Individual work with underachieving children. Organization of work with underachieving and underachieving students in the classroom

Work plan

with weak students for 2016-2017 academic year. year

teacher _______ class _____________________________

Goals:

1. Implementation of the Law on Education

2. Adoption of comprehensive measures aimed at improving the academic performance and quality of students' knowledge.

Tasks:

Creation of conditions for successful assimilation of curricula by students.

Selection pedagogical technologies to organize the educational process and increase the motivation of low-performing students

The study of the characteristics of underachieving students, the reasons for their lagging behind in their studies and weak motivation

Formation of a responsible attitude of students to educational work

Fundamental Directions and activities:

1.Organization of work with underachieving and underachieving students

2. Methods and forms of work with underachieving and underachieving students during extracurricular time.

3. Educational work with underachieving and underachieving students, aimed at improving academic performance.

4. Organization of work with parents of weak and unsuccessful students.

Planned results of the program

Creation of favorable conditions for the development of intellectual abilities of students, personal growth of underachieving and underachieving children.

Introduction of new educational technologies.

Providing opportunities for the participation of underachieving and underachieving schoolchildren in creative competitions, exhibitions and other events.

Events	Term
Make a list of underachieving students in the subjects taught.
Conducting a control cut of the knowledge of class students on the topics covered educational material. a) Determination of the actual level of knowledge of children. b) Identification of gaps in students' knowledge that require elimination.	November (first week)
Establishing the reasons for the lagging behind of poorly performing students through conversations with school specialists: a psychologist, a speech therapist
Meetings with individual parents and conversations with the students themselves	during the academic year.
Participation in the discussion of issues of working with weak students and the exchange of experience with colleagues (at the teachers' council, Small teachers' councils, meetings)	during the academic year.
Drawing up a work plan to close gaps in the knowledge of lagging students for the 2016-2017 academic year	November, update as needed.
Using a differentiated approach when organizing independent work in the lesson, include feasible individual tasks for a weak student.	during the academic year.
Conversations with parents and students about the reasons for poor learning outcomes	of necessity during a year
Control by parents for attending lessons, extracurricular activities, diaries. Parent attendance at parent meetings	constantly.
Establishing constant communication with parents of underachieving students.	constantly
Organization of consultations for parents of underachieving students with subject teachers, school psychologist.	of necessity
Involving parents in school attendance	February March

The main directions of corrective work

Directions	Pedagogical measures
Improving movement and sensorimotor development.	Development of fine motor skills of the hand and fingers; Development of calligraphy skills; Development of articulatory motor skills.
Correction of certain aspects of mental activity.	Development of visual perception and recognition; Development of visual memory and attention; Formation of generalized ideas about the properties of objects (color, shape, size); Development of spatial representations and orientation; Development of ideas about time; Development of auditory attention and memory; The development of phonetic and phonemic representations, the formation of sound analysis.
Development of basic mental operations.	Formation of correlative analysis skills; Development of grouping and classification skills; Formation of skills to work according to verbal and written instructions and algorithms; Formation of the ability to plan their activities; Development of combined abilities.
Development of different kinds of thinking.	Development of visual-figurative thinking; Development of verbal-logical thinking (the ability to see and establish logical connections between objects, phenomena and events).
Development of speech, mastery of the technique of speech.
Expanding ideas about the world and enriching the vocabulary.
Correction of individual knowledge gaps.

Key points in the organization of the educational process

with underachieving children

To enhance the effectiveness of work with low-performing students, use new educational technologies, innovative forms and methods of teaching: a personality-oriented approach (learning to build taking into account the development of individual abilities and the level of formation of skills of educational work) and different-level differentiation at all stages of the lesson.

Organize individual-group work, using differentiated training tasks, invariant practical work, differentiated test work, creative work of choice.

In lessons and extracurricular activities, use "Help Cards", "Reminders for Students", use game tasks more widely, which make it possible to work at the subconscious level. Special situations of success are created in work.

When interviewing, weakly performing schoolchildren are given more time to prepare for an answer at the blackboard, use visual aids, etc.

Students are asked leading questions to help them present the material in a consistent manner.

The assimilation of the material on the topics of the lessons at which the student was absent for one reason or another is periodically checked.

During the survey and in the analysis of its results, an atmosphere of goodwill is ensured.

In the process of studying new material, the attention of low-performing students is concentrated on the most important and complex sections of the topic under study, the teacher often turns to them with questions that clarify the degree of understanding of the educational material, stimulates students' questions in case of difficulties in mastering new material.

In the course of independent work in the lesson, poorly performing schoolchildren are given tasks aimed at eliminating the mistakes they make when answering or in written work: positive aspects are noted in their work to stimulate new efforts, typical difficulties in work are noted and ways to eliminate them are indicated, assistance is provided with the simultaneous development of independence in learning.

Helping a failing student in class

Lesson stages	Types of learning assistance
In the process of monitoring the preparedness of students	Creating an atmosphere of special goodwill during the survey. Decrease the pace of the survey, allowing longer preparation at the blackboard. Permission to use visual aids that help to express the essence of the phenomenon. Stimulation by evaluation, encouragement, praise.
	Application of measures to maintain interest in the assimilation of the topic More frequent appeal to weak students with questions, clarifying the degree of their understanding of the educational material. Involvement in making sentences in problem-based learning, in conclusions and generalizations, or in explaining the essence of the problem expressed by a strong student.
When organizing independent work	The choice for groups of weak performers of the most rational system of exercises, and not a mechanical increase in their number. A more detailed explanation of the task execution sequence. Difficulties Alert A reminder of the reception and method of completing the task. Instruction on rational ways to complete tasks, requirements for their design.
During independent work in the classroom	Breakdown of tasks into doses, stages, selection of a number of simple ones in complex tasks. An indication of the need to update a particular rule. Stimulation of independent actions of the underachievers. More thorough control over their activities, pointing out errors, checking, correcting.

Prevention of academic failure

Lesson stages	Emphasis in teaching
In the process of monitoring the preparedness of students	Specially control the assimilation of questions that usually cause the greatest difficulties for students. Carefully analyze and systematize the mistakes made by students in oral answers, written works, identify typical ones for the class and focus on their elimination. Monitor the assimilation of the material by students who missed previous lessons. At the end of the assimilation of a topic or section, summarize the results of the assimilation of basic concepts, laws, rules, skills and abilities by schoolchildren, identify the reasons for the lag.
When presenting new material	Be sure to check during the lesson the degree of understanding by students of the main elements of the material presented. Stimulate questions from students in case of difficulties in mastering the educational material. Apply means of maintaining interest in the assimilation of knowledge. Provide a variety of teaching methods that allow all students to actively learn the material.
During the independent work of students in the classroom	Select tasks for independent work on the most essential, complex and difficult sections of the educational material, striving for a smaller number of exercises, but submitted in a certain system, to achieve a greater effect. Include in the content of independent work exercises to eliminate errors made in the answers and in written work. Give instructions on how to do the job. Stimulate the formulation of questions to the teacher in case of difficulties in independent work. Skillfully assist students in their work, develop their independence in every possible way. To teach the skills to plan work, carry it out at the right pace and exercise control.

MEMO FOR TEACHER

Working with underachieving students in the classroom.

When interviewing underachieving students:

give more time for preparation, offer a short answer plan, allow you to have your own answer plan

issue diagrams, posters that help to systematize the answer

ask more questions in face-to-face conversations

It is useful to combine a survey of weak students with independent work of other students, so that you can carry out individual work, help show your knowledge with leading questions, and prevent a new lag.

Explanation of the new material:

apply special techniques to maintain attention

clearly formulate the goals and objectives of the upcoming classes, achieve understanding of the material by each weak student

highlight objects on which students' attention should be focused, eliminate all extraneous stimuli

diversify teaching methods and types of learning activities, create problem situations

increase students' interest in the topic

prevent student fatigue.

3. Organization of independent work:

divide tasks into stages, doses using specific instructions

to encourage the first independent steps, so that the student feels the joy of learning, pleasure, and not difficulty and grief.

The use of multi-level control works .

External and internal causes of failure

Famous psychologists Yu.K. Babansky and V.S. Tsetlin identifies two groups of reasons for academic failure: external and internal.

External causes include, first of all, social ones, i.e., the decrease in the value of education in society, the instability of the existing educational system. "The purposeful work of the school to prevent poor progress can give proper results only with a general improvement in social conditions" (V.S. Tsetlin). Unfortunately, we are not able to solve this problem locally.

Among the external reasons, one should also include the imperfection of the organization of the educational process in the field (uninteresting lessons, lack of an individual approach, overload of students, unformed methods of educational activities, gaps in knowledge, etc.).

We should also note the negative influence from the outside - the streets, families, etc. In times of active educational work, this reason receded into the background. But now it is more relevant than ever, because we have lost the ways to deal with it, and it is very difficult to create them again.

One of the most important internal causes of poor progress today is the health defects of schoolchildren caused by a sharp deterioration in the level of material well-being of families. Medical institutions note that every fourth child has serious health problems from the moment of birth. This must be taken into account when organizing the educational process, because a person suffering from certain ailments is not able to endure colossal training loads.

The internal reasons also include the low development of the intellect, which should also be reflected in a timely manner in the preparation of programs and the creation of new textbooks. Educational material should be feasible for most students.

The lack of motivation for learning should also be attributed to internal reasons: the child has an incorrectly formed attitude to education, he does not understand its social significance and does not strive to be successful in educational activities.

And finally, the problem of weak development of the volitional sphere in students. By the way, on last reason rarely pay attention. Although K.D. wrote about this. Ushinsky: "Teaching based only on interest does not make it possible to strengthen the will of the student, because not everything in the teaching is interesting, and much will have to be taken by force of will."

Causes and nature of the manifestation of failure
Causes of failure	The nature of the manifestation
Low level of development of learning motivation (nothing encourages learning). Influence: circumstances of the child's life in the family; relationships with other adults	Incorrectly formed attitude to teaching, misunderstanding of its social significance. There is no desire to be successful in educational activities (there is no interest in getting good grades, satisfactory ones are quite satisfied)
Intellectual passivity as a result of wrong education. Intellectually passive students - those who had neither the right conditions for mental development, nor sufficient practice of intellectual activity, they lack intellectual skills, knowledge and skills, on the basis of which the teacher builds education	When performing a learning task that requires active mental work, there is no desire to understand and comprehend it. Instead of active thinking - the use of various workarounds: memorization, cheating, tips from comrades, guessing the correct answers. Intellectual passivity can manifest itself both selectively in relation to academic subjects, and in all educational work. Outside of the classroom, many of these students are smarter, more active and quick-witted than in the classroom.
Wrong Skills academic work- on the part of the teacher there is no proper control over the methods and techniques of its implementation	Students do not know how to study, they do not know how to work independently, because they use ineffective methods of educational work that require them to spend a lot of extra time and work: they memorize the text without highlighting logical parts; begin to fulfill practical tasks before they learn the rule for the application of which these tasks are given; do not check their work or do not know how to check; work at a slow pace
Incorrectly formed attitude to educational work: gaps in education (there are no permanent job duties, they are not accustomed to perform them carefully, there were no strict requirements for the quality of work; spoiled, unorganized students); improper organization of educational activities in educational institutions	Unwillingness to perform a task that is not very interesting, boring, difficult, time-consuming. Negligence and dishonesty in the performance of educational duties. Unfinished or partially completed homework assignments. Careless handling teaching aids
Absence or weak development of educational and cognitive interests - insufficient attention to this problem on the part of teachers and parents	Knowledge is acquired without interest, easily becomes formal, because it does not meet the need for its acquisition, remains a dead weight, is not used, does not affect the student's ideas about the surrounding reality and does not encourage further activity

Children with school performance problems can be divided into several groups:

1 group. The low quality of mental activity (weak development of cognitive processes - attention, memory, thinking, lack of formation of cognitive skills and abilities, etc.) is combined with a positive attitude towards learning.

2 group. High quality of mental activity paired with a negative attitude towards learning.

3rd group. The low quality of mental activity is combined with a negative attitude towards learning.

Most often, the teacher encounters students of the first and second groups. Differentiated assistance should be provided to each group of students.

Working with students with poor development of mental activity

For the first group of underachievers (with poorly developed mental activity, but with a desire to learn), specially organized classes are held to form cognitive processes - attention, memory, individual mental operations: comparisons, classifications, generalizations; classes on the formation of learning skills: an algorithm for solving a problem or working with its condition, developing reading speed, etc. The main thing in working with such children is to teach them to learn. It is useless to appeal to a sense of duty, conscience, to call parents to school - the students themselves are painfully experiencing their failures. On the contrary, we must rejoice with them at every victory, even if it is the slightest, at every advance.

The source of human activity is its needs. A motive is an impulse to be active in a certain direction. Motivation is the processes that determine the movement towards the goal, these are factors (external and internal) that affect the activity or passivity of students.

How to make the student feel moving forward, experiencing success in learning activities? In order to interest students, it is necessary to use all the possibilities of educational material:

create problematic situations;

activate independent thinking;

to organize the cooperation of students in the classroom;

build positive relationships with the group;

show a sincere interest in the success of the children.

When developing the achievement motive, the student should be oriented towards self-assessment of the activity (for example, ask the child such questions: “Are you satisfied with the result?”; instead of assessing, tell him: “You did a good job today”). You can conduct individual conversations, discussing achievements and failures, constantly being interested in the student's attitude to the process and the result of his activity. Students who have already learned the material and completed the task can take a break or complete additional tasks. Students who are focused on avoiding failure should be given tasks that will support their self-esteem, protect them from public condemnation and criticism.

Exercise "The Most Important"

Students read the text quickly and carefully. After that, they are invited to review it again and describe the topic of the training material in one word. Then - in one phrase, and then find some "secret" in the text, something without which it would be meaningless. At the end of the exercise, all participants read out the words, phrases and "secrets". The most accurate and best answers are selected.

Exercise "Instant photo"

The participants are divided into two teams. For a very short time, students are shown the text. Students should focus all their attention and take in as much information as possible from the text shown. Each team can record on a piece of paper what team members can restore together from memory. Then everyone discusses and compares the results together, which team will correctly reproduce more text.

Exercise " best question"

Students read the text, after which everyone must come up with an original question on the topic of the educational text and ask it to a neighbor. He must answer it as fully as possible. The answerer asks the question to the next student, and so on. Participants decide who asked the most interesting question, and who answered best and was the most active.

Exercise "Retelling in a circle"

Students read the text and then stand in a circle. One of the participants goes to the center of the circle, closes his eyes, circles in place and points to any player from whom the playback of the educational text begins. Going clockwise, everyone says one phrase from the text. And so on until the end. After that, the text is read again, and the participants correct the mistakes, supplement what was missed.

Individual work plan

on filling gaps in knowledge for the 2016-2017 academic year

Problem	Corrective work. Activities	Timing	Estimated result	Actual result
Fine motor skills of the hands are poorly developed.	physical minutes at each lesson (special exercises); manual labor (sculpting, designing, drawing, shading, etc.) graphic dictations	During the academic year	the correct position of the notebook when writing; the slope of the letters; letter height; improve the spelling and connection of some letters
Lack of visual-figurative thinking	classes with a psychologist; work on a visual model; specialist. tasks: 1) name the geometric shapes that make up the house; 2) what parts is the rectangle divided into? 3) connect the image and the name of the corresponding figures with an arrow, etc.	During the academic year	write a short note to the task
Low level of phrasal speech.	buzzing reading; restoration of deformed sentences	During the academic year	complete answers to questions; restore deformed sentences
Lack of attention and perseverance	classes with a psychologist; remembering pictures, groups of words; find differences; find and cross out certain letters from the text (change letters, cross out differently) - no more than 5 minutes.	During the academic year	timely switch from one activity to another

The successful organization of educational work and the activation of schoolchildren's learning are inconceivable without a sensitive attitude towards them and a skillful individual approach. This truth is considered capital. Teachers learn about it even on the student bench, when they listen to lectures on psychology, pedagogy and methodology. But in practice, many of us make serious shortcomings in this regard, which adversely affect academic performance and the quality of education. There is too great a craving for a direct impact on the student in order to achieve positive results as soon as possible, and there is not always enough ability and patience to look for ways to gradually improve academic performance, to awaken interest and form motivation for learning.

Each of the repeaters once rejoiced at the fact that he was going to school, connected some bright hopes with it, but gradually passed into the category of unsuccessful ones, on whom the teachers waved their hand. It is often customary to blame school failures exclusively on students, but do teachers do everything to ensure success for their students?

In our school, a lot of work is being done to find out the reasons for school failure (monitoring, diagnostics), which made it possible to identify the following groups of underachieving students:

Underachieving children
Chronically underachieving children (for physiological reasons)	Children who fail in certain academic disciplines (for social reasons)	Adolescents with unformed learning activities
- tasks are perceived inattentively, often they are not understood, but questions are not asked to the teacher, explanations are not asked; - work passively, constantly need incentives to move to the next type of work; - do not have a permanent goal, do not plan and do not organize their work; - work very sluggishly, or gradually slow down, getting tired before other children; - they are indifferent to the results of their own work, to cognitive work in general.	students with a relatively high level of development of mental activity, but with a negative attitude towards learning: - in connection with the partial or complete loss of the position of the student due to a lack of understanding of a particular subject or group of academic disciplines (exact, humanitarian, etc.) or - as a result of the lack of necessary conditions: a dysfunctional family, poor health, lack of adequate pedagogical support.	- underachieving students, who are characterized by a low quality of mental activity (for physiological reasons) with a positive attitude towards learning and maintaining the position of a student; - underachieving students, who are characterized by both low and high quality of mental activity with a negative attitude towards learning and a complete loss of the student's position, manifested in the desire to leave school.

In addition, the ongoing diagnostics show that the majority of underachievers have a low level of memory, attention, logical thinking, and speech development. Still found among the laggards high level school and interpersonal anxiety.

It must be remembered that the student who does not want to learn is the suffering side. Constant conflict with parents, with teachers, neglect from classmates - this is not up to a teenager.

The problem of trust in the educational process is very relevant. Taking into account the fact that learning motivation is a fundamental component of the learning process, we believe that its level largely depends on the level of trust in the teacher. Trust between teacher and student is a necessary condition for quality education.

Most often, a child needs not only pedagogical help and support, but also understanding, kind and sweet words which he misses both at school and at home.

Indeed, each child has individual abilities and inclinations, likes and dislikes for any sciences. Therefore, it is important for every adult, and even more so for a teacher, not to break their individuality, but to correct and direct its development.

The emergence of a negative attitude towards learning among schoolchildren is associated with certain mistakes of parents (as a rule). As a result, contact and trust in parents is lost, and the relationship between children and parents is characterized as conflicting or indifferent.

Therefore, work must begin with the establishment of contact and trust: stop “cutting” it, i.e. read notations; refuse scandals and punishments. Benevolent support of any, even the weakest, success, endurance and calmness - this is the correct line of behavior for parents in such cases. Once trust is achieved, you can begin to understand the reasons for the reluctance to learn. The main reason may be the presence of defects or the lack of formation of educational activities. Another reason is the mistakes made in upbringing, which lead to one thing: the inability to do what is necessary, contrary to what one wants. The joint activities of teachers, schoolchildren and parents can play an important role in the development of this skill.

The main conclusion from all of the above is that improving the academic performance and quality of knowledge, overcoming the backlog of schoolchildren in their studies require the solution of two problems: on the one hand, it is necessary to improve the methodology for conducting training sessions, taking into account the individual characteristics of the class and individual students. On the other hand, skillfully apply a system of educational means of influencing students in order to prevent the formation of a negative attitude towards learning in them, to develop a need for knowledge and a desire to overcome the difficulties encountered.

So there was a need to create a system of work in the school with low-performing and unsuccessful students. In the course of the preparatory work, a set of measures was identified to improve the educational process in order to prevent the failure of schoolchildren:

1. Prevention of typical causes of failure inherent in certain age groups:

- in the primary grades, to focus on the comprehensive development of students' skills in educational and cognitive activity and working capacity;
- in the middle classes, developing the indicated for junior schoolchildren skills, focus on the formation of conscious discipline, a responsible attitude to learning;
- pay special attention to a favorable psychological microclimate, a tactful and attentive approach to students, take into account the interests of students;
- in high school, focus on the formation of socially significant motives for learning;
– at all levels it is necessary to ensure a differentiated approach.

2. Revealing and taking into account school-specific causes of backlog in all classes, in all subjects, their prevention and elimination.
3. Constant familiarization of teachers with the typical causes of underachievement, with ways to study students, measures to prevent and overcome their learning lag.
4. Ensuring the unity of action of the entire teaching staff to prevent the failure of schoolchildren and increase the level of their upbringing, paying attention to achieving the unity of education and upbringing, coordination of actions of teachers with parents.
5. Inclusion in the topics of pedagogical councils, meetings of methodological associations of issues related to the prevention of student failure.
6. Constant control by the school administration over the implementation of a system of measures to prevent episodic and persistent underachievement, strict consideration of the results of this work.
7. Synthesis of best practices in the prevention of academic failure and its broad discussion.

The result is a program of work with underachieving and underachieving students, a summary of which is presented below.

Technological map of the pedagogical program of work with underachieving and underachieving students

Type of work	When?	For what?
Lesson work	When identifying the stage of development at which the student is located, determining the zone of his proximal development through regular monitoring, diagnostics.	To prevent backlog, timely assimilation of the subject.	1. Creating a microclimate in the classroom. 2. Algorithmization of actions. 3. Retention of interest. 4. Formation of motivation for learning. 5. Stimulation by evaluation, praise.	1. Maintain an observation map. 2. Work in groups, pairs. 3. Individual consultations. 4. Lessons of knowledge correction. 5. Supporting notes, memos. 6. Didactic games.
Extracurricular activities	In case of difficulty: - in the study of new material; – identifying gaps in knowledge.	For: - prevention of failure; – elimination of identified gaps in knowledge; – formation of motivation, interest in learning	Individual-personal approach in working with underachieving and underachieving students	1. Individual and group consultations. 2. Assistance with homework (instruction cards, help from strong students). 3. Creative tasks.
Educational work	Regularly, relying on the control of subject teachers.	For the formation of the student's personality, motivation, interest in learning	Individual approach, creation of a comfortable environment.	1. Involvement in circles, KTD. 2. Conducting thematic class hours, subject weeks. 3. Reliance on a hobby.
Working with parents	In case of lagging behind in studies, absenteeism, failure to do homework, inappropriate environment in the classroom, family. The work is carried out regularly.	To provide professional and pedagogical assistance to parents; finding out the reasons for failure; establishing uniform requirements.	Determining the type of student and the reasons for failure. Formation of both internal and external motives. Helping parents improve their child's progress.	Thematic parent meetings. Individual and corrective work with parents. Prevention advice.

The main task of each school should be, perhaps, imperceptible, but cleverly built correctional work, which will allow, in the course of the pedagogical process, to eliminate all the difficulties that children have in the learning process. Learning must necessarily be successful for all students. The teacher must help each student to learn, as he himself chose the profession of a teacher. The duty of the teacher is to provide various opportunities for the development of the personality of students and to celebrate all their successes by means of their subject, thus creating incentives for continuing education.

The practical implementation of the proposed program has a stable positive result - the number of underachieving students and repeaters has significantly decreased in the school.

teacher primary school

Merkulova Elena Mikhailovna

The program of individual work with low-achieving students of grade 2 B

2017/2018 academic year

Explanatory note

One of the main problems that the teachers of our schools have to solve is the work with low-achieving students.

Low achievers are considered to be students who have weak mental abilities and weak learning skills, a low level of memory, or those who lack effective learning motives. It is no secret that the number of such students in schools is approximately 10-15%. In order for this category of students not to move into the category of underachievers, it is necessary to work systematically with underachieving students of all services. educational institution. The basis of such work can be the Regulations on the activities of the teaching staff with poorly performing students and their parents.

The main problem is the mismatch of the structure educational space mass school, traditional forms of education personality characteristics of each child learning difficulties associated with health: - playing sports; - any kind artistic creativity; - Unfavorable family environment. Against the background of school failures, constant failure, the cognitive need disappears very soon, sometimes irrevocably, and learning motivation never arises. Therefore, special “support” work is absolutely necessary to help children with learning difficulties successfully master the educational material, receiving a permanent position from the teacher. Additional exercises are needed, which contain a well-thought-out system of helping the child, concluding in a series of "tips", which are based on the sequence of operations necessary for successful learning. In addition, these children need large quantity for skill development.

Purpose of the program

Elimination of gaps among students in teaching the Russian language and mathematics; - creating conditions for the successful individual development of the child.

Program objectives:

— creating a situation of success, the most effective incentive for cognitive activity;

— awakening natural curiosity;

— creation of the most benevolent relations of the teacher and surrounding schoolchildren to a weak student

- involvement of students in a joint search for forms of work, fields of activity.

The program is aimed at meeting the needs of:

Students:

Obtaining knowledge for the course 2 classes

The choice of forms of obtaining knowledge.

Parents:

In creating the most comfortable learning environment for your child;

In the stabilization of relations in the family: in the mitigation of conflict situations at school.

Schools:

Solving socio-pedagogical and psychological problems of children.

Pedagogical technologies used in the work:

Individualization educational process;

Teaching the skills of self-educational and search activities;

Dialogue form of training;

game forms;

Memos, cards, creative tasks

Involvement in group work

Involvement in project activities

Forms of control:

Oral and written surveys;

Independent and verification work;

Subject tests;

interviews;

Test papers.

Construction principles - the priority of individuality, identity, self-esteem of the child.

Implementation principles - creation of conditions for the realization of individual characteristics and capabilities of the individual; - building a child together with adults of an individual path of development.

Planning different types of differentiated care:

1. Indication of the type of task, the rule on which the task is based.

2. Addition to the task (drawing, diagram, drawing, instruction, etc.)

3. recording conditions in the form of icons, matrices, tables or verbally.

4. indication of the solution or execution algorithm.

5. Indication of a similar problem solved earlier.

6. Explanation of the progress of such a task.

7. An offer to perform an auxiliary task, leading to a solution to the proposed one.

8. Guidance on the search for a solution by a certain association.

9. Indication of cause-and-effect relationships necessary to solve the problem, complete the task.

10. Issuing an answer or the result of a task.

11. division of a complex task into elementary components.

12. Statement of leading questions.

13. Indication of the rules on the basis of which the task is performed.

14. Warning about the most typical mistakes, wrong approaches when performing a task.

15. Programming differentiating factors in the tasks themselves.

1. When questioning low-performing schoolchildren, an approximate response plan is given,

allowed to use the plan drawn up at home, more time to prepare

to the answer at the blackboard, make preliminary notes, use visual

allowances, etc.

2. The students are asked leading questions to help them articulate

material.

3. When polling, special situations of success are created.

4. The assimilation of the material on the topics of the lessons at which

The student was absent for one reason or another.

5. During the survey and in the analysis of its results, an atmosphere is provided

benevolence.

6. In the process of learning new material, the attention of low-performing students

focuses on the most important and complex sections of the topic being studied,

the teacher often asks them questions that clarify the degree of understanding

educational material, attracts them as assistants in the demonstration of experiments,

revealing the essence of what is being studied, stimulates students' questions when

difficulty learning new material.

7. In the course of independent work in the lesson, weakly successful students are given

exercises aimed at eliminating the mistakes they make when answering

or in written works: positive aspects are noted in their work for

stimulating new efforts, typical difficulties in work and

ways to eliminate them are indicated, assistance is provided with the simultaneous development of

development of independence in learning.

8. When organizing homework for underachieving students

tasks are selected to recognize and correct errors:

detailed briefing on the procedure for doing homework, on possible

difficulties, are offered, if necessary, consultation cards, are given

assignments for the repetition of the material that will be required to study a new

Topics. The volume of homework is calculated in such a way as to prevent

student overload.

These children are characterized by pronounced autism (withdrawal, detachment from the world and its fear). The child experiences certain fears. Prone to the development of logical thinking. They study well, but there are no broad cognitive interests. Atypical interests (about the structure of the world, about the other world). They love to read a lot. Speech is developed, but often formally. Negative traits: emotional coldness, does not feel much attachment to parents, emotional dullness. He is not interested in anyone's opinion, he is indifferent to the outside world. Capable of doing strange things. Self-preservation is blunted, it can pass along the ledge. Has no friends - he is a loner. In friendship, the subordinate, not the leader. Doesn't make eye contact.

At work, try to rely on it strengths. Morals don't work at all. It is useful to teach him, because. The most important thing for him is to be left alone. "It doesn't matter how you look to others, it matters to you." Do not impose anything, but adapt to them.

1. Do not call for conscience, do not read morality.

2. To take into account the presence of fears, by the method of observation (especially the analysis of drawings) determine the subject of fears. Then draw them (make them funny out of the scary), for example, instead of a knife in your hand, draw a bouquet of flowers, etc. Fear is associated with curiosity - to help overcome this wall.

3. Help in the development of speech, attention, motor skills, the formation of visual skills.

4. Mitigation of general emotional discomfort, anxiety.

5. Stimulation of mental activity aimed at interaction with peers and adults (assistance in preparing class events).

6. Consider interest in the exact sciences - mathematics, physics, etc.

7. Consider paradoxicality and unpredictability from thinking to feelings and actions.

8. Attitude towards the student to build according to the method: highlight his behavior as different from others. Do not impose an order, but do not reject it either. Give him a sense of belonging to the class team.

Working with parents

1 Organization of individual conversations between parents and teachers

2. Parent meetingReinforced guidelines and practicum. Recommendation of methodological literature

on individual subjects.

3. An invitation to lessons in order to determine the intellectual level of the child against the backdrop of the class team.

4. Creation of correction notebooks

5. Exchange of information between the teacher and parents about the results of practical tasks at a certain stage of education.

6. Joint performance of arbitrary tasks in the subjects of the parent and student.

7. Creating a Folder - Piggy Bank, where tasks are accumulated for the development of logical thinking (tasks for ingenuity, crossword puzzles, rebuses, shifters, tricky questions)

Stages of work with low-achieving children:

Identify students with poor academic performance.

Making a plan for working with children.

Implementation of the plan during the academic year.

Summing up the work. Analysis of the work done.

Ways to encourage students to prevent backlog and underachievement

1 group through content	2 group through the organization of activities	3 group through educational influences in terms of communication, attitude, attention
A special approach to the coverage of educational material, the nature of its presentation: a) emotional-figurative; b) analytical (explanatory); c) business; d) unusual. Using, showing, emphasizing various elements, attractive aspects of the content: a) the importance of individual parts; b) difficulty, complexity; c) novelty, cognition of the material; d) historicism, modern achievements of science; e) Interesting Facts, contradictions, paradoxes. Tasks with interesting content, entertaining questions. Showing the importance of knowledge, skills: a) public b) personal 5. Intersubject communications	Target setting for work, her a brief description of, setting goals Making demands on students. By content: to discipline, to work; in form: expanded, folded (instructions, remarks, facial expressions); single and individual-group, general and detailed, direct and indirect. Nature of activity (copying, reproductive, creative) Creation of situations of a different nature: intellectual, playful, emotional. Analysis of errors and provision of necessary assistance. control over the activities of the student (thorough, fluent), mutual and self-control, assessment. Clear use of TCO, visibility, didactic materials, colorful manuals, etc.	Showing achievements and shortcomings in personal development, showing confidence in the strengths and capabilities of students. manifestation of the teacher's personal attitude to the student, class, expressing one's own opinion. The manifestation by the teacher of his own qualities, personality data (in terms of communication, erudition, attitude to the subject, business qualities ...) and encouraging students to such manifestations Organization of friendly relations in the team (mutual verification, exchange of opinions, mutual assistance)

Helping a failing student in class

Lesson stages	Types of learning assistance
In the process of monitoring the preparedness of students	Creating an atmosphere of special goodwill during the survey. Decrease the pace of the survey, allowing longer preparation at the blackboard. Offer students an approximate response plan. Permission to use visual aids that help to express the essence of the phenomenon. Stimulation by evaluation, encouragement, praise.
When presenting new material	Application of measures to maintain interest in the assimilation of the topic More frequent appeal to weak students with questions, clarifying the degree of their understanding of the educational material. Involving them as assistants in the preparation of instruments, experiments, etc. Involvement in making sentences in problem-based learning, in conclusions and generalizations, or in explaining the essence of the problem expressed by a strong student.
When organizing independent work	The choice for groups of weak performers of the most rational system of exercises, and not a mechanical increase in their number. A more detailed explanation of the task execution sequence. Warning of possible difficulties, use of consultation cards, cards with a guiding action plan. A reminder of the reception and method of completing the task. Instruction on rational ways to complete tasks, requirements for their design.
During independent work in the classroom	Breakdown of tasks into doses, stages, selection of a number of simple ones in complex tasks. An indication of the need to update a particular rule. Stimulation of independent actions of the underachievers. More thorough control over their activities, pointing out errors, checking, correcting.

The system of work on the formation positive attitude To teaching at underachieving students

Formed relationships	Stages of work
Attitude to the content of educational material	The easiest entertaining material, regardless of its importance, significance	Entertaining material relating to the essence of the studied	Essential, important, but unattractive material
Attitude towards the learning process (acquisition of knowledge)	The teacher acts - the student only perceives	The teacher remains the leader, the student participates in separate parts of the process	The student becomes the leader, the teacher participates in separate parts of the process	The student works independently
Attitude towards oneself, towards one's own strengths	Encouragement of success in studies, work that does not require effort	Rewarding success in work that requires some effort	Encouragement of success in work requiring significant effort
Attitude towards the teacher (team)	Emphasized objectivity, neutrality	Benevolence, attention, personal disposition, help, sympathy	The use of condemnation along with benevolence, help, etc.

Prevention of academic failure

Lesson stages	Emphasis in teaching
Under controlfor preparedstudents	Specially control the assimilation of questions that usually cause the greatest difficulties for students. Carefully analyze and systematize the mistakes made by students in oral answers, written works, identify typical ones for the class and focus on their elimination. Monitor the assimilation of the material by students who missed previous lessons. At the end of the assimilation of a topic or section, summarize the results of the assimilation of basic concepts, laws, rules, skills and abilities by schoolchildren, identify the reasons for the lag.
When presenting a newmaterial	Be sure to check during the lesson the degree of understanding by students of the main elements of the material presented. Stimulate questions from students in case of difficulties in mastering the educational material. Apply means of maintaining interest in the assimilation of knowledge. Provide a variety of teaching methods that allow all students to actively learn the material.
During the independentteaching workin class	Select tasks for independent work on the most essential, complex and difficult sections of the educational material, striving for a smaller number of exercises, but submitted in a certain system, to achieve a greater effect. Include in the content of independent work exercises to eliminate errors made in the answers and in written work. Give instructions on how to do the job. Stimulate the formulation of questions to the teacher in case of difficulties in independent work. Skillfully assist students in their work, develop their independence in every possible way. To teach the skills to plan work, carry it out at the right pace and exercise control.
When organizing independent work outside the classroom	Ensure that during homework a repetition of what has been covered, focusing on the most significant elements of the program, which usually cause the greatest difficulties. Regularly give homework to work on typical mistakes. Clearly instruct students on the order of doing homework, check the degree of understanding of these instructions by poorly performing students. Coordinate the amount of homework with other teachers in the class, excluding overload, especially for poorly performing students.

1. During the survey, poorly performing students are given an approximate response plan, they are allowed to use the plan drawn up at home, have more time to prepare for the answer at the blackboard, make preliminary notes, and use visual aids.

2. Students are asked leading questions that help to consistently present the material.

3. During the survey, special situations of success are created.

4. The assimilation of the material on the topics of the lessons at which the student was absent is periodically checked.

5. During the survey and in the analysis of its results, an atmosphere of benevolence is ensured.

In the process of studying new material, the attention of weak students is concentrated on the most important and complex sections of the topic under study, the teacher should often turn to them with questions for understanding, involve them as assistants, and stimulate students' questions when it is difficult to master new material.

In the course of independent work, weak performers are given exercises aimed at eliminating the mistakes they make in their answers or in written work: positive aspects are noted in their work to stimulate new efforts, typical difficulties in work are noted and ways to eliminate them are indicated, assistance is provided with the simultaneous development of independence .

When organizing homework for low-performing schoolchildren, tasks are selected to recognize and correct mistakes: a detailed briefing is given on the order of execution homework, if necessary, consultation cards are offered, assignments are given for repeating the material that will be required to study a new one. The volume of homework is calculated in such a way as to prevent overload of students.

A plan for working with underachieving and underachieving students

for 2017-2018 academic year .

Events	Term
1. Carrying out a control cut of the students' knowledge of the class on the main sections of the educational material of the previous years of study. Target: a) Determination of the actual level of knowledge of children. b) Identification of gaps in students' knowledge that require rapid elimination.	September
2. Establishing the reasons for the lagging behind of poorly performing students through conversations with school specialists: a class teacher, a psychologist, a doctor, a speech therapist, meetings with individual parents and, of course, during a conversation with the child himself.	September
3. Drawing up an individual work plan to fill gaps in the knowledge of a lagging student for the current quarter.	September, update as needed.
4. Using a differentiated approach when organizing independent work in the classroom,include feasible individual tasks for a poorly performing student, fix this in the lesson plan, not to forget.	During the school year.
5. Keep a mandatory thematic record of the knowledge of poorly performing students in the class . It would be better to keep a thematic record of knowledge on the subject of the children of the whole class.It helps a lot at work.	During the school year.
6. Reflect individual work with a weak student in workbooks or special notebooks on the subject.	During the school year.
7. Meetings with individual parents and conversations with the students themselves	During the school year.

	The content of the work	terms
	Record all students with learning disabilities.	Grade 2
	Conduct interviews with such students, check the entry for assignments in the diary, monitor attendance at lessons.	constant
	Analysis of student performance.	Weekly.
	Control of the accumulation of grades in weak students.	Weekly.
	Accounting for intermediate results.	1 time per month
	Accounting for the work done by the teacher.	1 time per month

Predicted result

Students should know:

be able to:

Apply spelling rules to the studied spellings; - distinguish sounds and letters; vowels and consonants and letters, hard and soft, voiced and deaf consonants; - reproduce by heart the results of tabular addition of any single-digit numbers; perform subtraction using the addition table; - reproduce by heart the results of tabular multiplication of any single-digit numbers; perform division using the multiplication table; - solve problems in one, two actions; - Perform written addition and subtraction.

Working with underachieving children

. Thematic planning

Russian language. Sounds and letters. Vowels and consonants. Consonants are hard and soft, voiced and deaf.

Mathematics. Addition and subtraction of numbers within

Russian language. Accent. Division into syllables. Word hyphenation rules.

Mathematics. Problem solving.

Russian language. Changing the form of a word with an ending. Dictation letter.

Mathematics. Addition and subtraction by a column.

Russian language. An unstressed vowel at the root of a word.

Mathematics. Addition and subtraction of two-digit numbers.

Russian language. Learning to write an unstressed vowel at the root of a word.

Mathematics. Problem solving.

Russian language. Learn to write an unstressed vowel at the root of a word. Dictation letter.

Mathematics. Multiplication and division by 2.3.

Russian language. Learning to write consonant letters at the root of a word.

Mathematics. Problem solving.

Russian language. Unpronounceable consonants at the root of a word

Mathematics. Multiplication and division by 3 and 4.

Russian language. Dividing hard and soft marks.

Mathematics. Addition and subtraction of two-digit numbers.

Russian language. Learning to write suffixes - yonok; - onok; - ik; - ek; - awn.

Mathematics. Multiplication and division by 5.

Russian language. Learning to write words with unpronounceable consonants at the root.

Mathematics. Multiplication and division by 6.

Russian language. Learning to write letters of vowels and consonants at the root of a word.

Mathematics. Figure area. area units.

Russian language. Learn to write roots and suffixes.

Mathematics. Multiplication and division by 7.

Russian language. We distinguish prefixes with the letters o, a.

Mathematics. Multiplication and division by 8.

Russian language. We learn to distinguish between prepositions and prefixes.

Mathematics. Multiplication and division by 9.

Russian language. We repeat the composition of the word.

Mathematics. Solving problems for increasing and decreasing several times.

Russian language. Spelling parts of a word.

Mathematics. Area of ​​a rectangle.

What have I learned this year. Lesson test.

List of used literature and resources:

p/p	Events	Term
	Carrying out a cross-section of the skills and abilities of class students in the main sections of the educational material of training. Target: Determination of the actual level of knowledge of children	September
	Establishing the reasons for the lagging behind of poorly performing students through conversations with school specialists: subject teachers, a doctor, a psychologist, meetings with individual parents and, of course, during conversations with the child himself.	November December
	Eliminate gaps in knowledge identified in the course of tests, and then conduct a re-control of knowledge.	During the school year.
	Using a differentiated approach when organizing independent work in the classroom, include feasible individual tasks for a poorly performing student, fix this in the lesson plan	During the school year.
	Use in lessons different kinds survey (oral, written, individual, etc.) for the objectivity of the result.	During the school year.
	Regularly and systematically interrogate, analyzing and recording the assimilation of material by children in a timely manner, avoiding the accumulation of gaps in knowledge.	During the school year.
	Notify the student's parents directly of poor academic performance if poor academic performance is observed.	During the school year.
	Keep a mandatory thematic record of the knowledge of poorly performing students in the class, if possible, keep a thematic record of knowledge on the subject of the children of the whole class.	During the school year.
	Conduct additional (individual) classes for weak students. Teach children how to work independently.	During the school year.

Accepted

Protocol No. ___ dated _____ 2016

AGREED

Deputy director for water resources management

R.I. Ganieva

2016

Measures to compensate for low academic performance and improve the quality of education of younger students

Term		Conduct form
August	Drawing up a plan of work with low-performing children in subjects	MO meeting
September	Formation of lists of students.	Compilation of a databank
December	Analysis of the results of work	MO meeting
January	Teacher's report on work with underachievers	MO meeting
April	Involvement in Subject Weeks	subject teachers
May	Results and achievements Planning for the new school year	MO meeting Drawing up a work plan
During a year	Selection of tasks basic level difficulties for underachieving children	Subjects
During a year	Creation in classrooms of a card file of materials of a basic level of complexity	subject teachers
During a year	Collection and systematization of periodicals on this issue.	subject teachers
During a year	Differentiated and individual work in the classroom	subject teachers
During a year	Out-of-hours consultations on matters of interest	subject teachers
During a year	Creative works by subject	subject teachers

Accepted

At a meeting of the MO primary school

Minutes No. ___ dated ___________ 2016

Head of the Ministry of Defense _______________ Mubarakzyanova E.F.

Work report

with poorly performing students for the 1st half of the year 2016-2017 academic year in ___________ class

FULL NAME. student	Causes of failure	Survey types used	Gap Filling Forms	The result of the work

Individual student card

FULL NAME. teachers

Last name of the student ……………………….

Class………………………………….

Item ………………………

Planned events. Terms of their implementation.

	Individual extra classes.	Topics of classes.	date Timing
	differentiated tasks.	Specify a methodological guide.
	Differentiated control of knowledge.	Themes.
	Work with a notebook.
	Advice for parents.	Subject.
	Creating a Success Situation in the Lesson

Preview:

Working with underachieving students

Individual work in the lesson

• 1. Special tasks for individual work in the class.
• 2. Work in temporary micro groups on homogeneous gaps.
• 3. Along with written homework, the student should be given a theoretical question, the answer to which he will give in the next lesson.
• 4. Lightweight tests, with a gradual increase in complexity to an average level
• 5. Using the method of teaching low-performing students E. Yanovitskaya.
• 6. Use of cards - hints, simulators.
• 7. Attracting strong students (as consultants).
• Individual work outside of school hours
• 1. Additional work on individual cards.
• 2. In each homework - tasks for repetition.
• 3. Clear instruction on homework.
• 4. Instructing parents on the systematic implementation of individual tasks - simulators (5 - 10 minutes a day)
• Requirements for working with underachieving students

• 1. The teacher needs to find out the reasons for the backlog in the subject
• 2. The teacher needs to keep a notebook to eliminate gaps in the knowledge of students, where he takes into account the mistakes of students and reflects the work to correct them
• 3. Assign a strong student to a weak student, control their work.
• 4. The teacher himself conducts individual work with poorly performing students in the classroom and outside it.
• 5. Teacher teaches students how to prepare homework in their subject
• 6. The teacher must anticipate possible difficulties in his subject and teach ways to overcome them.
• Causes of school failure:
• ∙ unfavorable heredity;
• ∙ disorders of nervous activity;
• ∙ general incapacity for intellectual work;
• ∙ physical weakness;
• ∙ school immaturity;
• ∙ pedagogical neglect;
• ∙ insufficient development of speech;
• ∙ fear of school, teachers;
• ∙ infantilism (i.e. childishness)
• ∙ bad heredity
• ∙ asthenic condition;
• ∙ decreased vision;
• ∙ physical inactivity;
• ∙ society;
• ∙ migration (students who do not speak Russian or who do not speak it in full);
• ∙ a socio-economic situation that has reduced the material standard of living of people (parents are forced, in addition to their main job, to earn extra money for another - the child is left to himself).

Decrease the pace of the survey, allow longer preparation at the blackboard, take preliminary notes

Offering students an approximate response plan, leading or control questions that help to consistently express knowledge, demonstrate skills

Orientation of students to the use of visual aids, diagrams, posters that help to express the essence of the phenomenon, concepts, etc.

Presentation of new educational material

Maintaining interest in the assimilation of the topic (amusing content, novelty, relevance ...)

Appeal to low achievers to determine the degree of understanding of the educational material

Involving students in solving educational problems and tasks

Organization of independent work of students to study new educational material

Organization of independent work of students in the classroom

Selection of students' tasks, taking into account their preparation

Instructing about different ways of completing tasks, using instruction cards

Miscellaneous Warning

Drawing up, together with students, individual plans for eliminating the backlog

Preview:

REFERENCE for working with underachieving students

Purpose: Evaluation of the system of questioning and organization of classroom and extracurricular work of subject teachers with poorly performing students.

As part of the intra-school control in February, the survey system and the organization of classroom and extracurricular work of teachers with poorly performing students were tested.

From individual conversations, it was revealed that subject teachers, in order to eliminate gaps in the knowledge of poorly performing schoolchildren, plan classroom and extracurricular work with students. They have a list of underachieving students, they know the gaps in the knowledge of a particular student, as they organize individual additional classes after school, keep in touch with parents, involving them in classes with the child at home.

Forms and content of work with low-achieving students:

work on three main forms of work with low-performing students: lessons, consultations, additional classes.

three - variant tasks according to the degree of difficulty - light, medium and increased.

individually - group tasks with the application of instruction cards with detailed description all teams.

Extra classes are temporary. Their goal is to close the gaps as soon as possible and instill confidence in the student in his own strength. Work is also carried out with parents of students:

conversations,

consultations.

Conclusions:

1. Teachers, in order to fill gaps in the knowledge of poorly performing schoolchildren, use various forms and methods of work in the classroom and outside of school hours;

not always in the system and at all stages of the lesson they organize work with weak students;

do not use information technology and multimedia tools in work with low-performing students;

do not keep checklists

• teachers to enhance the effectiveness of work with weak students: plan and systematically conduct individual work with weak students during extracurricular time, strictly keep track of gaps in the knowledge of each weak student;
• a control book is required.

Head of the Ministry of Defense Ganieva R.I.

Program for working with underachieving children

1 Explanatory note

The problem of poor progress worries everyone: both adults and children. It is obvious that there is not a single mentally healthy child who would like to study poorly. When dreams of successful school years are shattered by the first "deuces", the child first loses the desire to learn, and then he simply skips classes or becomes a "difficult" student, which most often leads to new negative manifestations in behavior. Underachieving students begin to look for people around whom they will not feel insignificant. So they find themselves in yard companies, replenishing the army of hooligans, drug addicts.

What is failure?

Underachievement is a lag in learning, in which, in the allotted time, the student does not master at a satisfactory level the knowledge provided for by the curriculum, as well as the whole range of problems that a child may have in connection with systematic learning (both in a group and individually) .

In order to find a means to overcome failure, one must know the causes that give rise to it. This may be the low quality of mental activity of the child, his lack of motivation to learn, the imperfect organization of the educational process, etc. Having determined what caused the school failure, it is possible to provide the student with qualified assistance in overcoming it.

2 Goals and objectives

1. Goals:

implementation of the law on education;

adoption of comprehensive measures aimed at improving the academic performance and quality of students' knowledge.

2. Tasks:

creation of conditions for successful assimilation of curricula by students;

selection of pedagogical technologies for organizing the educational process and increasing the motivation of low-performing students;

implementation of multi-level training;

studying the characteristics of underachieving students, the reasons for their lagging behind in their studies and weak motivation.

formation of a responsible attitude of students to educational work

3 Groups of underachieving children

Chronically underachieving children

(for physical reasons)

– tasks perceiveinattentively, often they are notunderstand, but questionsthe teacher is not askeddo not ask for clarification;– work passively.constantly in need ofincentives to move toother types of work;– don't have a fixed goaldo not plan andorganize theirwork;– work very sluggishly, orgradually slow down the pacegetting tired earlier than otherschildren;– are indifferentto the results of their ownwork, to cognitive

labor in general.

students with relativelyhigh level of developmentmental activity,but with negativeattitude towards teaching– in connection with a partial orcomplete loss of positionstudent for a reasonmisunderstanding of a separatesubject or groupacademic disciplines (exact,humanitarian, etc.) or– as a result of the absencenecessary conditions:dysfunctional family,poor health, absenceadequate pedagogical

escorts.

– failing students,which are characterizedlow qualitymental activity(according to physiologicalreasons) whenpositive attitude towardsteaching and maintaining the student's position;– failing students,for which it is typicallow as well as highquality of thinkingactivities undernegative attitude towardsteaching and total lossstudent position,manifested in the desire

leave school

Types of underachieving students

As a way of penetrating the essence of underachievement, one can also consider the identification of types of underachieving schoolchildren.

Although underachieving students have common features, they differ significantly from each other. In practice daily work with them in every specific case failure, we meet with completely new features that require the search for new ways of individual approach. Such "many-sidedness" of school failure creates significant difficulties in the work of teachers to overcome it. A long-term study of school failure gives grounds to conclude that it has typical manifestations. The type of underachieving schoolchild is characterized by a peculiar combination of the most important personality traits that have developed as a result of prolonged underachievement, which determines his achievements in academic work.

Many authors base the typology of underachieving schoolchildren on the reasons they have studied for underachievement. This is what L. S. Slavina, in particular, does: she singles out the types of underachievers for the dominant reason. One group of underachievers consists of those students who do not have effective motives for learning, another - children with weak learning abilities, a third - with improperly formed skills of educational work and who do not know how to work. The same method is used by A. A. Budarny, Yu. K. Babansky and some other authors. Knowledge about internal structure failure of this kind of typology does not give.

There are attempts to build a typology on other grounds, in particular on the characteristics of students' educational work and the structure of their personality. Such an approach can be found in P. P. Blonsky, who, while compiling a general typology of schoolchildren, singled out the types of underachievers. This is, firstly, the type he called "bad worker." Its features are the following:

1) he perceives tasks inattentively, often does not understand them, but does not ask questions to the teacher, does not ask for explanations;

2) works passively (constantly needs incentives to move to the next type of work);

3) does not notice his failures and difficulties;

4) does not have a clear idea of ​​the goal, does not plan and organize his work;

5) either works very sluggishly, or slows down gradually;

6) is indifferent to the results of work.

These traits of an underachieving student, since they characterize his activity in the educational process, can be used in determining underachievement. Another selected type is called pathological - these are emotional, often having failures in learning, schoolchildren who meet a specific attitude towards themselves from others. They say “I can’t” before starting work, they need approval from others, they have a hard time enduring difficulties and failures. In this case, the highlighted features are more psychological than didactic in nature.

The psychological typology of poor progress is given by N.I. Murachkovsky: in this case, the nature of the relationship between the most significant aspects of the personality of schoolchildren is taken as a basis.

The division of underachieving schoolchildren into types can be carried out depending on the nature of the ratio of the two main groups of personality traits of schoolchildren:

Features of mental activity associated with learning.

The orientation of the student's personality, which determines his attitude to learning.

On this basis, three types of underachieving schoolchildren were identified:

Underachieving students, who are characterized by a low quality of mental activity with a positive attitude towards learning and maintaining the position of a student.

Students with a relatively high level of development of mental activity with a negative attitude towards learning and partial or complete loss of the position of a student.

3. Underachievers, who are characterized by a low quality of mental activity with a negative attitude towards learning and a complete loss of the position of a student, manifested in the desire to leave school.

The first type of unsuccessful schoolchildren.

All schoolchildren of this type are characterized by low learning ability associated with a reduced level of mental operations. The weak development of the thinking process (analysis, synthesis, comparison, generalization and concretization) causes serious difficulties in the assimilation of educational material, which contribute to the emergence of a simplified approach to solving mental problems in schoolchildren. With this approach, students tend to adapt learning tasks to their own. limited opportunities or they avoid mental work altogether, as a result of which mental retardation occurs and the skills of educational work are not formed.

Failure in studies and the inability to work together with the class are not a source of moral conflict for them, since, due to the limitations of their cognitive abilities, they correctly see their lag in their inability to assimilate individual subjects on an equal basis with everyone else. The absence of a moral conflict contributes to the preservation of the student's position and the formation of a positive moral orientation, since understanding the reasons for failure with a positive attitude towards learning is a good incentive to overcome shortcomings. This is evidenced by the fact that schoolchildren of this type willingly accept the help of teachers and comrades.

The second type of underachieving students.

Students of this type come to school with good intellectual preparation, with a desire to study well. However, the quality of their academic work is primarily reflected in the fact that they are accustomed to doing only what they like in the absence of a broader and more stable motivation in educational work, these students avoid active mental work in subjects whose assimilation requires systematic and strenuous work (languages, mathematics), tasks in oral subjects are learned superficially. In the process of such work, they do not develop learning skills, the ability to overcome difficulties. Along with this, they develop a certain approach to work: its careless execution, low pace. For schoolchildren of the second type, failure in learning inevitably leads to moral conflict. It arises in connection with the contradiction between their broader intellectual capabilities and the weak realization of these capabilities, which is explained by the lack of skills for independent study. A moral conflict is found in them at an early stage of learning and not only determines a negative attitude towards learning, but also leads to separation from the class team, which can cause a negative moral orientation.

The third type of underachieving students.

For this type, as well as for the first, low learning ability is characteristic. Weak development of thought processes causes serious difficulties in mastering educational material. When performing educational tasks, these students lack criticality; manipulating figures, they easily come to absurdity. Moreover, they do not try to compare the results obtained with the results of other students. Doing work in this way indicates not only difficulties in learning and inability to work, but also a careless attitude to learning. These schoolchildren have a very distinct narrowness of thinking.

The weak development of the motivational side of cognitive activity is manifested in the absence of cognitive interests, in the nature of the general orientation of the personality. The combination of these qualities determines a negative attitude towards knowledge, towards school, teachers, as well as the desire to leave school. The general negative attitude determines the interests of this category. At school, they are most attracted to such subjects as physical education, labor lessons.

More particular characteristics of the educational work of students are given in the work of R. L. Ginzburg. The author has in mind the different levels of assimilation of educational material by students. In this case, educational material is understood as the text of the textbook, and Various types assimilation correlate with a certain level of semantic processing of the text. Thus, some poor students are characterized by the fact that they cannot follow the course of the teacher’s explanation at all and experience serious difficulties when reading the text of the textbook, while others are characterized by the fact that they cope with analysis-synthesis only in some cases, in particular, when it comes to specific objects and phenomena. A common feature for underachieving students is an unwillingness to strain their mental strength, a negative attitude towards more complex methods of work.

The attention of researchers is focused mainly on the formed, fixed poor progress, and the main goal is to study its causes. In particular, N. A. Menchinskaya and her collaborators study only those students who do not succeed in many subjects over a number of years. In the study of Yu. K. Babansky, the analysis of the causes of failure is the main method for developing means of preventing failure.

4 Causes of school failure:

Skipping lessons Insufficient work at home Weak abilities Reluctance to learn the subject Insufficient work in the classroom Bias in class grading Teacher prejudice in the classroom Large amount of homework Insufficient teacher attention High level of material complexity Other reasons

5 Causes and nature of the manifestation of poor progress

Causes of failure

When performing a learning task that requires active mental work, there is no desire to understand and comprehend it.Instead of active thinking - the use of various workarounds: memorization, cheating, tips from comrades, guessing the correct answers.Intellectual passivity can manifest itself both selectively in relation to academic subjects, and in all educational work. Outside of the classroom, many of these students are smarter, more active and quick-witted than in the classroom.

6 Prevention of academic failure

Lesson stages
Specially control the assimilation of questions that usually cause students the greatest difficulty. Carefully analyze and systematize the mistakes made by students in oral answers, written works, identify typical ones for the class and focus on their elimination. Monitor the assimilation of the material by students who missed previous lessons. At the end of the division of the topic or section, summarize the results of the assimilation of basic concepts, laws, rules, skills and abilities by schoolchildren, identify the reasons for the lag.
Select tasks according to the most essential, complex and difficult sections of the educational material, striving for a smaller number of exercises, but data in a certain system, to achieve a greater effect. Include in the content of independent work for an exercise to eliminate errors made in the answers and in written work. Give instructions on how to do the job. Stimulate the formulation of questions to the teacher in case of difficulties in independent work. Skillfully assist students in their work, develop their independence in every possible way. To teach the ability to plan work, perform it at the right pace and exercise control.

7 The system of work on the formation of a positive attitude to learning among underachieving students

Formed relationship

Conducting subject Olympiads in order to increase motivation for learning

Item name

8 Key points in the organization of the educational process with low-achieving children

To enhance the effectiveness of work with low-performing students, use new educational technologies, innovative forms and methods of teaching: a personality-oriented approach (learning to build taking into account the development of individual abilities and the level of formation of learning skills) and different levels of differentiation at all stages of the lesson.

Organize individual-group work, using differentiated training tasks, invariant practical work, differentiated test work, creative work of choice.

In lessons and extracurricular activities, use "Help Cards", "Reminders for Students", use game tasks more widely, which make it possible to work at the subconscious level. Special situations of success are created in work.

During the survey, low-performing schoolchildren are given an approximate response plan, they are allowed to use the plan drawn up at home, have more time to prepare for the answer at the blackboard, make preliminary notes, use visual aids, etc.

Students are asked leading questions to help them present the material in a consistent manner.

The assimilation of the material on the topics of the lessons at which the student was absent for one reason or another is periodically checked.

During the survey and in the analysis of its results, an atmosphere of goodwill is ensured.

In the process of studying new material, the attention of low-performing students is concentrated on the most important and complex sections of the topic under study, the teacher often turns to them with questions that clarify the degree of understanding of the educational material, stimulates students' questions in case of difficulties in mastering new material.

In the course of independent work in the lesson, poorly performing schoolchildren are given tasks aimed at eliminating the mistakes they make when answering or in written work: positive aspects are noted in their work to stimulate new efforts, typical difficulties in work are noted and ways to eliminate them are indicated, assistance is provided with the simultaneous development of independence in learning. When organizing homework for low-performing students, tasks are selected to recognize and correct mistakes: a detailed briefing is given on the procedure for completing homework, on possible difficulties, consultation cards are offered (if necessary), assignments are given to repeat the material that will be required to study a new topic. The volume of homework is calculated in such a way as to prevent overload.

9 Memo “Psychotherapy of underachievement”

1. Rule one: "Do not beat the lying." A deuce is a sufficient punishment, and it is not worth punishing for the same mistakes. The child has already received an assessment of his knowledge, and he expects calm help from you, and not new reproaches.

2. Rule two: "No more than one flaw per minute." To spare a child from flaws, notice no more than one flaw per minute. Know the measure. Otherwise, the child will simply “turn off”, stop responding to such speeches, and become insensitive to your assessments. Of course, this is very difficult, but if possible, choose from the many shortcomings of the child the one that is especially unbearable for you now, which you want to eliminate first of all, and talk only about it. The rest will be overcome later, or simply turn out to be unimportant.
3. Rule three: "You will chase two hares ..." Consult with the child and start by eliminating those educational difficulties that are most significant for him. Here you will rather meet understanding and unanimity. If both of you are primarily concerned about the speed of reading, do not demand from the child both expressiveness and retelling.
4. Rule four: "Praise the performer, criticize the performance." The assessment must have an exact address. The child usually believes that his whole personality is being evaluated. It is in your power to help him separate the assessment of his personality from the assessment of his work. Praise should be addressed to the individual. A positive assessment should refer to a person who has become a little knowledgeable and skillful. If, thanks to your praise, the child begins to respect himself for such qualities, then you will lay another important foundation for the desire to learn. But with such personal praise, criticism should be as impersonal as possible: "such tasks must be solved not in one action, but in two." This form of negative assessment stimulates the correction of mistakes, but does not negatively affect the child's attitude to knowledge, his faith in success.

5. Rule Five: "Evaluation should compare the child's progress today with his own failures yesterday." It is not necessary to compare the achievements of the child with state standards for assessment or the success of a classmate. After all, even the smallest success of a child is a real success, a victory over oneself, and it should be noticed and appreciated according to its merits.

6. Rule six: "Do not skimp on praise." There is no loser who has nothing to praise for. Select a tiny island from the stream of failures, a straw of success, and the child will have a springboard from which to attack ignorance and inability. After all, adult reproaches: “I didn’t do it, I didn’t try, I didn’t teach” give rise to an echo: “I don’t want, I can’t, I won’t!”

7. Rule seventh: "Evaluation safety technique". It is necessary to evaluate child labor very fractionally, differentiatedly. A global assessment is not suitable here, in which the fruits of very different efforts of the child are combined - both the correctness of calculations, and the ability to solve problems of a certain type, and literacy of writing, and appearance work. With a differentiated assessment, the child has neither illusions of complete success, nor a feeling of complete failure. The most practical motivation of the teaching arises: “I don’t know yet, but I can and want to know.”

8. Rule Eight: "Set very specific and realistic goals for your child." Then he will try to reach them. Do not tempt the child with impossible goals, do not push him onto the path of deliberate lies. If he made nine mistakes in a dictation, do not take promises from him to try to write without mistakes next time. Agree that there will be no more than seven, rejoice with the child if this is achieved.

9. Rule nine: "The child should not be an object, but an accomplice of the assessment."
The child should be taught to self-assess their achievements. The ability to evaluate oneself is a necessary component of the ability to learn - the main means of overcoming learning difficulties. Start teaching self-esteem with differentiation. The self-assessment of a child brought up on the principles of painless (differentiated) assessment will make him relatively protected from the severe imperfection of the school marking system. A separate note deserves beauty, speed of execution, mistakes for "inattention" and mistakes "for the rules", and the fact that the child sat down for lessons on time and without reminders.
10. Rule tenth: "Evaluation must be expressed in any visible signs." It is very important that the assessment be expressed not only in words, but be materialized in some visible signs. To do this, use graphs, tables, rulers, etc., which will help you visually compare yesterday's and today's achievements of the child.

10 The program of activities of the class teacher with weak students

In order to prevent a decline in academic performance and improve the level and quality of schoolchildren's learning, intensify work with students with poor performance, using effective forms of control.

To take under systematic control the attendance of students of lessons, additional lessons of the school.

Outline ways to create success for these students, work in contact: class teacher - student - parents - teachers.

In working with parents: keep in touch, involving them in activities with the child at home, conduct conversations, give advice and recommendations for improving academic performance.

Work on developing a conscious academic discipline students to develop positive motivation in learning.

11 Organization of work with weak and unsuccessful students in the lesson

IN Lately psychologists and educators, together with doctors, note a steady increase in the number of children with problems in general behavior and learning. And as noted at the previous teachers' council, there are poor performers in our school, and there are even more poor performers. Let's try to figure out what it is connected with?
Experts note that negative changes in the environmental and socio-economic situation in the country worsen the somatic and neuropsychic health of schoolchildren, and in the context of intensified training and overloaded school programs, the number of underachievers increases significantly.
However, the socio-psychological factor of poor progress cannot be discounted. After all, the child learns in a team in which there is a constant comparison of children among themselves, reinforced by the teacher's assessments. An unsuccessful student is exposed, as it were, to the “display” of peers and almost daily experiences a situation of failure. All this, of course, does not contribute to his personal formation and development. It becomes obvious that part of the blame for such a large number of losers falls on our shoulders, the shoulders of teachers.
Even the ancient sages said: “To see and understand the problem is to half solve it, if you don’t see the problem, it means that it is in yourself.” Actual problem our school - "not to lose", "not to miss" students with low educational opportunities.
To do this, however, as always, taking into account our profession, it is necessary to answer at least three questions: Who to teach? What to teach? How to teach?

Who to teach? Features of underachieving students:

low level of knowledge, as a consequence of this low level of intellectual development;

lack of cognitive interest;

elementary organizational skills are not formed;

students require an individual approach from a psychological and pedagogical (in terms of learning) point of view;

there is no reliance on parents as allies of the subject teacher;

children, mostly from asocial families;

lack of adequate self-esteem on the part of students;

frequent skipping lessons without a good reason, which leads to a lack of a system in knowledge and, as a result, a low level of intelligence.

The student's lag in the assimilation of a particular academic subject can be detected by the following signs:
1. Low level of mental development.
Causes:

pedagogical neglect;

frequent illnesses;

absenteeism;

organic disorders of the central nervous system and the brain.

Appears:

does not know how to establish causal relationships;

take into account all the signs of an object or phenomenon;

see common and d.

2. Lack of education skills. The child is unable to learn

work with text

highlight the main, essential;

cannot organize his time and distribute efforts, etc.

3. Attention deficit with hyperactivity.
Characterized by:

distractibility;

mobility;

restlessness, etc.

4. Lack of cognitive interest.
Due to:

no one worked with the child, did not develop his cognitive abilities;

he is not interested in anything, he does not attend circles and sections, does not read books, but prefers empty pastime.

5. Unformedness of an arbitrary sphere.
It manifests itself in the fact that the student does what he likes and is not able to make volitional efforts to complete educational tasks.
6. Conflict relations

with peers;

teachers;

denial of effort in learning activities.

7. Low cognitive interest
Punitive measures (deuces, punishments, etc.) do not work. The child needs support, showing that he is wealthy in other activities.
It is useful to include entertaining tasks and puzzles, interesting stories, to provide a “novelty effect” when solving educational problems.
8. Low level of development of verbal-logical thinking
It is necessary to place great emphasis on clarity in the solution and presentation of educational material, ensuring the implementation of the principle of accessibility of educational material.
9. Low performance: fatigue, exhaustion, slow pace of work
What to teach?
It is necessary to find out the reason for the lag, determine the actual level of his knowledge, and then “return him” to the level of education where he will meet the requirements of the program, the State Educational Standards.
How to teach?
Design and implement a personalized learning plan.
§ In order to prevent poor progress, it is necessary to timely identify gaps in the knowledge, skills and abilities of students and organize the timely elimination of these gaps.
§ It is necessary to establish the correctness and reasonableness of the methods of educational work used by students, and, if necessary, correct these methods. It is necessary to systematically train students in general educational skills and abilities.
§ It is necessary to organize the educational process, the life of students at school and in the classroom in such a way as to evoke and develop in students the internal motivation for learning activities, a persistent cognitive interest in learning.
Let's see how you can help a low performing student:
§ Requires more than long time and more tasks.
§ The teacher for himself and for the student must formulate a minimum of knowledge and skills that the student must learn.
How to improve performance:

diversify activities;

ventilate the office

carry out physical minutes;

always remember to respect the principle of necessity and sufficiency.

Types of work with underachieving students

cards for individual work;

tasks with a choice of answers;

deformed tasks;

“cut” theorems;

punch cards;

cards - simulators;

creative tasks;

“informer cards”;

“cards with sample solutions”;

“summary cards.
The teacher must:

know mental development child:- perception (channels - kinesthetic, auditory, visual);
- attention (voluntary, involuntary, post-voluntary);
- memory (verbal, non-verbal);

strive to understand and accept each child;

create a calm environment and a favorable psychological climate in the classroom;

show reasonable exactingness, inexhaustible patience, fair severity, faith in the student's abilities;

be able to take the position of a student;

be able to conduct a relaxed dialogue;

strive for external entertainment;

use the means of non-verbal communication (reference signals, drawings, tables, diagrams, plan);

learn to work with dictionaries and other reference material;

in training, apply advanced training, various forms of group work. mutual survey, self-control, notes-blocks on various topics, their use at different stages of learning;

when formulating the objectives of the lesson, include as a priority correctional- development aspect(work on the development of over-subject methods of activity, the development of mental processes);

rationally distribute educational material(difficult - at first!);

use frequent changes in activities in the lesson;

repeatedly pronounce and consolidate the material of the lesson;

strive for algorithmization of activity.

In working with weak students, the teacher should rely on the following rules developed by psychologists:
1. Do not put the weak in a situation of an unexpected question and do not require a quick answer to it, give the student enough time to think and prepare.
2. It is desirable that the answer is not verbal, but in writing.
3. It is impossible to give a large, diverse, complex material for assimilation in a limited period of time, you need to try to break it into separate information pieces and give them gradually, as you master them.
4. You should not force such students to answer questions on new, just learned material, it is better to postpone the survey for the next lesson, giving students the opportunity to study at home.
5. Through the correct tactics of surveys and rewards (not only by evaluation, but also by remarks like “excellent”, “well done”, “clever”, etc.), it is necessary to form in such students confidence in their abilities, in their knowledge, in the possibility study. This confidence will help the student in extreme stressful situations passing exams, writing tests, etc.
6. You should be more careful in assessing the failures of the student, because he himself is very painful about them.
7. During the preparation of the answer by the student, you need to give him time to check and correct what has been written.
8. You should distract the student to a minimum degree, try not to divert his attention, create a calm, not nervous environment.

Students love what they understand, what they succeed in, what they know how to do. Any student is pleased to receive good grades, even the violator of discipline. It is important that with the help of comrades, teachers, he achieves the first successes, and that they are noticed and noted, so that he sees that the teacher is happy with his successes, or upset by his failures. How to achieve this?
Here you can not do without a differentiated approach to learning.
Differentiated Approach can be done at any of the stages of the lesson:

when fastening;

when checking homework;

when working independently.

Differentiated Approach for training involves the use of appropriate didactic materials:
special training tables, posters and schemes for self-control;
cards - tasks that determine the condition of the proposed task,
cards with the texts of the information received, accompanied by the necessary explanations, drawings;
cards showing examples of how decisions should be made;
instruction cards that give instructions for completing tasks.
How is it most rational to organize differentiated work of students in the classroom and when doing homework? We can offer the following recommendations for the rational application of the differential approach.

Three-variant tasks according to the degree of difficulty - light, medium and advanced (the choice of option is provided to the student).

A common task for the whole group with a system proposal additional tasks ever-increasing difficulty.

Individual differentiated tasks.

Group differentiated tasks, taking into account the different preparation of students (the option is determined by the teacher).

Equivalent two-variant tasks in rows with a proposal for each variant of the system of additional tasks of increasing complexity.

General practical tasks indicating the minimum number of tasks and examples for mandatory completion.

Individual group assignments of varying degrees of difficulty based on already solved problems and examples.

Individual-group tasks offered in the form of programmed cards. .

It is necessary to create a situation of success in the lesson:

to help a strong student realize his potential in more labor-intensive and complex activities;

weak - to do a feasible amount of work.

The solution to these and other problems can be a lesson system of work properly organized by the teacher, based on personality-oriented pedagogy and the use of such basic technology, How collaborative learning. The main idea of ​​collaborative learning is to learn together, not just do it together. Team learning is a variant of collaborative learning. According to this method, the class is divided into 3–4 teams of different levels. A captain is selected who counts the points earned by each student and the entire team as a whole. “Awards” teams receive one for all in the form of an assessment in accordance with the number of points scored. The “individual” responsibility of each student means that the success or failure of the whole group depends on the success or failure of each of its members. This encourages the whole team to follow each other's progress and come to the aid of their comrade. Equal opportunities for success are ensured by the fact that Each team receives tasks of a different level. This gives strong, average and poor students an equal opportunity to earn points for their team. Allows lagging students to feel like full members of the team and stimulates the desire to learn. Even individual independent work for weak students becomes, as it were, a particle of independent collective work. They use the knowledge received and processed by the whole group.
Often, many students face the problem of student-teacher communication. It is difficult for them to ask a question, to ask to explain again because of the individual characteristics of the individual. It’s easier to ask classmates for incomprehensible things, get advice and ask for an explanation. Therefore, it is necessary to organize the work in such a way that right moment a classmate could come to the rescue so that you could ask, find out, and at the same time it was not scary to get an unsatisfactory grade. This contributes group form work. The class is divided into several groups of 4 people. Children organized into groups with different levels of development: medium-low, high-medium. A senior is appointed in the group, who helps the teacher in organizing work, puts down grades. All groups receive assignments. Tasks are performed by everyone in the group, while there is a discussion, questioning each other, solving the problem in various ways, followed by a discussion, etc. Everyone participates in the work, makes his own contribution; the strong explain to the weak, each goes up a step. The group should then defend their decision to the class. After listening to all groups or part of the groups, students come to a common conclusion.
Thus, absolutely all students are all useful time spent on achieving the main goal of the lesson. The teacher directs the work, partially helps, corrects.
Favorable conditions are created for:
- understanding of the student and respect for the student (the student feels significant and useful, they consult with him, talk);
- assistance from students and the teacher, if necessary (help is imperceptible, competent, feasible);
- so that the student at the end of the lesson receives a satisfactory assessment for his work.
At the same time, in group work, the student's work is evaluated by two types of assessment: self-assessment, group assessment. The student marks himself for the work at some stage of the lesson, the criterion of self-evaluation is offered by the teacher. The group grade is given after the group members discuss each student's contribution to the study of an issue.
To diversify their daily routine, teachers often use various forms and genres of the lesson.

In most cases, such lessons really increase the effectiveness of learning, but turning each lesson into a firework of miracles and entertainment is fraught with a loss of a responsible attitude to learning in general. Such lessons lose their effectiveness if the teacher and students are carried away by the external, plot side of the lesson to the detriment of the teaching component. A modern teacher in his practice needs to use technologies that meet the needs of society. One of these technologies is project-based learning. The project method is considered as a way of updating and stimulating the cognitive activity of students. What is so necessary in working with underachieving and underachieving students.
When working on a project, students not only systematize and generalize the knowledge gained in the classroom, but also develop attention. Design and research activities allow students to put into practice the knowledge gained in the classroom. Another modern technology technology of "full assimilation".
For three hundred years, the words of Ya.A. Comenius "Teach everyone everything!". But is it really possible to solve this problem? How not to lose the weak and not harm the strong?
The essence of the “full assimilation” technology is expressed in the following. According to scientists, depending on the intellectual abilities, different students need different time to master the same learning material. However, the traditionally organized educational process ignores this reality and requires that all students learn all the material by a given deadline, the same for all. But many do not have time to learn, and therefore not everyone fully assimilates the material. Lack of time is the main reason for “limping” knowledge. As a result, it is necessary to individualize the lessons in such a way that each student gets as much time as necessary for the complete assimilation of the material.
The purpose of such training is to create a system of psychological and pedagogical conditions that allow working in a single class team with a focus not on the “average” student, but with each individual, taking into account individual cognitive abilities, needs and interests.
If we assume that a block of lessons is a fragment of the learning process, during which students learn some separate portion of the educational material, then the stages of mastering the studied material can be represented in the form of the following table.
It should be noted that the technology allows the student, if possible and if there is interest, to move to a higher level at any stage of learning.
Thus,differentiation contributes to the individualization of learning, and, accordingly, by the end of the study of the topic, everyone finds himself at the level at which he can or wants to be in the time allotted for this topic.
All our children are very different: some are bright, talented, others not so much. But every child must fulfill himself. And I sincerely wish you this.

1. Full name student ______________________________________________

2. Class _____________________________________________________

3. In what subjects ______________________________ does not have time

4. Student behavior __________________________________________

5. Reasons that led to poor academic performance _______________

6. What means (didactic, educational, educational, extracurricular, additional classes) are used in working with the student ____________________________

7. Who is involved in the work of overcoming student failure __

8. How long does this work take ___________________________

9. What changes are observed, are there any results of work _______

When interviewing underachieving students:

give more time for preparation, offer a short answer plan, allow you to have your own answer plan

issue diagrams, posters that help to systematize the answer

ask more questions in face-to-face conversations

It is useful to combine a survey of weak students with independent work of other students, so that you can carry out individual work, help show your knowledge with leading questions, and prevent a new lag.

Explanation of the new material:

apply special techniques to maintain attention

clearly formulate the goals and objectives of the upcoming classes, achieve understanding of the material by each weak student

highlight objects on which students' attention should be focused, eliminate all extraneous stimuli

diversify teaching methods and types of learning activities, create problem situations

increase students' interest in the topic

prevent student fatigue.

3. Organization of independent work:

divide tasks into stages, doses using specific instructions

to encourage the first independent steps, so that the student feels the joy of learning, pleasure, and not difficulty and grief.

When reporting homework:

find a specific paragraph of a textbook

read the text of the task, the description of the experience, the task for the exercise ...

invite questions

give cards of an advisory nature with a plan for the implementation of work, indicating where to read explanations in the textbook in case of difficulty

take into account the dosage of homework /reproductive level/.

The use of multi-level control work.

Reflection of work with underachievers in lesson plans.

Availability of thematic accounting of knowledge. Revealingreasons underachievement.

Keeping notebooks of systematic accounting of knowledge.

12 The plan of work of primary school teachers with weak and unsuccessful students

Events