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What problems exist in the school today. What are the biggest challenges in school education? We blame on the reflection, on the mirror and on ...

The problems of modern schoolchildren should be of full interest to teachers, class teachers and parents. After all, many problems of students can become the reason for their failure in the future.

Thanks to the school, the child masters in society, receives the necessary skills and knowledge that will become the basis for building his future life. But at the same time, during the much-needed socialization, the student faces many difficulties due to the characteristics of age, specific behavior, etc.

Primary school age, especially grades 1-2, is a particularly difficult adaptation period.

For children 6-7 years old, the stage of schooling is a completely new period in life. In addition to the fact that the child has to get used to the new environment, a great responsibility is also placed on him. It is not easy to get involved in the educational process, even if the kid went to Kindergarten and a preparatory group.

Compliance with unfamiliar requirements and a difficult study load are often the reasons for the child's poor health, health and mood problems. The elementary school students are still actively developing nervous system, muscles grow, the skeleton gets stronger. In order for all processes in the child's body to proceed properly, and adaptation to school is minimally traumatic, teachers must take care of the correct organization of the educational process, and parents - about the rational organization of the working day.

But the problems of schoolchildren do not end in primary school, but only begin. Indeed, at each age stage, students expect more high degree socialization and set more difficult requirements for their learning activities and behavior.

It would seem that the calm rhythm of life of pupils in grades 3-4 unexpectedly disrupts the transition to a more complex level of middle grades. New subjects, teachers and criteria, the student must get used to all this. In addition, he should be able to rebuild in the shortest possible time, because by slowing down a little, you can miss the material and fall behind in studies.

Children of middle school age, having barely come to terms with the daily alignment, find themselves in the position of adolescent crisis. Studying fades into the background, the student tries to find himself and show his importance. Next comes the turn of the senior classes. As an example, in the 9th grade, in addition to the progressive crisis of adolescence, the child will have a difficult choice: to stay or leave school, and if he leaves, then where. The calmer and more balanced grade 10 is soon replaced by the stressful grade 11, where every student must decide on his future life, choosing a profession, preparing for the most important exams in his life.

One of the most striking problems that worries the students themselves, their parents and teachers is academic failure. Difficulties in the educational process can significantly prevent the child from mastering the knowledge that the school curriculum provides. Failure at primary school age is especially dangerous.

The initial period of study is the foundation on the basis of which a further system of knowledge is formed, acquired in the subsequent years of schooling. If this foundation is partially or completely absent, further training becomes excessively difficult. As a result of misunderstanding and lack of assimilation of knowledge in the primary grades, some children in the middle grades simply drop out of school. But it is the duty of teachers and parents to prevent such a course of events. In order to prevent and eliminate academic failure, teachers and parents must be able to determine the causes of such an undesirable phenomenon. Knowing all the circumstances will help eliminate academic failure and correct its consequences.

Failure of students may be due to the following reasons:

- unpreparedness of children for schooling(in an extreme form, unpreparedness can be based on social and pedagogical neglect);

- somatic weakness of the child, which can arise as a result of prolonged illness even in the preschool period;

- speech defects that have not been corrected in preschool age;

- hearing and vision impairments;

— mental retardation(it happens that mentally retarded children end up in grade 1 of mass schools, and only after a year of unsuccessful training, upon the conclusion of the medical and pedagogical commission, they are sent to specialized schools);

- lack of understanding with the teacher or classmates.

Failure can also be due to short-term or long-term reasons. They can be certain circumstances in the life of a student. In this case, the causes of short-term action cause short-term academic failure, and the reasons for long-term action become the basis of long-term and sustained failure.

Reasons for short-term academic failure.

Lack of skills for rational distribution of time and organization of educational work. This type of academic failure most often manifests itself in students in grade 2.

Development gaps. It is worth noting that this reason is not so deep and can be eliminated with the help of additional activities.

Unfavorable living conditions. It is important to take into account that with a timely change in living conditions for the better, short-term academic failure can be stopped. Otherwise, it will develop into long-term academic failure.

The health status of the student. Poor health greatly affects the success of a student, especially at a younger age. At the same time, it is during this period that children are prone to typical diseases.

Poor development of thinking. This reason also applies to age junior schoolchildren, since it is at the age of 6-8 years that a gradual transition from visual-effective and visual-figurative thinking to abstract thinking takes place.

These reasons are capable of forming a negative attitude towards learning in schoolchildren. If you do not prevent the growth of gaps, they will lead to a change in the attitude of schoolchildren towards all educational activities in a negative direction.

Considering the reasons for academic failure, one can notice some specificity of the lagging behind schoolchildren of different genders. So, according to the researchers, the tendency of poor performance is more often manifested in boys. If one analyzes academic failure for all reasons, it turns out that health problems have a greater impact on girls' success. In boys, poor performance is most often associated with a negative attitude towards learning, and also, sometimes, with low level good breeding. It is the complex of negativism in relation to learning, as well as disorganization, unsystematicity and indiscipline that are the main pitfall on the way to successful learning.

In part, the complex of negativity in relation to learning in children is associated with the activities of the teachers themselves, as well as the lack of pedagogical influences. The main gap in pedagogical activity is the implementation of an individual approach to students not fully, as well as the lack of interdisciplinary connections in the learning process.

An individual approach must be applied in relation to each child, and especially to those children who do not have time to assimilate the material. In order to know which methods to use in each specific case, first of all, it is worth deciding which type of child can be conditionally enrolled.

Type 1 - uninterested in school life and poorly adapted to it.

Type 2 - a mentally developed child, but physically weak and often ill.

Type 3 - physically developed, but poorly developed mentally, unable to quickly and completely adapt to school life.

4 type - schoolchildren who cannot fully study learning activities due to home conditions or strong extracurricular interests.

In each specific case of academic failure, the child requires individual assistance and approach. The task of teachers and parents is to find out the reason for the failure and make every effort to ensure that the student successfully catches up with the missed material and fully studies the further one.

Students' problems are often associated with a lack of positive contact with teachers and peers. In the first case, each teacher must remember that it is he, the adult, who must be the first to exhaust conflict situation and try not to create such further. The teacher, regardless of the situation, must be fair and open to children. He must apply best practices in order to interest students in their subject, and never use methods that will alienate students from it.

More acute is the problem of relationships between the students themselves. The process, while a collective is formed from a class of different children, is very lengthy and cannot do without undesirable situations. One of the main roles in the process of team building is played by the class teacher, who must make every effort to make the children friendly as quickly as possible.

But still, conflicts often arise between classmates. Sometimes a class of children is divided into small groups, which either conflict with each other, or each live its own life. In this case, the teacher should introduce students to general types of activities, involve them in contests and types of activities where they will have to interact. Such events cannot fail to improve relations in the class in a positive way. The main thing here is the strong intention of the teacher and his effective work.

Some students face the problem of not being perceived by classmates, or sharp criticism from their side. In the risk group, in this case, often gifted children, retarded children, children with inadequate behavior or children from disadvantaged families are caught.

In order to establish the presence of students who are not perceived in the classroom, as well as to carry out certain work to regulate this situation, it is necessary to conduct a psychological study of relations in this class. Most of this work should be done by the school psychologist, but it is also the direct duty of the class teacher.

In order for children to have good academic performance and positive relationship with their peers, they need to be helped to adapt to school, to educate the concept of the correct system of values, to teach them to overcome difficulties and confidently go towards their goal.

Such a responsible task, first of all, falls on the shoulders of the student's parents, who must create all the conditions for the child to develop harmoniously and learn educational material... Such conditions include a positive family atmosphere, correct daily routine, healthy eating, time for study and rest. It is important that parents pay attention to the child.

In turn, teachers must ensure that children are taught in a way that is individual characteristics, good attitude towards students, their equality in the eyes of the teacher. The mentor must constantly be aware of what is happening in the classroom and help resolve conflicts at an early stage. If the class teacher can organize the students, explain the importance of each of them and ensure mutual understanding throughout the school period, then there is no doubt that this class will face fewer problem situations. At the same time, each graduate will maintain good relations with classmates for many years of life, even after leaving school.

By being interested in the problems of schoolchildren and helping them to cope with difficult situations, teachers and parents open the way for children to successfully realize themselves, the ability to communicate and be useful.

The quality of schooling in modern Russia has become one of the most discussed topics these days. Strange government reforms, senseless innovations in the school curriculum, deviation from the norms of the concept of a secular state towards a religious principle - all this not only traumatizes the child's psyche, but can also form an absolutely wrong perception of the world around him at the most important stage of life.

It so happened that modern school education in Russia is a bunch of problems that have always existed separately and managed to deal with them, but when they merged into one big and heavy lump, it immediately went to the bottom and pulled all those developments with it, which we reached at the time when the first man flew into space. And the point here is not at all a stupid generation, just for this generation no one is going to rebuild the system. The state does not need citizens with an open mind, it needs cogs in the state machine that will mindlessly maintain the integrity of the unit under the driver.

The question of personnel

Take school teachers, for example. There have always been bad and indifferent teachers, but there have never been so many of them. There are many reasons for this, and not the least of them is the attitude of the state towards the teaching profession. If earlier this work was considered one of the most important, and the teacher himself was a respected and valuable person, nowadays middle managers and other businessmen are respected in society, whose skills after the apocalypse will be worthless.

The humiliatingly low salaries of teachers have become the reason for the absence of those who want to connect their lives with this profession, so there are practically no valuable personnel who consider teaching the meaning of their lives. A hungry teacher who can barely make ends meet is unlikely to be able to educate children if he is simply physically unable to do so. The passing score for university entrants for teaching specialties is extremely small, and becomes a straw of salvation for those who see no chance of enrolling in a more prestigious profession.

Of course, there are enough talented and creative people among teachers who want to convey science to children in full with the help of an interesting presentation. Unfortunately, such teachers are suppressed by the modern bureaucratic system. They have to draw up countless reports, programs, fill out unnecessary paperwork and do everything except teaching their wards. In addition, an ideological machine has recently become active, which obliges teachers to invest in the minds of children the “correct” perception of modern Russia and its government, which also does not contribute to the popularity of the teaching profession.

Education system issue

The planned budget for education in Russia is decreasing every year. In 2015, it amounted to 629.3 billion rubles, and in 2016 already 579.8 billion rubles. The budget for 2017 has become even lower - 568 billion rubles, and such a pace should alert any sane citizen of modern Russia. Obviously, such decisions will entail a reduction in the number of teachers, as well as teachers in other educational institutions. Many scientists will simply be fired, and schools cannot afford to acquire necessary equipment for teaching children. But the braces are in place.

Another cornerstone is controversial education reforms. For many years, the mention of the USE has caused a semi-fainting state in schoolchildren and their parents. This innovation has repeatedly proved its ineffectiveness: the questions on the exam do not correspond to the school curriculum, look stupid, and do not allow assessing the level of knowledge of the graduate. Every year, news pops up about how, in pursuit of indicators, some schools show phenomenal results on the exam, schoolchildren write off free of charge, and parents organize whole groups to help their children.

In recent years, there has been a tendency to distort the school curriculum, which is a chaotic set of subjects that do not overlap with each other in any way. If the situation with the exact sciences looks stable, then strange government reforms affect the distortion of information in humanitarian subjects... Historical facts are distorted, new rules of the Russian language are introduced, from which teachers of the old school are horrified, many works of writers are removed from the literary program solely for political and ideological reasons. All this can lead to dire consequences and an increase in the number of illiterate people with narrow-minded thinking to perform any one task throughout their lives.

Generation question

The old motto "And so-a-ak will do!" is reflected in the best possible way on modern school education. The reluctance to rebuild the system for a new generation, which is spoiled by the Internet and access to a wide variety of information, leads to the fact that children are simply not interested in being in a school lesson, where the teacher reads a paragraph from a textbook in a monotonous voice. One glance at the equipment in the physics classroom is enough to drive into depression even an adult who does not adhere to mossy conservative views. What can we say about children who love to be in “trend” and welcome everything modern.

Forcibly holding a child at a computer in a computer science classroom in order to teach him how to draw lines in the Paint editor is a very popular activity in modern schools. It is much easier to do this than to develop a program that will really interest the student - this is a dangerous initiative that can lead to the destruction of a scheme that has been developed over decades.

The problem of the modern generation is that children are simply not interested in learning. In many ways, this is also the fault of the parents, who let their child's life take its course. A few decades ago, many parents gave their child a base about the structure of the world around them, which stimulated self-education. It was fashionable to read books, but now young people have formed a stereotype that this is a shameful occupation for outcasts, and if books are read, then only those that are “in trend”. Usually these are memoirs of philosophers, from which you can pull quotes for status on social networks.

Considering all of the above problems, many parents face the question: "Is it worth sending their children to school at all?" We are not talking about those situations where parents deny education as such in order to devote their child to the service of the Faith or anything else. We also want to remind you that Article 43 of the Constitution of the Russian Federation states that general education is compulsory for everyone, and parents are obliged to provide their child with conditions for receiving it. It is another matter which conditions are best suited for children whom parents want to protect from the shortcomings of modern Russian schools.

The need for a school for parents and their children

It is sad to admit this fact, but a school for many parents is something like a long-term storage room, where mom and dad rent their child in order to calmly go to work and not worry that their child is not under supervision. In especially neglected cases, parents prefer to leave the child on extended care even when one of them is at home for forced circumstances, forcibly depriving the child of the comfort of his home.

Modern Russian school children perceive it as a duty and hard labor, therefore, their interest is, first of all, communication with friends. If you provide communication with peers in combination, for example, with homeschooling, then the need for school in the child's life decreases.

Complete lack of learning efficiency

The school definitely gives the child knowledge, but this happens extremely ineffectively in the absence of a logically structured educational program. Children are taught to read, write, sometimes even count, but the teacher can pay much more attention to the child's ugly handwriting than to the content of his essay, because it is important to do according to the system, and not based on his imagination. If a child was able to independently enter a prestigious university after school, then in 90% of cases it is his merit, and not the school.

The program in almost any subject is spread over hundreds of lessons, during which children do not do something useful or interesting, because the system obliges to memorize, and not to understand the causes and effects. At a time when the tutor tells the child in detail the rules of the Russian language and explains why in this case it is written this way, and nothing else, the school teacher simply forces you to memorize the rule by heart, but it turns out to be incredibly difficult to apply it in practice due to lack of information.

By the end of the school year, it is rare that a student will remember what he was told about in the classroom at the very beginning, since he completely lacked the practical part. Numerous checklists look like a responsibility that is performed without making sense of the content. All this leads to what is closer to graduation classes parents have to hire a tutor for their child in some subjects, who begins to teach the student the subject from the very beginning, but according to a well-structured program, which is qualitatively assimilated in a shorter time. And the point here is not at all that the child is stupid, it is just that he wants to spend his most active years of life in the most varied ways, and whole year he simply won't be able to walk focused on the next equation or formula from algebra.

The way out of this situation is obvious: you need to hire tutors for your child, which entails additional costs. Not all parents can afford it, but modern schools in Russia are not planning to change.

Is school a social institution for a child?

Undoubtedly, communication with peers develops a number of qualities in a child that will be useful to him in the future. Ideally, the student should develop leadership, communication, imagination, willpower, determination, oratory, speed of thinking and the ability to navigate in a non-standard situation. In fact, things are much worse.

Hooligans become class leaders who use intimidation to force others to accept their point of view and behavior. They don't like smart people at school, but the words "are you smart?" are a known insult. Sometimes it comes to the point that the teachers themselves become the authors of this phrase.

The communication of children in modern schools is built in such a way as to correspond to the "fashion". Already from school, we understand that the initiative rapes the initiator, so it is better to be silent and not stick out, because you can incur the wrath of the whole class, or even the teacher.

The indifference of teachers leads to the fact that they are absolutely indifferent to the relationship of their wards. Classes are often divided into small groups that mutually hate each other, but no one wants to understand this.

Common denominator

The task of the modern school in Russia is to make everyone the same. The student should not stand out from the crowd, so as not to create "problems" for teachers and society.

Creative impulses in a child are stifled in the bud, and only the most persistent can sing in the school choir, the rest face contempt from their peers, especially boys. Under the influence of certain layers of the school hierarchy and fueled by the father's views, a special set of activities is formed, which corresponds to the image of a “real man”. Anything that does not correspond to him can cause persecution of the child and humiliation in the eyes of classmates.

The high speed of thinking in the modern school is more of a burden than a privilege. Most often, teachers simply do not pay attention to the student's attempts to show that he copes with the task much more efficiently than the school curriculum requires, and sometimes they practically kill it in a person. When the teacher repeats a statement for the tenth time for weaker students in the classroom, the high-speed thinking child becomes unbearably bored in class.

Activity and creativity are almost always blocked by the education system at the root. "You should not stand out from the crowd, because you and the class are one, no one will adjust to you, adjust to everyone." Suggestions from students to direct the lesson along a more interesting channel are instantly suppressed by teachers, because this is not provided for by the program. If a child likes a subject, then he is forced to study it on his own after school, because he does not receive proper attention and advice on issues of interest from the teacher. It will not be possible to express your opinion with impunity; the reaction of the class and the teacher will follow.

The school does not pay attention to teaching the perception of the surrounding world. Critical thinking is considered a kind of atavism, which teachers diligently eradicate, nudged by the knee of ideology. Children stop understanding the text they are reading. In addition, textbooks are often written in a language that is understandable only to the author. Dry and uninteresting presentation kill any desire in schoolchildren to get a share of knowledge. Only a few can formulate their thought in a clear explanation, each answer in the lesson is not a dialogue between a teacher and a student, but a mini-exam, where the student with a trembling voice tries to please the teacher-boss.

School objectives and reality

Ideally, the school class should become for the child a simplified model of an adult society, where the student undergoes many years of preparation for independent life and relationships with people. In fact, it turns out a kind of prison, where there is its own set of rules to which everyone must obey. Opinions other than those of the teachers or the behind-the-scenes leaders in the classroom are immediately ridiculed by those around them, especially if the child is shy and unable to stand up for himself.

For many, modern schools in Russia are a psychological trauma that lasts a lifetime. Unpleasant moments from the past have haunted a person for many years, while positive events are forgotten much faster, this is how our mind works.

Alternatives to schooling

IN Lately among wealthy parents it has become fashionable to organize education for their child at home. This technique has its advantages, but it is not ideal either.

Even if you decide that your child should be homeschooled, you should know that in accordance with the legislation of the Russian Federation, the student is still obliged to attend school to take tests and exams, otherwise the social protection authorities may initiate a lawsuit against the parents who forbid their child to approach the educational institution. To your child have to get a certificate of secondary education.

In addition, when teaching at home, you will have to take care of the social component for children who need communication. If you do not want to raise a misanthrope and social anxiety out of your son or daughter, then you will have to carefully organize the child's communication with other children.

On the this moment, modern schools in Russia need full-fledged reforms and the introduction of innovations that will return us pride in advanced and intelligent youth. But does our state care about this problem?

Every year on September 1 we are waiting with joy and a note of alarm. Study: what could be more important? Our country needs an educated person. Literate, knowing the basics of science, who later received a specialized education. He is our future. Therefore, we look with hope at our teachers, at our children. From the first, of course, we expect knowledge, from the second - success and victories. What it will be: new academic year? And what problems of modern school are they waiting for us today?
Reference: where 20 million children study. The number of young people receiving education in Russian schools is the highest in the world. The school system employs 1.7 million teachers, or 2% of the able-bodied people of the country.

Crisis in the country - crisis in education

There are enough questions in the education system. Probably more than answers. Much has been said about the crisis in the traditional education system. In the 50-60s, the Americans boldly said that they were losing to us not only in space, but also “at the school desk”. Russian classical education was appreciated all over the world. What happened to him? That's right, they destroyed and tried to create a new one, which, as you know, is not so easy. 10-15 years ago, the "army" of long-suffering mothers stood in the city bookstore. Each held in her hand a piece of paper with the names of the authors of textbooks on various subjects. Why are they good, and why were our classic textbooks, which were appreciated in other countries, worse. Well, okay, we turned that page. The classical, fundamental education was buried. Today, the FSES has already been introduced to replace the previous systems: this is another attempt to create new standards in education. Presumably, not the first and not the last.

Decent Work - Decent Pay

The teacher, so that he could earn a normal income, was offered a system of incentive payments, where all his merits and achievements are "calculated" in points. Are your children doing well? Get it! Have you earned a lot of letters? Get it! Did you speak at the conference? Get it! And the teacher tries to overestimate a little, develop a new program, prepare a report, create a thicker portfolio ... Only when should a poor teacher pay attention to children? So mommy says: she asked for several consultations for the child, and the teacher explains that there is no time: she works for one and a half rates, and even a lot of routine work: there is a report and here a report. Meanwhile, the teacher's salary should be decent anyway. An acquaintance teacher left for Germany, got a job in his specialty and said that the salary there is 20 times higher than ours. Not 2-3 times, but 20. This is to the postulate: "Decent work - worthy pay."

Depressing. Chronic shortage of funds, a system of "filling holes" when you invest in one thing. There is an elementary lack of office, not to mention something more serious. You need markers - so go and buy! Replace the light in the office? You see how they burn, you cannot buy. The paper has run out, and we have not! Teachers think what and how much they should buy. But the tutorials and tutorials are written out and updated regularly, which, of course, is a huge plus.

Young staff - ay!

We must not forget about one of the main problems of education - the lack of prestige of the teaching profession. Everyone knows the phrase: "If you are so smart, why are you so poor?" Not many Russians plan to see their children as teachers in the future. And in the top ten of modern children, this profession is not listed as a priority. Dialogue on the street: "Mommy, our teacher is so cool and I will grow up, I will teach kids!" (voice of a child) - “It was still not enough to sit without a paycheck and wind up my nerves. Do not say this nonsense. Learn the dolls! " (mom's voice).

And where is our young staff now, without which the development of the teaching profession is impossible? Let's calculate how many new cadres have joined the school stream (especially in rural areas) in recent years. One, two - and got it done. And those that come, as a rule, do not stay for a long time. What is the problem? This is also a financial issue: young teachers earn less than shop assistants. This is also a huge amount of school documentation. This is the inability to "keep the class" on your authority. Coming to work at school, a young specialist has no idea what realities he will have to face. Schools are empty without young teachers who bring excitement, energy, a new vision of the world, a new approach to upbringing and education. And children are more drawn to young teachers. Maybe teachers, like doctors, should be paid a million just to go to the “outback”?
Note: today in "school penates" only 1 out of 8 teachers are under 30 years old. 1/6 of them are of retirement age. The annual need for young specialists is about 30 thousand people.

Optimize

Now the so-called optimization has fallen on the head of culture, health care and education. In small villages, schools are being closed, in large ones, staff are being cut. The purpose of all this is to improve the quality of services. But what kind of quality improvement are we talking about, if, for example, it is necessary to reduce the teacher's rate, and there is no one to work in his group. How to get out of the situation, at the expense of what reserves? Or cut the rate social educator, a teacher-psychologist. And who, excuse me, will work with problem children? Probably over and over again class teachers... There are many questions and this has been actively discussed in the media for a long time.
Yes, there are many questions, few answers ... But life does not stand still. And here is a picture from which the soul becomes warm and joyful. Little girl gets picked up school uniform... She tries it on this way and that, turning in front of the mirror, smiling to herself. And next to her mom is holding a new satchel with notebooks. Here comes the new school year. What will it be? Difficult as always. Interesting as always. As always, giving knowledge to everyone: both lazy people and young talents. With new thoughts, ideas, projects, our teachers will approach the school doorstep and the doors will open ...

Psychologist at school

Fragments of the book Mlodik I.Yu. School and how to survive in it: the view of a humanistic psychologist. - M .: Genesis, 2011.

What should be the school? What needs to be done in order for students to consider education an interesting and important matter, to leave the school ready for adult life: self-confident, sociable, active, creative, able to protect their psychological boundaries and respect the boundaries of other people? What is the peculiarity of the modern school? What can teachers and parents do to keep children from losing their desire to learn? You will find answers to these and many other questions in this book.

Psychological problems at school

Everything I know about teaching I owe to bad students. John Hall

Not so long ago, people knew almost nothing about psychology as a science. It was believed that a Soviet citizen, and even more so a child, did not have any internal problems. If something does not work out for him, his studies went wrong, his behavior changed, then this is from laziness, licentiousness, poor upbringing and lack of effort. The child, instead of receiving help, was judged and criticized. Needless to say, how ineffective this strategy was.

Now, fortunately, many teachers and parents are ready to explain the difficulties that a child has at school by the presence of possible psychological problems. As a rule, it is. A child, like any person, strives to realize his own needs, wants to feel successful, needs security, love and recognition. But a variety of obstacles can arise on his way.

Now one of the most common problems, which is noted by almost all teachers: hyperactivity children. Indeed, this is a phenomenon of our time, the sources of which are not only psychological, but also social, political, ecological. Let's try to consider the psychological ones, personally I had a chance to deal only with them.

First, children called hyperreactive are very often just anxious children. Their anxiety is so high and constant that for a long time they themselves no longer realize what worries them and why. Anxiety, as excessive excitement that cannot find a way out, makes them do many small movements, fuss. They fidget endlessly, drop something, break something, rustle something, tap, swing. It is difficult for them to sit still, sometimes they can jump up in the middle of the lesson. Their attention seems distracted. But not all of them are truly unable to concentrate. Many people study well, especially in subjects that do not require accuracy, perseverance and the ability to concentrate well.

Children diagnosed with attention-deficit hyperactivity require more participation and are better served in small classrooms or groups where the teacher will be more able to give him personal attention. In addition, in a large team, such a child is very distracting to other children. study assignments It can be very difficult for a teacher to maintain concentration in a class with several hyperactive students. Children prone to hyperreactivity, but without an appropriate diagnosis, can study in any class, provided that the teacher does not increase their anxiety and upset them constantly. It is better to touch a hyper-reactive child, sitting in place, than to point out a hundred times the obligation to be disciplined. Better to let go for three minutes from the lesson to the toilet and back, or run up the stairs, than call for attention and calmness. His poorly controlled motor excitement passes much easier when it is expressed in running, jumping, that is, in broad muscle movements, in active efforts. Therefore, a hyper-reactive child must necessarily move well during recess (and sometimes, if possible, during a lesson) in order to relieve this anxious excitement.

It is important to understand that a hyperactive child does not intend to demonstrate such behavior "in spite" of the teacher, that the sources of his actions are not promiscuity or bad manners. In fact, it is simply difficult for such a student to control his own arousal and anxiety, which usually goes away by adolescence.

A hyperactive child is also hypersensitive, he perceives too many signals at the same time. His distracted appearance, the wandering gaze of many is misleading: it seems that he is absent here and now, does not listen to the lesson, is not involved in the process. Very often this is not the case at all.

I am in an English lesson and am sitting on the last desk with a boy whose hyperactivity the teachers no longer even complain about, it is so obvious and tiresome for them. Slim, very mobile, at the moment he turns the desk into a bunch of small ones. The lesson has just begun, but he can't wait any longer, he begins to build something out of pencils and erasers. It seems that he is very keen on this, but when the teacher asks him a question, he answers without hesitation, correctly and quickly.

When the teacher calls to open workbooks, he starts looking for what he needs only after a few minutes. Break everything at his desk, he doesn't notice how the notebook falls. Leaning over to the neighbor's desk, he looks for her there, to the indignation of the girls sitting in front, then suddenly jumps up and rushes to his shelf, receiving a stern remark from the teacher. When he runs back, he nevertheless discovers a fallen notebook. During all this time, the teacher gives an assignment, which, as it seemed, the boy does not hear, because he is keen on searching. But, it turns out that he understood everything, because he quickly begins to write in a notebook, inserting the necessary english verbs... Having finished this in six seconds, he begins to play with something on the desk, while the rest of the children diligently and concentratedly do the exercise in complete silence, broken only by his endless fuss.

Next comes the verbal check of the exercise, the children take turns reading sentences with inserted words. At this time, the boy constantly falls, is under the desk, then attaches somewhere ... He does not follow the check at all and skips his turn. The teacher calls him by name, but my hero does not know which sentence to read. The neighbors tell him, he answers easily and correctly. And then he plunges back into his incredible construction of pencils and pens. It seems that his brain and body do not tolerate rest, he just needs to be involved in several processes at the same time, at the same time he is very tired. And soon he jumps up from his seat in the strongest impatience:

- May I come out?

- No, until the end of the lesson, only five minutes, sit down.

He sits down, but now he is definitely not here, because the desk is shaking, and he simply is not able to hear and write down his homework, he frankly suffers frankly, one gets the impression that he is counting the minutes until the bell rings. With the first trills, he breaks off and throughout the break, like a public speaker, runs along the corridor.

It is not so easy to cope with the child's hyperreactivity even for a good psychologist, not like for a teacher. Psychologists often work with the problems of anxiety and self-esteem of such a child, teach him to listen, to better understand and control the signals of his body. Many are engaged in fine motor skills, which often lags behind the rest of development, but, working on which, the child learns better to control his gross motor skills, that is, his larger movements. Hypreactive children are often gifted, capable, and talented. They have a lively mind, they quickly process the information received, they easily absorb new things. But in school (especially primary), such a child will be in a losing position due to difficulties in spelling, accuracy and obedience.

Hypractive children are often helped by all types of modeling with clay and plasticine, playing with water, pebbles, sticks and other natural materials, all types of physical activity, but not sports, because it is important for them to do any muscle movement, not just the right one. The development of the body and the ability to throw out excess excitement allow such a child to gradually enter his own boundaries, from which he used to want to jump out all the time.

It has been noticed that hyper-reactive children absolutely need space for such a vain manifestation of themselves. If at home it is strictly forbidden, through constant tugging or other educational measures, to behave in this way, then they will be much more hyperactive at school. Conversely, if the school is strict with them, they will become extremely active at home. Therefore, parents and teachers need to keep in mind that these children will still find a way out for their motor excitement and anxiety.

Another no less frequent problem in modern school is unwillingness to learn or lack of motivation, as psychologists say. It tends to mature in high school and by the beginning of the eldest it reaches its apogee, then gradually, with the awareness of the connection between the quality of knowledge and the picture of one's own future, it begins to decline.

A child's reluctance to learn, as a rule, is completely unrelated to the fact that he is “bad”. Each of these children has their own reasons not to want to learn. For example, early falling in love, which takes all the attention and energy for experiences or dreams. It can also be problems in the family: conflicts, impending divorce of parents, illness or death of loved ones, difficulties in relations with a brother or sister, the birth of a new child. Perhaps, failures with friends, inappropriate behavior of others, due to their personal or family crisis, are to blame. All this can take away the energy and attention of the child. Since many troubles may turn out to be protracted, or half-concealed, and therefore impossible to constructive resolution, over time they devastate the child, lead to failures in school, as a result, even greater depression appears, and the circle closes. Parents often find it difficult to take responsibility for unresolved problems at home, and they act out on the child, accusing him of laziness and unwillingness to learn, which, as a rule, only worsen the situation.

Perhaps the child does not want to learn out of a sense of protest about how he is taught, who teaches him. He may unconsciously resist parents who force him to study, but because of bad grades, they limit him in something (they don't let him go for a walk, don't buy what they promised, deprive him of holidays, trips, meetings and entertainment). Parents and teachers often do not understand that even if there is obligatory universal education, you can get knowledge only voluntarily... As the proverb says, you can lead a horse to water, but you cannot make it get drunk. You can learn by force, but you can learn only by wishing it. Pressure and punishment in this matter is significantly less effective than interesting and fun learning. Although, of course, it is easier to press and punish.

Another reason for the lack of motivation to acquire knowledge: low self-esteem of students. Constant criticism and fixation on failures does not help everyone to move forward, learn effectively and grow. Many people (depending on their psychotype and character) are deprived of energy by failures. Constant non-compliance with someone's requirements gives rise to total self-doubt, disbelief in one's own strengths, inability to find resources, abilities and desire to achieve success in oneself. Such children can easily “give up” and put up with the stigma of a passive and incapable “C grade”, whose motivation, of course, will be buried under the weight of failures, other people's negative assessments and their own helplessness to change something. At the same time, it is quite obvious that there are no hopeless or absolutely hopeless children, everyone has their own resource, their own talent and a huge, but sometimes carefully hidden, need to be noticed.

Another reason kids don't want to learn: the way they learn. Passive types of learning, when a student can only be a recipient, a listener, absorbing a certain amount of information, and then expounding it (not always learned) in test papers, reduce the child's own learning motivation. Lessons devoid of at least a fraction of interactivity are practically doomed to passivity and lack of involvement of the majority of students. Information that has not become knowledge is forgotten within a few hours. Knowledge gained without involvement and interest is forgotten within weeks or months. Studying, which does not give the possibility of personal participation, does not arouse personal interest, is doomed to meaninglessness and early oblivion.

Most children find it difficult to have an equally keen interest in all school subjects. There are individual inclinations and addictions. Perhaps, parents and teachers should not persist in the fact that the child joyfully, with great enthusiasm and, most importantly, success, studied, for example, the Russian language, although he has technical inclinations. Or, by all means, he got A's in mathematics, being carried away by drawing and modeling.

A psychologist, together with a teacher and a parent, can help such an unmotivated student to find their interest, deal with family difficulties, increase their self-esteem, resolve difficulties in relationships with others, realize their own resistance, discover talents and start enjoying school.

Another problem that seriously complicates the life of almost any teacher is improper behavior of students. Many teachers complain about rudeness, rudeness, provocations, disruption of lessons. This is especially true in grades 7-9 and, of course, also has several reasons and reasons.

We talked about one of them - the inevitable, in the course of the adolescent crisis, a tendency to separate from the entire adult world, accompanied by manifestations of various forms of aggression. Often teachers take students' hostile attacks very personally and, as they say, "close to their hearts." Most of the teenage "freaks" are aimed at the adult world as a whole, and are not aimed at a specific person.

Sometimes sudden comments in the lesson cause a violent and not always necessary for the teacher reaction in the class. This is a manifestation of the adolescent's demonstrativeness, the need to be in the center of attention all the time, which is explained by the characterological characteristics of the child, which have become accentuations at a certain age (that is, very pronounced personality traits). And again, the behavior of such a demonstrative teenager is by no means aimed at destroying the teacher's authority and is motivated not by the desire to offend or humiliate him, but by the need to satisfy his own need for attention. In such situations, they act differently: you can strictly put in place, ridiculing his desire to be an "upstart", or vice versa, with humor, understanding, use the student's demonstrativeness for peaceful purposes: in performances, projects, performances, shows. Satisfied need to be in the center of attention will be much less interfering in the lesson.

Again, if in a family with a strict upbringing, the demonstrativeness of such a child is "in the corral," then the school will become the very place where this quality of character will inevitably manifest itself.

In some cases, the school is the place where the child realizes the accumulated aggression. As a rule, everyone - teachers, classmates, and the teenager himself - suffers from such unfair behavior. It can be quite difficult to understand this if the child does not want to confide in one of the adults, which happens infrequently, since aggression is an indicator of fear and distrust.

Sometimes the teacher is faced with an aggressive outburst in the lesson because of his own injustice, disrespect, incorrect comments addressed to students. The teacher, absorbed in the content of the lesson, and not noticing the processes taking place in the class (boredom, clarification of relationships, enthusiasm for a topic that is not related to the subject), will also not avoid an aggressive attack: for ignoring the needs of the class.

Children, as a rule, also test new teachers with a simple provocation for the stability of psychological boundaries. And it is not at all because they are embittered "fiends of hell", they need to understand who is in front of them and orient themselves in a situation of uncertainty. A teacher who sharply reacts to provocations by shouting, insulting, insulting, will be subjected to aggression again and again until he can, with dignity and respect for himself and the children, defend his boundaries.

It is usually difficult for a teacher to help a teenager deal with inappropriate behavior, since he himself becomes a participant in what is happening. Resentment or anger of an adult prevents him from discovering and eliminating the causes of aggression. It is much easier for a psychologist to do this, since, firstly, he was not included in the incident, and secondly, he knows about the peculiarities and complexity of the teenager's personality. The psychologist is able to build non-judgmental, equal contact that will help the child better understand the origins of his hostility, learn to control his own behavior and express his anger in acceptable circumstances and in an adequate form.

A problem for a teacher can be strong emotional manifestations children: tears, fights, tantrums, fears. Often times, educators are very confused when faced with these situations. In each such case, there is, as a rule, its own background. Often only the tip of the iceberg is seen. Without knowing everything that is hidden under the water, it is easy to make mistakes. In any case, without finding out all the causes of the accident, it is better to avoid any conclusions and assessments. This can hurt the student due to injustice, worsen his condition, and deepen his psychological trauma.

The basis for such behavior can be the widest range of events: from purely personal and very dramatic, to illusory, taking place only in the child's imagination. In order for these reasons to be voiced and addressed, the child sometimes lacks trust and a sense of security.

If a teacher does not have a trusting relationship with a student in a difficult situation, it is worth entrusting him to the adult with whom communication is most beneficial. A psychologist can also be such a person, because he does not participate in the teacher-student relationship, but, as a rule, has important information about this child, knows how to establish contact, inspire confidence and get out of a difficult situation.

Another layer of problems: learning difficulties. The inability of individual children to meet the requirements of the school curriculum can also be caused by various reasons: physiological, medical, social, psychological.

A student may, for example, have an individual rate of perception and processing of information. Often, inevitable in school, the average pace can make it difficult for children to meet the general requirements of the system. Guys with a phlegmatic temperament do, for example, everything slowly but thoroughly. Melancholic people sometimes lag behind due to the fact that they are focused on their experiences and trying to do everything "super-excellent". For choleric people, the pace may seem too slow, they inevitably begin to be distracted, wanting to save themselves from boredom, interfering with the rest of the children. Perhaps only sanguine people are most adapted to the average pace, provided that today is not the day of their energy decline. Changes in the weather, quality of food, rest and sleep, physical well-being and previous illnesses can also significantly affect a child's ability to perceive material or respond to tests.

Some children are unable to concentrate in large classes. Someone is knocked out of the state of psychological stability by the constant change of teachers, frequent changes in the schedule, continuous innovations and changes in requirements.

Psychological reasons also include: communication difficulties, a difficult family situation, low self-esteem and lack of self-confidence, high anxiety, strong dependence on external assessments, fear of possible mistakes, fear of losing the respect and love of parents or other significant adults. Neuropsychological: underdevelopment of certain areas of the brain and, as a result, a lag in the normal development of mental functions: attention, logic, perception, memory, imagination.

A school with a personal, personal approach to learning is able to organize assistance for a child with learning difficulties: to conduct consultations and classes with certain specialists, vary the composition and number of students in a class, dividing them into mini-groups of a certain level, and, if necessary, conduct individual lessons. All these activities make it possible to cope with the tasks of the educational process without feeling like a loser and an outsider, unable to follow everyone.

Psychologist at school

Psychology has a long past, but a short history. Hermann Ebbinghaus

Psychology, as a helping profession, has long accompanied social life in many developed countries. In Russia, after a long break of seventy years, it has again become not only a subject of scientific interest, but also a separate service sector, capable of professionally and purposefully performing both diagnostic and psychotherapeutic functions. For a long time, the work of psychologists at the school was carried out as best they could by teachers, doctors and the administration. Many of them were rescued by intuition, common human wisdom, and a great desire to help. Therefore, students, more often than not, did not remain without participation and support. But in school life there have always been and will be certain problems and difficulties that are practically impossible to solve without a professional psychologist.

There was no place for psychological assistance as a service in the Soviet authoritarian state. Ideology, which considered a person not as a separate person with their own rights, peculiarities, views of the world, but as a cog for certain functions of the state, did not need specialists and feared them. Of all the methods, theories and practical approaches that have been applied in the West for many years, only one has been implemented in Russia: an activity approach aimed at treating any disorders and dysfunctions by labor. Everything that was not corrected by labor, or did not fit into the ideological framework, was declared laziness, licentiousness, or the object of psychiatric treatment.

Gradually, the issues of the formation of a person's personality, morality, morality and value concepts became independent and very personal. And then psychology as a science was able to continue to study the personality and its manifestations widely, not limited to the framework of the activity approach, but as a service sector began to help people understand their own values, to solve the issues of their individual, unique being.

At the beginning of its journey through Russia, practical psychology was mystified, it was given, in my opinion, a shade of almost secret knowledge, capable in some special ways to penetrate into the depths of the human soul and exert a dark or light influence on it. The psychologist was equated with a shaman or an esotericist, a magician capable of mysterious manipulations to solve all problems and cope with the difficulties of life. Psychology seemed like an unknown land on which anything could grow. And, perhaps, that is why she inspired such different feelings: from awe and unlimited faith in her capabilities to mistrust and the declaration of all psychologists as sectarians and charlatans.

Now, in my opinion, psychology is gradually freeing itself from its mystical trail and becoming what it is intended to be: a field of knowledge and a service sector, it inspires confidence and opens up opportunities to use scientific knowledge and methods in search of a better life.

Gradually, at school, the psychologist ceased to be an unusual figure, a fashionable, piquant seasoning for the learning process, as a few years ago. He became who he should be: a professional providing services in accordance with the requests of this school.

From the experience of colleagues in different educational institutions, I know that these requests can be very diverse: conducting universal testing, sometimes with unclear goals, drawing up reports that allow you to maintain the status of an individual leader or institution, individual and group work with students, helping parents, trainings for teachers. In any case, a psychologist who comes to work at school must understand what his activities are aimed at and correspond to the tasks set.

Some young psychologists come to school and immediately try to subordinate the established system to their psychological goals. Quite often their undertakings do not find support from the administration and fail, which is quite natural. The school as a system and its individual parts are clients, objects of psychological services. If it is possible to clearly and accurately determine the needs of the customer, which, as a rule, is the school administration or representatives of the pedagogical team, then the psychologist has the opportunity to decide whether he can and wants to do the proposed work.

Sometimes representatives of the school system cannot clearly articulate their order. Sometimes they do not know what result can be obtained from the work of the psychological service, they do not want to figure it out in an elementary way, they trust the psychologist to choose where to apply their knowledge and skills. In this case, the school psychologist has to independently outline the terms of reference and responsibilities. With which most successfully cope. But, nevertheless, it seems to me very important to have periodic, or better constant, feedback from the administration and agree on the further direction of joint work.

Beginning psychologists like to go to schools to work, but realizing oneself here is not at all simple task... A young specialist, as a rule, comes to a team where more mature people work, occupying a completely different professional niche. It can be difficult for teachers who have briefly studied psychology, and for some it is impossible to give a newly minted colleague the right to take an expert position in their specialty. Such teachers, willy-nilly, begin to compete with psychologists not only on general issues, but also on highly specialized topics, which psychologists spend more than one year studying.

Another problem is that most psychologists do not teach lessons, and it is this activity that is the main one in school. Many educators believe that a psychologist who is not involved in the educational process does not deserve encouragement, since he only deals with “meaningless conversations”. And this, of course, is unfair. First, the psychologist should not engage in training unless there is a particular need for it, since role mixing often affects the building of good psychotherapeutic, helping relationships. And secondly, verbal communication, colloquially speaking, is the main method of a psychologist's work, not counting games and methods of art therapy (drawing, modeling, origami, etc.).

Differences in professional positions can be a further problem. The teaching system, adopted almost everywhere, still recognizes as effective unequal "I-Him" relations, where there is an expert position of the teacher and an attentive position of the student. This type of relationship always builds a significant distance, it can cause not the most positive feelings in the one who is “from below”. And the “I-Thou” connection between the psychologist and the one who turned to him for help is based on equality, mutual active participation and sharing of responsibility. This equal relationship often elicits a positive response from children, a desire to communicate, gratitude, and sometimes affection. Often this gives rise to jealousy and suspicion of the teaching staff. Only a truly true Teacher succeeds in an equal position, which guarantees not only the constant interest of students in his subject, but also human closeness, deep respect, recognition.

Another difficulty arises from setting different goals. A counseling service dedicated to helping a school and meeting its learning needs is often expected to have immediate results or a definitive solution to any pressing problems. But a psychologist works in a system where there are a lot of basic and additional variables (if you can call it teachers, parents and other employees of the school). Very often the efforts of one specialist or even the entire service cannot be crowned with success, since the participation of all parts of the system is required. A parent's unwillingness to make changes in their own life or the teacher's inability to look at the child's problem from a different angle can lead to the fact that the work of a psychologist will be ineffective.

For one child, a simple conversation or the opportunity to pour out accumulated feelings is enough; to help another, it will take more than one year of weekly classes with the involvement of persons from the system. Each problem is individual and does not accept standard solutions, no matter how obvious they seem at first glance.

But all of the above questions become easily resolved if the psychologist and school representatives are in constant contact. If a psychologist is able to explain the specifics of his work, talk about its opportunities, difficulties and prospects, and teachers and the administration are able to hear, take into account and establish interaction, then together they will be able to work for common goals, and do their work not only effectively, but also with pleasure, allowing students to receive not only education, but in a sense, care and participation.

In this article, we want to talk about modern schools.

Many parents have an idea of the school on the one hand, from the side of the recipient of the service. We want to highlight how it all looks from the other side, from the side of the school.

So, there are 3 main problems of a modern school principal.

Problem 1 - Lack of qualified personnel

Doug Lemov, professor and teacher, in his book “The Mastery of the Teacher” proved that it does not matter whether the program is complex or simple, interesting at first glance or boring, a child from a rich family or a poor one, all the results of the class and each child as a whole depend primarily on from the skill of the teacher.

Today teachers "from God" are rare, good teachers also very little, no more than 30%

And the rest of the teachers are people who came to school by accident.

Accidentally entered a pedagogical university (it is the cheapest place to study) and did not find another job.

We chose a job near home.

We chose the easiest way to get a job in a budgetary organization.

Received in pedagogical university, because in the other they did not pass on points.

Now, for many, it's just a job. Moreover, the one that does not really like it.

And these factors greatly influence the knowledge of children.

Most teachers today have one goal in mind when writing lesson plans - to meet reporting requirements.

As a result, teachers' lessons are descriptive, narrative, uninteresting, and often misleading.

The system forces the teacher to still follow the rules, but not strive for excellence.

This leads to the second problem:

Problem 2 - Uninteresting material that teachers should use

School today is an educational service.

A service that is provided to the population for budget money. The task of the teacher is increasingly reduced to issuing textbook material in accordance with the regulations. And ... set a voluminous homework assignment.

New programs, textbooks rewritten not for the better, an increased volume of workload for a child is one of the consequences of a deterioration in the quality of education.

Many teachers simply shift the clear explanation of the material onto the parents, reciting the material from the manual during the lesson.

But in the training manual, everything is very dry and uninteresting.

But it is very important to choose the right material!

I came to realize this postulate as a result of personal, and not very successful experience.

At one time, having started teaching in the fourth grade, which brought together students on the principle of “generally failing,” I decided that I should choose material that was “attractive” for the students, and I made the right decision.

Because six months later, the children, whose academic performance was previously only between the "two and three", became more confident in themselves and wrote verification work on a par with the “strong children” from the parallel class.

For example, we solved the equations using a circle and an apple. Movement problems with the help of the "triangle", poems were "painted".

Yes, there were complex topics. But the belief that the material taught is boring works like a self-fulfilling prophecy.

Great teachers turn literally every topic into an exciting and inspiring experience, even one that other educators find boring to the point of yawning.

What words can you use to get kids interested?

We have such and such a topic today. Maybe we can skip it? Why do you think you should study it at all? (here the children themselves answer the question of why they associate this with life)
Many people do not understand this until they start studying this topic in sixth grade, and you will find out now. Isn't it cool?
It will be difficult to study this material, but it will be fun and interesting.
Many people are intimidated by this topic, so once you master this material, you will know more than most adults.

But to do this, you need an individual approach to children.

And this is exactly the third problem:

Problem 3 - Lack of the possibility of an individual approach to the child, due to the large number of students in the classroom

For example, teachers correct mistakes, or vice versa, early accept the wrong answer, because he simply does not have time to improve each student.

Let me give you an example. When I started working in a class that was made up of “weak children”, I often had a situation when a student did not know the answer or did not want to answer.

At one of my first math classes, I asked Maxim O. how much 7 would be multiplied by 8.

Maxim answered - “I don’t know”.

Why did he answer that way? A child can refuse to answer a question for many reasons, including:

used to answer this way, and with such an answer he wants to quickly sit down in order to return to the “gray zone”. Because more often, when he answered that way, they said to him: "Sit down, two"
really doesn't know the answer
shy about not knowing the answer
does not want to stand out among classmates
did not hear what he was asked about
did not understand what he was asked about

The “gray zone” is an opportunity to “sit out”, do nothing and not try to do anything. Children reason like this: "I won't get anything anyway, the maximum is the usual" deuce ", why bother?

What to do?

Smiling is the best learning tool, and joy is the best learning environment.

We use the method “to the result”.

How to do it?

Method one - Give the answer yourself so that the child can repeat it

Maxim, seven eight will be 56. And now tell me, how much is seven multiplied by eight?

Method two - ask another student to answer, and ask to repeat

The third way is to show an interesting and new technique that can help a child find the right answer. For example, the Japanese multiplication system:

The fourth method is to give a hint, clarify the question

What does 7 * 8 mean? What can be replaced? By addition? Excellent. Let's write it down and count it.

So, Maxim, how much is 7 * 8? 56! Right.

This simple technique alone allows you to truly teach children, and not create the illusion of learning.

But all this is possible only with individual work with students, and teachers simply have no time to do this.

Unfortunately, a modern school is a typical service.

With a formulaic approach to all children.

This is dictated by legislation, large classes, small salaries, a lot of extra work that the teacher does (reports, papers, meetings ...)

Therefore, talented teachers rarely stay in the education system. Indeed, instead of realizing their abilities, they should be like everyone else and do a lot of unnecessary actions.

But what if you want your child to learn from talented teachers?

What if you want to give your child a better education?

I, too, at one time could not find a good education for their children.

Therefore, we created such a school, it is called "School of 60 minutes"

The lessons of the Sixty Minutes School are designed and written specifically for children, taking into account their personal characteristics: the leading type of perception, the ability to concentrate and hold attention, the need to switch attention and, of course, to maintain interest.
All explanation and working off takes place right during the lesson, so the child does not need to do homework.

We teach according to our own program, which takes into account all the requirements of the Federal State Educational Standard, but we do not stop at one teaching method and allow children to receive information in an interesting way for them: we create and draw graphic robots, introduce "spider cards" and mind maps, play games and doing research.

In our school there are no homework at all, and all the working off takes place right in the lesson. We use copyright and international techniques of effective teaching, which allows you to learn quickly and interestingly.

At the same time, you can study from anywhere in the world!

School 60 minutes is designed so that children can learn the entire school curriculum in 100 days 60 minutes in a day.

The lessons are as follows:
1. Every day the child receives a mission. It features three educational instructional videos and three subjects.

In total, we study at school: Russian, mathematics, English, the world around us. We develop memory, attention and learn techniques for effective learning.

2. Lessons on techniques, memory and attention, either come on a separate day, or are immediately built into the schedule.

After each educational video, there is a mission-task, by completing which the child consolidates the material.

3. The mission of the task can be: audio (and then the child pauses in response, then hears the correct answer), video (pauses during the viewing process, performs a calculation or task and looks at the correct answer), text (create a map, help, or something) then write)

So the entire school program goes with interest, enthusiasm, and in 100 days. That is, having started training in September, by December the child will fully master the material.

Now there is an action for the "School of 60 minutes". Until the end of the week "School 60 minutes" is 2 times cheaper.

When you pay for participation, you get access to the training system, calculated for a hundred days:

Namely: explanation of the material and practical lessons on subjects (Russian, mathematics, the world around, English) without time limits, starting from September 1.

A library with books for study is already available.

Join the program now.