the students along the chain. In this case, only the teacher has the right to correct the decision.
Inattention in the classroom, lack of understanding until the end of the material presented. One of the proven forms of working with students in this case is preparatory consultations before studying. new topic... The teacher introduces the children to the topic of the next lesson and repeats with them the old material that is needed to study this topic.
If students have spaces in current issues, then you can offer the following forms of working with them:
1) Paired dialogues to test theoretical knowledge.
At the beginning of the lesson, for five to seven minutes, students sitting at the same desk check each other's knowledge of the studied theoretical material. They answer the questions posed by their comrade, correct each other and evaluate.
2) Collective control lesson in alternating pairs. Before such a lesson at home, students prepare cards with an assignment for classmates on this topic. They come up with or select exercises and solve them. In the classroom, each student solves tasks on the cards of his friends, and they check and evaluate him. At the same time, the goal is to "bypass" as many classmates as possible.
3) Work in groups. When practicing practical skills on a topic, mixed (in strength) groups are created. The work is carried out by the method of discussion. If the tasks for the groups are the same, then at the end of the lesson, you can hold a general consultation on solving the exercises. If the tasks are different, then for self-examination the teacher must give a control card. At the end of the lesson, the group discusses the participation in the work of each student and is given an appropriate grade.
4) When checking homework, the mistakes of the children are not only emphasized and corrected by the teacher, but also recommendations are given to each mistake by the teacher, additional or individual tasks are assigned, and cards with a sub-task are given.
If you are working on complex topics such as "Solving examples with fractions for all actions", " Algebraic transformations fractional expressions ”, students leave wide margins for reviewing errors. If the task does not work out, the student puts a question mark, and the teacher solves this task right in the student's additional notebook. These works are checked daily and for each student.
A large number of sick leave. V this case after-school consultations, additional and following classes are required.
But I definitely use the "control charts" method. After an illness, the student works out the topic, attends additional and individual sessions, receives a checklist with questions and assignments on a missed topic. Some of the comrades will definitely agree to help him answer theoretical questions and solve practical tasks. A control card is posted in the classroom so that all children can see that the gap in their friend's knowledge has been closed.
In general, a visual graphical record of students' knowledge helps to fight gaps and childish laziness. And one more thing - the class should be a single working collective, and not a bunch of individuals who are only rooting for their own personal success.
Ilchenko Lyubov Valerievna
Position: teacher
Educational institution: GBPOU Neftekum Regional Polytechnic College
Locality: city of Neftekumsk, Stavropol Territory
Material name: article
Theme: Ways to prevent and close knowledge gaps in learners
Date of publication: 04.10.2016
Chapter: secondary vocational
Ways to prevent and close knowledge gaps
learners
Ilchenko Lyubov Valerievna
GBPOU Neftekum regional
polytechnic college
My teaching career at the Regional Polytechnic College in Neftekumsk began in September 1999. I work in groups of primary and secondary vocational education as a teacher of special disciplines in the oil cycle. In my work, I use elements of modern educational methods: the technology of complete assimilation of knowledge, methods of applying theoretical and practical knowledge in practice, individual development of the program through a differentiated and individual approach, integration of subject education through communication with other disciplines. Preventing and closing knowledge gaps is one of the most important components of our profession, since the unsatisfactory quality of this work leads to the accumulation of knowledge gaps to the point where it becomes almost impossible for students to eliminate them, and they become consistently unsuccessful. In mass practice, teachers try to fill the gaps in extra classes, which are most often carried out blindly, and therefore at idle: the same additional tasks are solved, although the gaps and errors, their origins are different for everyone. Therefore, in educational institutions a system for fixing, warning and eliminating gaps should be thought out, without which any extra work ineffective. One effective means of closing knowledge gaps is
combination of tables of individual knowledge gaps with individual
cards of gaps in the student's knowledge.
Grade books in subjects can serve as such an individual means of registering and fixing the elimination of gaps.
In my teaching practice, I use the following scheme
works to fix and eliminate knowledge gaps:
1. In the table of registration of spaces there is a list of students vertically, horizontally lists the most common mistakes, hard-to-digest concepts, methods of action, topics, etc. 2. The gap found as a result of homework and control works, student surveys is fixed in the corresponding cell of the table with a "-" 3. A copy of the table is placed on the group progress bench 4. Each student transfers all the marks of the table into his individual blank card 5. Students are informed about the fact that, when they go out to answer the board or when passing a test on a topic, they must submit their individual card to the teacher, since 1-2 questions will be received for the formulation and application of the rule that caused difficulty
6. If the gap is closed, the corresponding line is crossed out in the card and the score obtained is given in the table 7. At each lesson, time is allocated to repeat forgotten rules, methods of action 8. It is necessary to analyze the most common mistakes 9. The most common mistakes in this group are highlighted or This student has errors 10. The work to close the gaps can be done outside of school hours. Wherein
it is better to invite not students of one
groups, and students with a given group of spaces.
11. In additional lessons, an atmosphere is created to instill confidence in the temporary nature of difficulties, in the student's ability to overcome them. 12. Children can be trusted to check their notebooks. At the same time, the goal is not to unload oneself, but to implement a methodological technique aimed at eliminating the gap in knowledge, the ability to concentrate. This leads to a change in the status of the unsuccessful and perpetually erroneous student. 13. Use of special cards: on the front side - the text of the rule or a sample of the task, and on the back side - the task for self-fulfillment.
Reinforcing knowledge is a reliable way to prevent gaps
There are 2 variants of this work: 1. Element-by-element consolidation is included in the outline of the assimilation of new knowledge and is not a separate stage in lesson 2. Regardless of whether the material was consolidated during its study, a specially designed stage of a kind of "refinement" of understanding is organized after it and practicing the skills to use the knowledge gained in different tasks and situations with different didactic goals.
Fastening can be carried out:
1. Generalized repetition of the main provisions of the studied topic, which is given by the teacher after a detailed explanation. This repetition no longer includes illustrations, proofs and arguments.
Only the main thing is recorded.
2.
By recording
major
studied provisions, drawing up a reference
schemes,
reflective bond fragments of material a,
highlighting
keywords and
expressions,
fixing attention to the main thing. 3. Summing up the results of the studied material by students, then the teacher plans the goals of consolidating the system of requirements. 4. Drawing up a plan of the material studied or repetition of the material studied according to the plan set before the beginning of the study of the material. 5. Performing practical actions according to a given pattern, solving typical, gradually becoming more complicated tasks. 6. Commenting on samples of ready-made solutions. 6. Decisions in general form with a commented analysis of each action and transformation. 8. Reformulation of definitions, retelling of information, translation into another sign system, thematic drawing, drawing up plans and algorithms for activities.
The scheme of the teacher's activities at the stage of consolidating knowledge can
be represented like this:
1. Determine the goal of consolidation and the associated main task of the lesson (they should flow from the goals and objectives of the lesson as a whole). Analyze whether the study of this material and its consolidation in this lesson or will be continued in the next - the distribution of time and the level of requirements for the result of consolidation depends on this. 2. Omit auxiliary facts, details, illustrations, "show" the structure of the studied material and the connections of its elements, as well as connections with the previously studied. It is advisable to organize this information using a visual information diagram. Highlight the main, fundamental, that must be understood and firmly fixed. 3. Determine the criteria by which it will be possible to judge the assimilation of the material (understanding or ability to apply). 4. Select questions, illustrations, tasks and tasks that can reliably reveal whether these goals have been achieved, put them in a system that ensures reliable consolidation not only again, but also previously studied connections, provisions, laws. 5. When reinforcing, preserve the consistency, structure and logic of presentation. 6. Use the techniques of systematization, classification, comparison, isolating similarities and differences. 7. Roughly determine how long it will take to practice concepts, skills and abilities, complete assignments, comment and correct errors. Determine whether the volume of assignments is sufficient for the full completion of the lesson with setting and commenting on homework. 8. Check whether the questions, tasks, requirements prepared for the consolidation stage are sufficiently accurately, succinctly formulated, whether their implementation does not require preliminary restoration of additional basic knowledge, explanations, etc. 9. You should not make reference material that requires memorization (dates, surnames, names) as the subject of consolidation. The consolidation stage is an element of learning, not control of knowledge, and its goal is to achieve understanding, not memorization of the provisions of the material. 10. It is not necessary to demand at this stage memorization of the formulations of rules and definitions. This blocks the ability to establish connections that characterize the understanding of what has been learned. 11. Gradually complicate and enlarge the material to be fixed. Practice not only elements of knowledge, but also a holistic understanding of the topic, methods of analysis, creative approaches to completing tasks. 12. Do not forget that what harder task, the more time it takes for the student to think and implement it. Without giving time to think it over, you teach you to be non-obligatory and irresponsible, superficial, provoke mistakes. 13. After setting the training task, take a pause for reflection. Remember:
the student can only think when the teacher
is silent.
14. Do not rush or create additional interference. 15. Put only one task. Keeping the second one in memory interferes
looking for an answer to the first. 16. Allow unsure students after being challenged to prepare for an answer, sketch out a plan, calm down, and collect their thoughts. 17. Do not turn reinforcement into control of knowledge with an assessment of the quality of assimilation. If questions and assignments are used for reinforcement, the student should be instructed that only an incentive grade will be given. Take any answer, even a wrong one, positively, this is just information that needs to be clarified again. 18. Don't miss the opportunity to organize student work at an individual pace. Think about what to do with the strong while the material is being finalized with the weak, otherwise there will be problems with the discipline of unoccupied and bored guys. Provide Additional tasks and methods of control that do not voice decisions, so as not to interfere with the work of others, as well as measures to stimulate success. 17. Do not rush children with a slow pace of perception and performance of tasks, it only slows them down. Until the material is mastered, the task is not understood, and the student is in the stage of thinking about the answer - do not ask, but explain and demonstrate samples. 19. The results of assignments, which can be checked by means of feedback from the whole class, do not submit to a preliminary individual hearing. Organize a frontal check using mass feedback media (signal cards, programming tools, etc.). Feedback can be obtained from different ways... If the answer allows you to use the option "yes" - "no", you can ask one by one to raise their hand those who have such an answer, and then another. If there are many options for error, say the correct answer, show it with a large card or write on the board and ask those who have the same answer to raise their hand. If there are a lot of erroneous answers, invite those whose answer matches the one shown to continue working on the next task, and explain the material to the rest, let them see an additional sample, show on the board how to complete the first task, and then continue working. If there are few such students, it is not necessary to carry out a frontal explanation; you can invite one or three students to the blackboard, to the table, having specially set up a consultation table with several chairs in the office. Only after receiving information that everyone has understood the fragment of the material being worked out (or the majority did not understand it), it is possible to call the student to comment on the answer, decision, method of action. Call the student who presented the correct version. 22. Do not put on the board and do not analyze the mistakes. It is useful to disassemble how
necessary
to do, not how to do
no need. The longer it takes to work with
a mistake, the more it is remembered.
23. Provide ways of step-by-step individual assistance for those students who may not be able to cope with the assignment. For example, cards with samples of intermediate actions and solutions that you, passing through the office, put down to students who are experiencing difficulties and stop working in the lesson. The card can simply be shown to the student if the hint is simple and does not require deliberation. 24. Think
incentives and incentives
even the weakest
guys.
The consolidation of the methods of action is carried out according to a different scheme:
1. Having completed the conclusion or decision at the stage of primary perception, allow time for its re-examination as the first element of consolidation. 2. At the first stage of practicing the skills, set the same tasks for all students, without using the work on variants. 3. Provide the children with all the opportunities to receive timely and comprehensive help, samples for checking answers and intermediate actions. A sample solution, its analysis, mutual assistance in applying the method, referring to common sources of information - everything works to consolidate. Texts, samples, instructions should be open for use, since the independent construction of the rule, the definition of the law by the student leads to a lasting memorization. 4. Do not demand quick success, correct and absolutely independent performance of the task from the first presentation. I repeat again: the function of the set
on
stage
anchoring
assignments
control,
educational.
Only in the process of repeated application of knowledge, the majority of students come to understand the essence, method, law of the rule. 5. Perform the first example independently, write the first training exercise with mandatory verification. Correct mistakes immediately. 6. When working out a method of action, first help the student to understand the method itself in the simplest illustrations, teach how to act, and only then work out a verbal description of the method. It is often easier for a student to understand how to do and repeat an action than to describe it in words. First show, explain, teach, and only then demand reproduction and application. 7. Do not get carried away by tasks of reproducing and memorizing a description of a method or rule. It is very useful to understand the essence of the phenomenon and the l and the way, and there are quite a few techniques to help master the ways of action and achieve an understanding of the rule. It is better to give a homework assignment not to memorize the wording, but to read it, understand it, try to apply or pick up an example, and retell it in your own words. In this case, we remove the barrier associated with
fear of missing a word in the definition or changing the word order, namely
this
psychological
barrier
often
it happens
cause
misunderstanding.
After several repetitions, the definition will spontaneously be deposited in memory. 8. If the rule or method in the retelling is distorted or has lost an essential part, give the task to return to the text of the rule and check its substantive and semantic identity with the answer. 10. Select the enrollment method for students who do not manage the method and require additional activities. 11. Don't let mistakes take hold! At the stage of initial consolidation, when the knowledge is still fragile, call to the board only those students whose assignments you are sure of correctly completing. Eliminate the mistake made immediately, without analyzing it. Analyze
not erroneous
spelling
action,
a
correct
performance. 12. Do not obscure the comprehension of the way and
sequences of actions until they are fully internalized. 13. Do not curtail intermediate actions until the student has fully mastered the technique of applying the generalized method. Fearing to "slow down" the student's development, we prematurely switch to methods of action that are beyond his power. This “turns him off” from work, makes him fail, discourages his desire to study, worsens his attitude to the subject, and as a result leads to a stable, albeit masked by a triplet of academic failure. 14. Ask at home not just reading the text, but analyzing it. This can be drawing up a plan of text information, searching for answers to questions, writing out keywords, highlighting the main thoughts of each paragraph. 15. Allow in the lesson to answer according to this plan or use keywords in the answer, especially while the coherent, logical speech of the student is not formed. Otherwise, he will not learn to build a coherent presentation, his answers will remain tongue-tied, confused, fragmentary. Each teacher can adapt this experience to his own capabilities, to his experience and vision of the problem. It is important to understand that knowledge gaps are not the fault, but the misfortune of many of our students (cumbersome programs, imperfect methods), and our task is to help the children understand what needs to be done so that knowledge does not have white spots crowned with a two in the magazine.
How to close knowledge gaps.
The main reasons for the existing gaps in student knowledge, in my opinion, are as follows:
1) lagging behind in mental development from their peers;
2) inattention in the lessons, lack of understanding until the end of the material presented;
3) a large number of sick leave;
4) the skill of the teacher - teacher and teacher;
5) homework overload.
Enough has been said about the last two reasons in the pedagogical literature. Therefore, I will focus only on the first three reasons for student failure.
Lagging in mental development from their peers. This category should include children with retarded mental development or with poor mental development. What to hide, an ordinary class has to work with such children. But these children are excitable, easily injured, get tired quickly in the process of mental labor. Therefore, it is necessary to create such a microclimate in the classroom so that both they and their comrades do not feel a big difference in their mental development, eliminate any humiliation and contempt towards these children.
I offer several methodological techniques.
1) The most convenient way to test the knowledge of such students is cards, punched cards, etc. But with this form of the survey, it is necessary to give a number of cards to other students (the tasks are, of course, differentiated) so that the class has the impression that a whole group of children is being checked on the topic.
2) A good stimulant in working with such students is a collective lesson in alternating pairs.
3) Help in working with such students with the cards of mutual control, which can be carried out both on theoretical issues and on the practical part. For example, to test the skills and abilities of working with ordinary fractions, the class is divided into five groups. One group tests the ability to add, the other - to subtract, the third - to multiply, the fourth - to divide, the fifth - to solve examples for all actions with fractions. Each student of the group receives from the teacher a card with an assignment and a control card, which indicates the name of the student, his group number and his grade for completing the assignment. For each group, the teacher is consulted on the tasks of the card, the solution of the tasks is checked. Then each student is obliged to test the ability to solve the task of his card in four people - one student in each of the remaining groups (taking into account that the names are not repeated) - and assess their knowledge.
So, each student receives five grades - one from the teacher and four from his comrades. The completed control cards are handed over to the teacher, and the results are summarized in a general statement for review,
4) Effective "chain" development of practical skills in the study of new material. Its essence lies in the fact that the solution of new examples is commented on by the students along the chain. In this case, only the teacher has the right to correct the decision.
Inattention in the classroom, lack of understanding until the end of the material presented. One of the proven forms of work with students in this case is preparatory consultations before studying a new topic. The teacher introduces the children to the topic of the next lesson and repeats with them the old material that is needed to study these topics.
If students have gaps on current issues, then the following forms of work with them can be proposed.
1) Paired dialogues to test theoretical knowledge. At the beginning of the lesson, for five to seven minutes, students sitting at the same desk check each other's knowledge of the studied theoretical material. They answer the questions posed by their comrade, correct each other and evaluate.
2) Collective control lesson in alternating pairs. Before such a lesson at home, students prepare cards with an assignment for classmates on this topic. They come up with or select exercises and solve them. In the classroom, each student solves tasks on the cards of his friends, and they check and evaluate him. At the same time, the goal is to "bypass" as many classmates as possible.
3) Work in groups. When practicing practical skills on a topic, mixed (in strength) groups are created. The work is carried out by the method of discussion. If the tasks for the group are the same, then at the end of the lesson, you can hold a general consultation on solving the exercises. If the tasks are different, then for self-examination the teacher must give a control card. At the end of the lesson, the group discusses the participation in the work of each student and is given an appropriate grade.
4) When checking homework, the mistakes of the children are not only emphasized and corrected by the teacher, but also reviewed in writing by him in a notebook.
If you are working on complex topics such as "Solving examples with fractions for all actions." "Algebraic transformations of fractional expressions", students leave wide margins for reviewing errors. If the task does not work out, the student puts a question mark, and the teacher solves this task right in the student's notebook. These works are checked daily and for each student.
A large number of sick leave. In this case, after-school consultations are necessary.
But I definitely use the "control charts" method. After illness, the student receives a control card with questions and assignments on the missed topic. Some of the comrades will definitely agree to help him answer theoretical questions and solve practical tasks. A control card is posted in the classroom so that all children can see that the gap in their friend's knowledge has been closed.
In general, a visual graphical record of students' knowledge helps to fight gaps and childish laziness. And one more class - should be a single work collective, and not a bunch of individuals who are only rooting for their own personal success.
Why is it difficult for children at school?
The number of students with learning difficulties is increasing every year. From the very first days of schooling, a group of students is identified who have difficulty in mastering the program in basic subjects.
Attention should be paid to the very first manifestations of school difficulties, because they begin with a serious lag in the child's studies, a loss of interest in it and faith in oneself. If, at the same time, he is punished by both the teacher and the parents (by censure or more drastic measures), then the desire to learn disappears for a long time, and sometimes forever. The child begins to consider himself helpless, incapable, and all his efforts are useless. Psychologists are convinced that learning outcomes depend not only on whether or not a person is able to solve a problem, but also on how confident he is that he can solve this problem. If failures follow one after another, then naturally, a moment comes when the child says to himself: "No, I will never succeed." Once "never", then there is no need to try! Thrown by mom or dad among other things: "Well, how stupid you are!" - exacerbate the child's uncertainty. Not only a word, but simply an attitude that you demonstrate (even if unintentionally) with a reproachful look, intonation, gesture, sometimes speak to the child more loud words. Sometimes parents make excuses: “Yes, I don’t scold him for his assessment, but can he sit quietly in the lesson ?!” The fact is that it is not so important for a child what you are unhappy with, what you scold, what you reproach - for bad marks or for bad behavior, for spinning around in the lesson, or for not understanding an assignment. There is only one sense: they scold me - it means that I am bad, I am not good for anything.
1. Weak level of development of abilities
Each child has his own level of development of memory, thinking, attention and his own limit of possibilities. Someone easily learns from only fives, while others need to make great efforts to get a solid three. If you suspect that your child is doing poorly for this reason, a child psychologist can confirm or deny your assumption. He will conduct a series of psychodiagnostic studies and tell you whether the child's intellectual abilities allow him to successfully master the school curriculum.
2. Knowledge gaps in academic subjects
Basically, such a problem occurs in children who are often absent from school, or in children with a slow pace of assimilation of information (they do not have enough study time to understand and learn the topic, and the class is already moving on school curriculum). Gradually growing, such gaps in knowledge of the subject lead to the fact that the child has to make more and more efforts to understand the new material.
3. Excessive requirements for academic performance
Many parents want to be proud of their child's successes, dream that he received only good grades at school. But what efforts should the child himself make for this, can he always meet your expectations?
High demands, especially when combined with various punishments for not meeting them, often create in a child the feeling that his parents love and accept him only when he is successful and has something to be proud of. And then, if the child is able to fulfill the requirements of the parents, he learns well at any cost. Including at the cost of not getting enough sleep, refusing to communicate with friends, hobbies, etc. This can lead to overwork, nervous breakdowns, depression, fear of making a mistake, and other negative consequences.
It is even sadder if the child is not able to fulfill the parents' requirements for various reasons: lack of ability, not enough willpower to sit for hours on textbooks, etc. Then, faced with failure (low grades), the child is acutely experiencing it. Parents, on the other hand, often exacerbate the situation with their criticism and discontent. All this is repeated from time to time, the child feels helpless and gradually ceases to believe in himself, as a result: loss of interest in learning, refusal to do homework, truancy, the establishment of double diaries (for parents and for school), etc. ...
4. Inability to subordinate your behavior to the rules and requirements
It is important to note here that there are children who cannot and children who cannot physically control their behavior (children with hyperactivity and impaired attention, neurological diseases, etc.)
Problems caused by physiological characteristics brain activity, as a rule, cannot be compensated for only by measures of pedagogical and psychological influence, here it is also required health care... In cases where it comes about the inability and unwillingness to obey existing requirements, our efforts will be aimed at creating a positive attitude to the rules, working out learning motivation, actualization of the need to be accepted and, possibly, restructuring of the entire system of norms and rules of behavior. This may take a long time and deep joint work of the child himself, his parents and the psychologist.
5. Conflicts at school (with children or teachers)
This problem is quite rare in children studying in primary school, parents of adolescents face this more often. The fact is that there is a very a big difference between these two ages. Younger children school age academic success is very important, so classmates who study well and do not experience behavioral problems are most sympathetic. A teacher for them is most often an important and authoritative person.
For adolescents, everything is completely different: it is more important for them how they look in the eyes of their peers, whether they enjoy the authority and respect of their peers, whether their classmates accept them. The importance of the figure of the teacher and school success fade into the background. Therefore, to solve the problem of relationships in the classroom junior schoolchild it is necessary to become successful in school, while for a teenager, on the contrary, conflicts in the classroom can provoke a significant drop in academic performance. And only after solving the issues of relations that are of concern to the teenager at school, he can concentrate on his studies.
Conflicts happen in any team, and if the child knows how to cope with them, then there is nothing wrong with that. The danger occurs when the situation gets out of control and becomes unfavorable for the child (affects his status in the team, emotional well-being, the right to receive objective marks, etc.).
6. Lack of interest in learning
This reason rarely occurs on its own, much more often the reluctance to learn is the result of various difficulties that a child faces in connection with school: failures, conflicts, frequent criticism of teachers and parents, a constant feeling that he is worse than others, etc. That is, any of the above problems can lead to a lack of interest in learning. In this case, it is necessary to understand what is the primary problem and pay special attention to its solution.
Only by understanding what factors led to a decrease in academic performance and an unwillingness to study, you can effectively help your child. Indeed, in different cases different methods of help are needed.
What can parents do if school difficultiesdid they appear?
First - do not consider them as a personal tragedy, do not despair and, most importantly, try not to show your grief and discontent. Remember: your main task is to help the child. Therefore, accept and love him for who he is, then it will be easier for him at school.
Second - tune in and get ready for the fact that you have to work with your child for a long time (he cannot cope with his problems alone).
Third - your main help: to maintain his self-confidence, try to relieve him of the feeling of tension and guilt for failure. If you are busy with your own business and take a minute to ask how you are, or to scold, this is not help, but the basis for the emergence of new problems.
Fourth - forget the phrase "What did you get today?" Don't ask your child to talk about their school affairs immediately, especially if they are upset or upset. Leave him alone, he will tell you everything if he is sure of your support.
Fifth - do not discuss the child's problems with the teacher in his presence. Better to do it without him. Never reproach, do not scold a child if his classmates or friends are nearby. You should not emphasize the successes of other children, admire them.
Sixth - you should be interested in doing homework only when you constantly help him. Be patient when working together. After all, the work of overcoming school difficulties is very tiring and requires the ability to restrain yourself, not to raise your voice, calmly repeat and explain the same thing several times - without reproaches and irritation. Typical parental complaints: "I have no strength ... I exhausted all my nerves ..." usually such activities end in tears: "I can’t restrain myself, I scream, otherwise I’ll crack." Do you understand what's the matter? An adult cannot restrain himself, but the child is to blame. All parents feel sorry for themselves, but very rarely for a child ...
For some reason, parents think that if there are difficulties in writing, you need to write more; if he doesn't read well, read more; if he thinks badly - solve more examples. But this tiresome, unsatisfying occupation kills the joy of the work itself! Therefore, do not overload the child with what he cannot do.
It is very important that during classes nothing bothers you, so that the child feels that you are with him and for him. Never ask your child to start on their own right away. First sort things out with him, make sure he understands everything.
It is equally important to decide with which adult the child is best to do his homework with. Moms are usually softer - but they often do not have enough patience, and emotions are overwhelming ... Dads are tougher, but calmer. Try to avoid situations when one of the adults loses patience, calls for a change and “for reprisal” the other.
A child with school problems will only in rare cases fully know what is asked to him at home. And there is no malicious intent: the fact is that homework is almost always given at the end of the lesson, when the classroom is already noisy, and your "lagging" student is tired and hardly hears the teacher. Therefore, at home, he can quite sincerely say "Nothing was asked." In this case, inquire about homework from classmates.
When preparing homework, the total duration of continuous work should not exceed 20-30 minutes. Pauses after such work are required!
Do not strive at any cost and not sparing time to do everything at once.
Seventh - try to find contact with the teacher, because the child needs help and support from both sides.
Eighth - the most important thing in helping a child is reward for his work, and not only in words. Unfortunately, parents often forget this. And if this is not done, the child, starting to work, may think: "There is no point in trying, no one will notice my success." The reward is compulsory; it can be a joint walk, a trip to the zoo, to the cinema ...
Ninth – children with school problems need a measured and precise daily routine. We must not forget: such children are usually restless, not collected, which means that it is not at all easy for them to observe the regime.
If the child gets up with difficulty, do not jerk him, do not rush him, do not push him again; better set your alarm half an hour earlier.
Perhaps the hardest time is evening, when it's time to go to bed. Parents strive to quickly put the little student to bed, and he, as he can, stalls for time. Often it ends in a quarrel, tears, reproaches. And then the child cannot calm down for a long time and fall asleep ... You can give him some freedom (allowing him to go to bed not exactly at nine, but from nine to half past nine). Complete (without any study assignments) rest on Sunday and especially during the holidays is very important.
Tenth , and lastly, the timeliness and correctness of the measures taken significantly increases the chances of success. Therefore, if you yourself cannot determine what prevents your child from being able to learning activities and how to help him, or are not completely sure of the correctness of their position in relation to the child, it is best to seek help from specialists (psychologist, teacher, speech therapist, neurologist, child psychiatrist). They will help to establish the cause of school difficulties, and suggest how to get out of this situation. And follow all their recommendations!
Related Post: "How to Close Knowledge Gaps" .
(speech at the meeting of the ShMO teachers of the natural science cycle)
I believe that in order to successfully work with each student, a teacher needs to know:
His home conditions for preparing for lessons;
Knowledge gaps and their causes;
Relationship with the classroom and directly with the teacher.
The main reasons for the knowledge gaps, in my opinion, are as follows:
Lagging in mental development from their peers;
Inattention in the classroom, lack of understanding until the end of the material being studied;
A large number of sick leave;
Mastery of the teacher;
Homework overload.
Lagging in mental development from their peers.
This category includes students with retarded mental development or with poor mental development. (Often you have to work with such in an ordinary class). The category of such children is excitable and easily injured. They get tired quickly during mental work. The teacher needs to create such a microclimate in the classroom so that both they and their classmates do not feel a big difference in their mental development, to exclude any humiliation in relation to this category of children.
I use several methodological techniques:
The most convenient way to check the ZUN of such students is individual cards, tests, punched cards, etc. I use this form of questioning, it is necessary to give a number of cards to other students (select tasks in a differentiated manner) so that the class has the impression that a whole group of children is being tested on the topic.
A collective lesson in alternating pairs is a good incentive to work with such students.
Help in working with such students is provided by the cards of mutual control, which can be carried out both in theory and in the practical part.
In particular, when testing the skills of working with ordinary fractions, the class is divided into 5 groups. One group tests the ability to add, the other - to subtract, the third - to multiply, the fourth - to divide, the fifth - to perform all actions with fractions (solve examples).
Each student of the group receives from the teacher a card with an assignment and a control card, it contains the name of the student, the number of his group and his grade for completing the assignment.
Separately, for each group, a teacher is consulted on the tasks of the card, the solution of these tasks is checked. After that, each student must be able to solve the task of his card in four students - one student in each of the other groups (the surname should not be repeated) - to evaluate their knowledge.
In the course of such work, each student receives five marks - one from the teacher and four from classmates.
After filling out, the control cards are handed over to the teacher, and the results are summarized in a general statement.
The “chain” practice of practical skills when studying a topic is quite effective. (The solution of new examples is commented on by the students along the chain, only the teacher has the right to correct the solution).
Inattention in the classroom, lack of understanding until the end of the material being studied.
In this case, one of the proven forms of work with students is effective - preparatory consultations before studying a new topic.
The children get acquainted with the topic of the next lesson and the teacher repeats with them the old material that is necessary to study this topic.
If students have gaps on current issues, then the following forms of work can be applied.
1.Work in pairs (paired dialogues) in order to test the theory. For 5-7 minutes at the beginning of the lesson, the students sitting at the same desk check each other's knowledge of the learned theory. They answer the questions posed, correct each other and evaluate.
2. Collective control lesson in alternating pairs. Before such a lesson, students prepare cards with an assignment for classmates on this topic at home. They select or come up with tasks and solve them. Each student in the class solves tasks on the cards of classmates, and they check it and evaluate. At the same time, the goal is set - to "bypass" as many students as possible.
3. Work in groups. By practicing practical skills on a topic, mixed (in strength) groups are created. The work is carried out by the method of discussion (if the tasks for the group are the same, then at the end of the lesson you can hold a general consultation on solving the tasks; if the tasks are different, then a test is given for self-examination).
At the end of the lesson, the group discusses the direct participation in the work of each student and is given an appropriate grade.
4. Checking the homework of the children, mistakes are not only emphasized and corrected, but also commented in writing in notebooks.
When practicing complex topics such as "Algebraic transformations of fractional expressions", "All actions with fractions, solving examples, etc., students leave wide margins for reviewing solutions." The student puts a sign?, If the task does not work, then the teacher solves this task right in the student's notebook. Such works are checked for each student on a daily basis.
A large number of sick leave.
Consultations after lessons are effective, but I use the “control charts” method without fail.
The student receives the field of illness test with theoretical questions and practical tasks on a missed topic. Necessarily one of the classmates will agree to help him work with the proposed job.
In order for all classmates to see that the gap in the knowledge of this student has been closed, a control card is posted in the classroom.
A visual graphical account of students' knowledge is good for filling knowledge gaps and fighting their laziness.
For successful work to eliminate gaps in knowledge, the class should be a single working team, there should be no students who are worried about their personal achievements and successes.
