How to improve classroom performance? Tips for working with lagging and poorly performing students. System of work with poorly performing students

F.I. student

Reasons for failure (the teacher indicates self-identified causes)

Survey Types Used

Forms to bridge gaps.

Information to the class teacher (date)

Information for parents (date)

Work result

The system of work with poorly performing students Identification of poorly performing students Study of the reasons for poor performance Direction of work with poor students Taking into account individual personality traits Taking into account social conditions Taking into account age characteristics Taking into account health conditions Taking into account the formation of general and special conditions Taking into account the formation of general and special conditions Formation and development of student learning skills Correctional work Individual work Differentiated work Additional activities Involvement with lectures, electives Work with parents Getting a standard of education

The main signs of failure of students can be considered: 5 Inadequate family education. Gaps in factual knowledge. An insufficient level of development and upbringing of personal qualities that does not allow the student to show independence, determination, perseverance, organization and other properties necessary for successful learning.

Difficulties of a teenager, manifested in the form of a lag in studies, emotional instability, can have a variety of reasons: 7 Weak state of health. Lack of learning techniques. If the psycho-pedagogical skills of successful educational activities are not developed, then the student learns the learning material mechanically, without preliminary logical processing. Disadvantages of the cognitive sphere (thinking, memory, attention). Complete assimilation of the school curriculum requires mandatory abstract-logical thinking, the ability to systematize, generalize, classify, compare. Inability to remember also affects the educational activities of the child and ultimately affects his attitude to study and school; Insufficient development of the motivational sphere, which is primarily a priority of family education.

Features of underperforming students: low level of knowledge, as a result of this low level of intellectual development lack of cognitive interest elementary organizational skills are not formed students need an individual approach from a psychological and pedagogical (in terms of training) point of view

Peculiarities of unsuccessful students there is no reliance on parents as allies of the teacher - subject matter children, mainly from asocial families, lack of adequate self-esteem on the part of students, frequent skipping lessons for no good reason, which leads to a lack of knowledge in the system and, as a consequence, a low level of intelligence

The student’s lag in mastering a particular subject can be detected by the following signs: 1. Low level of mental development. 2. Lack of training skills. 3. Attention deficit hyperactivity disorder. 4. Lack of cognitive interest. 5. The lack of formation of an arbitrary sphere. 6. Conflict relations 7. Low cognitive interest 8. Low level of development of verbal - logical thinking 9. Low working capacity

Parents The teacher parents need the child to have knowledge, but at the same time there is no control and help to the children on their part; the teacher, according to the parents, acts as a monster, a supervisor; teachers sometimes report back to parents even in the presence of a child, while not always giving specific advice, parents in turn accuse teachers of incompetence in the presence of children; teachers themselves do not always see a way out of the conflict

Tasks of the teacher council Systematize theoretical knowledge on the topic. Conduct a psychological and pedagogical diagnosis of poorly performing students. Identify the main causes and measures for the prevention of student failure. Determine the ways, forms and methods of solving the problem of academic failure at various stages of educational activity. Turn a rigid triangle into a moving quadrangle

Teacher Activities 1. At the beginning of the school year, diagnose students in order to identify the level of learning. 2. Use in the classroom various types of survey. 3. Be sure to comment on each student's grade. 4. The teacher should not interrogate the student or offer him written work on the first day of class after illness or absence from school for a good reason. 5. To eliminate the gaps in the student’s knowledge on a missed topic, the teacher must determine the time for which the student must master the specified topic, and in case of difficulty consult him.

6. The teacher should put the unsatisfactory grades received by the students in the diary for the purpose of timely monitoring by the parents. 7. The teacher is obliged to notify the class teacher or directly the student’s parents about the student’s academic performance reduction. 8. The teacher should not lower the student’s grade for bad behavior in the lesson, in which case he should use other methods of influencing the student (persuasion, talking with a psychologist and social teacher) 9. The subject teacher is required to submit quarter marks a week before the end of the quarter.

Ways to achieve high performance: the correct disclosure of the causes of failure and the determination of ways to eliminate it; high quality lessons; use of best practices in training; real help and close contact of all family members with the teaching staff; clearly set control over the educational process.

How to help a poorly performing student: To consolidate, a longer time and a larger volume of tasks are required. The teacher for himself and for the student must formulate the minimum knowledge and skills that the student must learn. How to improve performance: Diversify activities. Ventilate the cabinet. Conduct physical minutes. You must always remember to comply with the principle of necessity and sufficiency.

Cards for individual work. Tasks with a choice of answers. Deformed tasks. Cards - simulators. Creative tasks. Search for various ways to solve problems. Crossword puzzles. Composing mathematical tales, games. Drawing up tasks under this condition.

The teacher should: Know the mental development of the child. Strive to understand and accept each child. Create a calm environment and a favorable psychological climate in the lesson. Exercise - reasonable demands - inexhaustible patience - fair severity - faith in the student's ability to be able to take the student's position. Say NO to a mocking tone! Be able to conduct a casual dialogue. Strive for external entertainments. Use the means of non-verbal communication (reference signals, figures, tables, diagrams, plan). Learn to work with dictionaries and other reference material.

The teacher should: In teaching, apply - advanced learning - various forms of group work - mutual questioning, self-control - abstracts - blocks on different topics, using them at different stages of training When formulating the objectives of the lesson, include as a priority correctional and developmental aspect Rationally distribute educational material (difficult - first!) Apply a frequent change of activities in the lesson Repeatedly pronounce and consolidate the lesson material Strive for algorithmization of activity

Rules developed by psychologists: Do not put a weak question in the situation of an unexpected question and do not require a quick answer to it, give the student enough time to think and prepare. It is desirable that the answer is not verbally, but in writing. It is impossible to give 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 assimilate. You should not force such students to answer questions on new, newly learned material, it is better to postpone the survey to the next lesson, allowing students to work out at home.

Through the correct tactics of surveys and rewards (not only by assessment, but also by remarks such as “excellent”, “well done”, “clever”, etc.), it is necessary to build confidence in such students in their abilities, in their knowledge, in the ability to learn. This confidence will help the student in extreme stressful situations, passing exams, writing tests, etc. It is necessary to carefully evaluate the student's failures, because he himself is very sensitive to them. During the preparation of the answer, the student needs to give him time to check and correct what is written. It is necessary to distract the student to a minimum extent, try not to switch his attention, create a calm, not nervous atmosphere.

A Differentiated Approach When Secured. When checking homework. With independent work. To create a success situation in the lesson: to help a strong student realize his potential in a more laborious and complex activity; weak - to do the feasible amount of work.

Learning in collaboration Allows lagging students to feel like full members of the team and stimulates the desire to learn. Project training The project method is considered as a way of updating and stimulating the cognitive activity of students.

Stages of development of the studied material Organizational and pedagogical orientation 1. The study of new material. Individualization of the educational process. 2. Diagnostic testing. Checking the basic level. 3. The lessons of correction and development. Correction: repetition (at a qualitatively new level)\u003e consolidation\u003e re-diagnostic work. Development: Repeated Level\u003e Advanced Level. Differentiation of the educational process. 4. The final control. Mandatory Level\u003e Advanced Level\u003e Advanced Level. Verification of learning outcomes. consolidation\u003e re-diagnostic work. Development: Repeated Level\u003e Advanced Level. Differentiation of the educational process. 4. The final control. Mandatory Level\u003e Advanced Level\u003e Advanced Level. Verification of learning outcomes. "\u003e

Work with parents Purpose: To create conditions for the development of students' personal potential in the conditions of interaction between school, family, and external society Tasks: to create a team of like-minded people, to make students, teachers, and parents accomplices in the educational and upbringing process, to organize diverse, exciting, socially significant joint activities of students and parents to organize comprehensive education for parents Expected results: establishing a dialogue and mutually beneficial cooperation between the school and parents ation students of love, duty to parents, a close decision employment problems of students in their spare time lessons

45 Often you can hear from parents: “You will not do your homework - you will not go to friends”, “Finish your studies with triples - you will not go to the sea” ... We are so used to the primitive behavioral scheme “stimulus - reaction” that we cannot imagine another a way to motivate children, stimulate their work, creativity, achievements. And, as a result, we get a person who is not interested in anything but a reward for his efforts or feels the need for constant control from the outside.

Each of us can give examples from our personal lives, pedagogical practice, or simply from history, when, for example, because of complete mediocrity, Edison was expelled from school; the famous chemist Libich, at the age of 14 due to incapacity, left school, and 21 years became a professor.

53 Creating correction books. Exchange of information between the teacher and parents about the results of practical tasks, at a certain stage of training. Joint performance of arbitrary tasks in the subjects of the parent and student. Creating Folders - Piggy Banks, where tasks are accumulated for the development of logical thinking (tasks on ingenuity, crosswords, puzzles, shifters, tricky questions)

Tips for parents of poorly performing students: Strengthen the child’s self-confidence in every way; Give the child only one task for a certain period of time so that he can complete it; Maintain a clear daily routine at home; Practice behaviors in various situations; Show interest in your child’s school affairs; Be consistent in your demands, rewards, and punishments; Do not make excessive demands on the child and do not introduce him into the role of "loser."

Form a positive motivation to study; Never criticize teachers in the presence of children; Help your child if necessary; Never complete an assignment for a student; Try to instill in your child the habit of using additional literature, interest him; Praise, rejoice with the child when he receives good grades; Encourage the child for his success; Keep in touch with subject teachers if you yourself cannot help your child.

Tips for the class teacher on working with poorly performing children: At the beginning of the school year, inform subject teachers about the presence of poorly performing children in the classroom (at a small teachers' council or in an individual conversation). Keep in touch with the psychological service, subject teachers, being interested in the level of students' learning, the pace of their development, the style of communication with classmates and teachers. Involve parents of poorly performing children in class social affairs. In time to inform parents about negative manifestations in the discipline on the part of the student (missing lessons for no good reason)

To bring to the attention of the administration (deputy director of educational work, a social educator) cases of violation of norms and rules of behavior for the purpose of their modern prevention. To create conditions for students to occupy a worthy place in the classroom through active inclusion in extracurricular activities. Keep control of their health. Strive to build trust. It’s more common to use encouragement rather than punishment to maintain self-confidence.

Summing up the above, we can conclude that with the correct disclosure of the causes of failure and the ways to eliminate it, the high quality of the lessons, real help and close contact of all family members with the teaching staff, the use of advanced methods in teaching, clearly set control over the educational process, these are the most realistic ways to achieve high academic performance and strong knowledge of students of different intellectual levels.

Work with poorly performing children in primary school

One of the main problems that teachers of schools have to solve is working with poorly performing students. Poor students are considered to be students who have weak mental abilities and weak learning abilities, low levels of memory or those who do not have effective motives for learning. 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 become underachieving, a systematic work with poorly performing students of all services of an educational institution is necessary.

Underperformance is understood as a mismatch between the preparation of students and the requirements of the content of education, which is recorded after a significant period of the learning process has elapsed - a series of lessons devoted to the study of one topic or section of a course, academic quarter, half year, year.

Backlog is a failure to fulfill the requirements (or one of them), which occurs at one of the intermediate stages within that segment of the educational process, which serves as a temporary ramp for determining academic performance. The word "lag" also refers to the process of accumulating non-compliance.

Underperformance and lag are interconnected. In poor performance as a product, individual lags are synthesized; it is the result of the lag process. Multiple lags, if they are not overcome, expand, intertwine with each other, and ultimately form poor performance. The challenge is to prevent the interweaving of individual backlogs to eliminate them. This is a warning of failure.

The poor performance of schoolchildren is always a consequence of some reason. It does not occur on its own. Modern science (psychology, physiology, medicine) indicates that people are born with great opportunities for mental development, but these possibilities are far from being exhausted. Psychologists believe that a person uses 10% of his natural data, the other 40%. And in both cases it is obvious that the inclinations of a person more than he realizes them. Exceptions are sick children. At school, we often meet with children who bring a lot of worries and require great efforts from the team, and the results are insignificant.

Given the potential opportunities of all children, we have children who are not successful, difficult in schools. Why? First of all, it should be borne in mind that in recent years children (6-8 years old) have been enrolled in school, the development of which after birth is burdened by difficulties and associated diseases. Among these reasons can be called birth injuries, oxygen deprivation of the brain, diseases of the nervous system. Overcoming these diseases in the first months and years of life leads to mental retardation due to which the child enrolled in school will have poorly formed mental functions, for example, instability of attention, a limited range of ideas, lagging in memory and others.

In working with students, the following reasons for failure can be identified:

Internal to the student

* Disadvantages of biological development:

Defects in the senses;

Somatic exasperation;

Features of higher nervous activity;

Psychological deviations.

* Disadvantages of mental development:

Weak development of intelligence;

Weak development of will;

Weak development of the emotional sphere of personality;

Lack of cognitive interests.

* Disadvantages of upbringing personality

Deficiencies in the development of moral qualities of a person;

Deficiencies in the relationship of the individual with the teacher, team, family;

Shortcomings in labor education;

External to the student

* Disadvantages of educational experience of a person:

Knowledge gaps;

Special skills;

Gaps in the skills of academic work;

* Disadvantages of school influence:

Disadvantages of the learning process, teaching aids;

The disadvantages of the process of educational influences on the part of teachers, groups, students.

* Disadvantages of influence outside the school environment:

Disadvantages of family influence;

Disadvantages of peer influence;

The disadvantages of the influence of the cultural and industrial environment.

Knowing the causes of failure, a program has been drawn up to prevent the failure of primary school students.

The first and important link in the work is the definition of the category to which the underachieving student belongs in order to reveal the reasons for failure.


	Deep and general lag	Partial but sustained failure			Occasional failure
causes	Poor student prior training Poor living conditions Protracted disease Lack of parental care Laziness, discipline of a student Weaker mental development		Deficiency in previous classes. Poor student interest in subjects Weak will to overcome difficulties	Disadvantages of teaching Fragility of knowledge Weak current control Inattention in the classroom Irregular homework

Performance Prevention Algorithm

Type of work		When?	What for?	What?	How?
Lesson work	When identifying the stage of development at which the student is		To prevent mental retardation for the modern assimilation of the subject.	Creating a microclimate in the classroom. Algorithmization of actions. Avoid gaps in knowledge related to gaps. Retention of interest. Formation of motivation for learning.	Control card. Include in the work (frontal survey). Work in groups. Consultation preparation. Lessons of knowledge correction. Reference notes. Memos on subjects. Cards. Work in pairs
Extracurricular Activities		In case of difficulty: 1. In the study of new material; 2. When identifying a knowledge gap.	For: 1. Warnings of failure; 2. The elimination of identified gaps in knowledge; 3. Formation of motivation, interest in learning.	Individually-personal approach in working with poorly performing students.	Individual and group consultations; Assistance in completing homework (cards, instructions, help of strong students; participation in subject circles, creative assignments.
Individual sessions		When lagging behind in studies, skipping classes, not completing homework;	The formation of the personality of the student; formation of motivation. Interest in learning. Providing professional and pedagogical assistance to parents; establishing uniform requirements for student knowledge.	Individual-personal approach; creating a cultural environment. Helping parents correct their child’s performance. The formation and coordination of internal and external motives.	Involving KTD circles for self-government; Conducting class hours; creation of a subject-spatial environment of the school that meets educational tasks. Pedagogical education of parents.

The program of activity of the teacher with poorly performing students and their parents.

Diagnose at the beginning of the year in order to identify the level of student learning.
Use in classes various types of surveys (oral, written, individual, etc.) for the objectivity of the result.
Interrogate regularly and systematically, making grades in a timely manner, avoiding the accumulation of grades at the end of the quarter when the student is no longer able to correct them (the number of respondents in the lesson should be at least 5-7 students).
Comment on the student’s assessment (it is necessary to note the shortcomings so that the student can eliminate them in the future
The teacher should fill the knowledge gaps identified during the control work, and then conduct a second control over the ZUN.
The subject teacher should determine the time for which a poorly performing student should master the topic, in case of difficulty give advice.
The subject teacher is obliged to inform the class teacher or the student’s parents directly about poor performance if there is an accumulation of unsatisfactory grades (3 or more “2”)
The teacher should not lower the student's grade for bad behavior in the lesson, in which case he should use other methods of influence.
When fulfilling point 1 .-. 9 and in the absence of a positive result, the teacher reports to the school administration about the student's low academic performance and the work done in the following form:

The program of activities of the class teacher.

The class teacher is required to identify the reasons for student failure through individual conversations, if necessary, referring to a psychologist, social teacher (working methods: questioning of students, parents, interviews), given that possible reasons include:

skipping lessons (for good or disrespectful reason)
lack of home preparation
low abilities
unwillingness to learn
insufficient work in the lesson
bias of grading in the lesson
large amount of homework
high level of complexity of the material
other reasons

In case poor performance is a result of skipping classes, the class teacher should find out the reasons for skipping (respectful, disrespectful)
Good reasons are:

a) a disease confirmed by a doctor’s certificate or a note from parents for a period not exceeding 3 days.

b) Events confirmed by certificates, calls, orders of the institution conducting the event.

c) Exemption from the lesson of the student in case of feeling unwell with the warning of the subject teacher or class teacher.

d) For family reasons (upon application to the director of the OS)

The following are considered disrespectful reasons:

a) Skipping a lesson or lessons without relevant documents confirming the good reason for the absence of the student.

The class teacher should immediately inform parents about skipping lessons through a diary entry (if there is one), through a conversation with parents (if the passes are repeated), through a small teachers' council (if absenteeism is systematic)
In case of revealing unfair homework or insufficient work in the lesson, the class teacher is obliged to carry out preventive work with the student’s parents, seeking help from a social educator or psychologist in case parents evade their duties.
If paragraph 1-6 is fulfilled and there is no positive result, the class teacher informs the student of the school administration about the student with a petition for a small teacher's council.

Student Activity Program

1. The student is obliged to carry out homework, timely submit written assignments to the teacher for verification.

2. The student must work during the lesson and perform all types of exercises and tasks in the lesson.

3 A student who has missed classes (for valid or without good reason) is obliged to independently study the teaching material, but in case of difficulty the student can turn to the teacher for advice.

Parent Activity Program.

1. Parents must come to school at the request of the teacher or class teacher.

2. Parents are required to monitor the student's homework and his attendance at the OS

3. Parents are obliged to help the child in mastering the missed teaching material through independent studies or consultations with the subject teacher if the child is absent from the lessons due to illness or other valid reasons.

4. Parents have the right to attend classes in which the student shows poor results.

5. Parents have the right to seek help from a class teacher, psychologist, social educator, and the administration of a community institution

6. In the case of parents evading their duties, materials are drawn up for the student and his parents in the commission on minors and the protection of the rights of children in order to take administrative measures of punishment for parents.

1. To instill in the student a personal awareness of the importance and need to move forward along the path of expanding their knowledge, which is an important link in improving the effectiveness of training.

2. To diversify MO, SB, FD students, directing them to individualization and differentiation of the educational process, to intensify the student’s mental activity, taking into account the correlation of each student to one of 6 pedagogical systems, one of 5 levels of cognition. Use modern teaching technologies in the work with the emphasis on humane-personal technologies.

3. The current control should be comprehensive in nature, timely highlighting student gaps and knowledge gaps and relying on self-checking and cross-checking of the level of knowledge.

4. The effectiveness of learning, the nature of the student’s attitude toward learning activity depends on his activity in life position. Raising it, it is necessary to take into account the obligatory relationship of all structural links of the educational process that affect the personality of the student (see diagram); consider the importance of creating a “success situation” in the process for the student to understand his or her merits A student who does not succeed at school becomes a failure. Therefore, the student’s life at school: lessons, extracurricular activities should be so interesting that every child wants to participate in them, so that the student’s work is independent, creative.

Tell me and I will forget

Show me and I will remember

Get me involved, and I'll get carried away!

Work plan

with poorly performing students for the 2016-2017 academic year. year

teacher ________ class _____________________________

Objectives:

1. Implementation of the Education Act

2. The adoption of comprehensive measures aimed at improving student performance and quality of knowledge.

Tasks:

Creating conditions for students to successfully learn curricula.

The selection of pedagogical technologies for the organization of the educational process and increasing motivation in poorly performing students

Studying the characteristics of poorly performing students, the reasons for their lagging in school and poor motivation

Formation of a responsible attitude of students to educational work

Fundamental directions and activities:

1. Organization of work with poorly performing and unsuccessful students

2. Methods and forms of work with poorly and poorly performing students after school hours.

3. Educational work with poorly performing and unsuccessful students, aimed at improving academic performance.

4. Organization of work with parents of poorly performing and unsuccessful students.

Expected Program Results

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

The introduction of new educational technologies.

Providing opportunities for the participation of poorly performing and unsuccessful students in creative contests, exhibitions and other events.

Events	Term
Make a list of poorly performing students in the subjects taught.
Conducting a control slice of students' knowledge of the class on topics covered in the educational material. a) Determining the actual level of knowledge of children. b) Identification of gaps in the knowledge of students that require liquidation.	november (first week)
Establishment of the reasons for the lag of poorly performing students through conversations with school specialists: psychologist, speech therapist
Meetings with individual parents and conversations with students	during the school 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 school year.
Drawing up a work plan to fill the knowledge gaps in lagging students for the 2016-2017 academic year	november, update as necessary.
Using a differentiated approach when organizing independent work in a lesson, include feasible individual tasks for a poorly performing student.	during the school year.
Conversations with parents and students about the reasons for unsatisfactory learning outcomes	of necessity during a year
Parental control over attending classes, extra classes, and diaries. Parents attend meetings	constantly.
Organization of constant communication with parents of poorly performing students.	constantly
Organization of consultations for parents of poorly performing students with subject teachers, a school psychologist.	of necessity
Attracting parents to attend class	february March

The main directions of correctional work

Directions	Pedagogical measures
Improving movements and sensorimotor development.	The development of fine motor skills of the hand and fingers; Calligraphy skills development; The development of articulatory motility.
Correction of certain aspects of mental activity.	The development of visual perception and recognition; Development of visual memory and attention; The formation of generalized ideas about the properties of objects (color, shape, size); The 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.
The development of basic mental operations.	Formation of correlation analysis skills; Development of grouping and classification skills; The formation of skills to work according to verbal and written instructions and algorithm; The formation of the ability to plan their activities; The development of combined abilities.
The development of various types of thinking.	The development of visual-figurative thinking; The development of verbal and logical thinking (the ability to see and establish logical connections between objects, phenomena and events).
Speech development, mastery of speech technique.
Expansion of ideas about the world and enrichment of the dictionary.
Correction of individual knowledge gaps.

Key points in the organization of the educational process

with poor children

To enhance the effectiveness of working with poorly performing students, use new educational technologies, innovative forms and teaching methods: a personality-oriented approach (training to build taking into account the development of individual abilities and the level of formation of academic work skills) and multilevel 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 additional classes, apply "Help Cards", "Memos for students", make more extensive use of game tasks that make it possible to work at the subconscious level. In work, special situations of success are created.

During the survey, poorly performing students are given more time to prepare for an answer at the blackboard, use visual aids, etc.

Pupils are asked suggestive questions to help them consistently present material.

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

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

In the process of studying new material, the attention of poorly performing students is concentrated on the most important and difficult sections of the topic being studied, the teacher more often addresses them with questions clarifying 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 mistakes made by them in answering or in written works: there are positive moments in their work to stimulate new efforts, typical difficulties in work are noted and ways of their elimination are indicated, help is provided with simultaneous development of independence in learning.

Assisting an underperforming student in a lesson

Lesson Stages	Types of Learning Assistance
In the process of monitoring student preparedness	Creating an atmosphere of special goodwill during the survey. Slowing the pace of the survey, allowing longer to prepare at the blackboard. Permission to use visual aids to help explain the essence of the phenomenon. Stimulation by appreciation, encouragement, praise.
	Application of measures to maintain interest in mastering the topic A more frequent appeal to poorly performing students with questions that clarify the degree of their understanding of educational material. Involvement in making suggestions in case of problem training, in conclusions and generalizations or explaining the essence of the problem expressed by a strong student.
When organizing independent work	The choice for groups of poorly performing the most rational system of exercises, rather than a mechanical increase in their number. A more detailed explanation of the sequence of tasks. Difficulty Warning A reminder of the method and method of completing the task. Instruction on rational ways of completing tasks, requirements for their design.
In the course of independent work in the lesson	Breakdown of tasks into doses, stages, allocation of a number of simple tasks in complex tasks. Indication of the need to update a particular rule. Stimulation of independent actions of poorly performing students. More careful monitoring of their activities, indication of errors, verification, correction.

Failure prevention

Lesson Stages	Learning Emphasis
In the process of monitoring student preparedness	Specially control the learning of issues that usually cause students the greatest difficulties. Thoroughly analyze and systematize the mistakes made by students in oral answers, written works, identify those typical of the class and focus on eliminating them. Control the assimilation of material by students who have missed previous lessons. At the end of mastering a topic or section, summarize the results of mastering the basic concepts, laws, rules, skills of students, identify the reasons for the backlog.
When introducing new material	Be sure to check during the lesson the degree of understanding by students of the basic elements of the material presented. Stimulate questions on the part of students in case of difficulties in mastering educational material. Use means to maintain interest in learning. Provide a variety of teaching methods that allow all students to actively learn.
During the independent work of students in the lesson	To select tasks for independent work on the most significant, complex and difficult sections of the educational material, striving for fewer exercises, but served in a particular system, to achieve a greater effect. Include in the content of independent work exercises to eliminate errors made in the answers and in written works. To instruct on the work order. Stimulate the formulation of questions to the teacher in case of difficulties in independent work. Skillfully assist students in their work, fully develop their independence. To teach skills to plan work, to do it at the proper pace and to control.

MEMORIAL FOR THE TEACHER

Work with poorly performing students in a lesson.

When interviewing poorly performing students:

give more time for preparation, offer a short response plan, allow your own response plan

give out diagrams, posters to help organize the response

ask questions more often in frontal conversations

it is useful to combine the survey of poorly performing students with the independent work of the rest of the students, so that you can conduct individual work, help show your knowledge with leading questions, and prevent a new backlog.

Explanation of the new material:

apply special techniques to maintain attention

clearly articulate the goals and objectives of the upcoming classes, seek understanding of the material by each poorly performing

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

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

increase student interest in the topic

prevent student fatigue.

3. Organization of independent work:

tasks to be divided into stages, doses using specific instructions

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 tests .

External and internal causes of failure

Famous psychologists Yu.K. Babansky and V.S. Cetlin distinguish two groups of causes of failure: external and internal.

External causes can be attributed primarily to social, that is, the decline in the value of education in society, the instability of the existing educational system. “The purposeful work of the school to prevent underperformance can give proper results only with the general improvement of social conditions” (V.S. Tsetlin). Unfortunately, we will not be able to solve this problem locally.

Among the external reasons should be attributed to the imperfection of the organization of the educational process in the field (uninteresting lessons, lack of an individual approach, overload of students, lack of educational methods, knowledge gaps, etc.).

It should also be noted the negative influence from the outside - streets, families, etc. During 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 creating them anew is very difficult.

One of the main internal reasons for poor progress today is becoming a defect in the health of students caused by a sharp deterioration in the level of material well-being of families. Medical facilities note that one in four children has serious health problems since birth. This must be taken into account when organizing the educational process, because a person suffering from various ailments is not able to endure colossal training loads.

The internal reasons should also include the low development of intelligence, which should also be timely reflected in the compilation of programs and the creation of new textbooks. Training material should be affordable for most students.

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

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

The causes and nature of the manifestation of failure
Reasons for failure	Nature of manifestation
Low level of development of educational motivation (nothing makes you study). Affect: circumstances of the child’s life in the family; relationships with surrounding 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 are quite satisfied)
Intellectual passivity as a result of improper upbringing. Intellectually passive students - those who did not have the right conditions for mental development or sufficient practice of intellectual activity, they lack the intellectual skills, knowledge and skills on the basis of which the teacher builds training	When performing a training 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 friends, guessing the right answer. Intellectual passivity can be manifested both selectively in relation to academic subjects, and in the entire educational work. Outside of class, many of these students are smarter, more active, and smart than in teaching.
Wrong teaching skills - the teacher does not have proper control over the methods and techniques of its implementation	Students do not know how to learn, do not know how to work independently, because they use ineffective methods of academic work that require them to spend a lot of extra time and labor: they memorize a text without distinguishing logical parts; begin to carry out practical tasks before they learn the rule for the application of which these tasks are set; do not check their work or do not know how to check; perform work at a slow pace
Incorrectly formed attitude to educational work: gaps in education (there are no permanent labor duties, 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 OS	Reluctance to perform not very interesting, boring, difficult, time-consuming task. Negligence and dishonesty in the performance of training duties. Unfulfilled or partially completed homework. Inaccurate handling of teaching aids
Lack or poor development of educational and cognitive interests - insufficient attention to this problem from teachers and parents	Knowledge is acquired without interest, it 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 prompt further activities

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

1 group. The low quality of mental activity (poor development of cognitive processes - attention, memory, thinking, lack of cognitive skills, 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 is faced with students of the first and second groups. Each group of students should receive differentiated care.

Work with students with poor cognitive development

For the first group of poor students (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: comparison, classification, generalization; classes on the formation of educational 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 learn 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, it is necessary to rejoice with them every, albeit the slightest, but victory, every progress.

The source of human activity is his needs. Motive - an incentive for activity in a certain direction. Motivation is the processes that determine the movement toward the goal, these are factors (external and internal) that affect the activity or passivity of students.

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

create problem situations;

activate independent thinking;

organize the cooperation of students in the lesson;

build positive relationships with the group;

show sincere interest in the success of the guys.

When developing the achievement motive, you should orient the student toward self-assessment of activity (for example, ask a child such questions as: “Are you satisfied with the result?”; Instead of evaluating, tell him: “You did a good job today”). You can conduct individual conversations, discussing achievements and failures, constantly interested in the student’s attitude to the process and the result of his activities. Students who have already mastered the material and completed the assignment can rest or complete additional tasks. Pupils who are focused on avoiding failures should be given tasks that support their self-esteem, protect them from public condemnation and criticism.

Most Important Exercise

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

Exercise "Instant Photo"

Participants are divided into two teams. For a very short time, text is shown to students. Students should focus all their attention and perceive as much information as possible from the displayed text. Each team can fix on a piece of paper that team members can restore together from memory. Then everyone discusses and compares the results together, which team will correctly reproduce more text.

Best Question Exercise

Students read the text, after which everyone should come up with an original question on the subject of the educational text and ask its neighbor. He must answer him as fully as possible. The respondent asks the question to the next student, etc. Participants decide who asked the most interesting question and who answered best and was the most active.

Roundtrip Exercise

Pupils read a text and then stand in a circle. One of the participants goes to the center of the circle, closes his eyes, whirls in place and points to any player who starts playing the training text. Then clockwise, each speaks one phrase from the text. And so on until its end. After that, the text is read again, and the participants correct the mistakes, supplement what was missed.

Individual work plan

to close knowledge gaps for the 2016-2017 school year

Problem	Correctional work. Activities	The timing	Expected Result	Actual result
The fine motor skills of the hands are poorly developed.	physical minutes at each lesson (special exercises); manual labor (modeling, designing, drawing, hatching, etc.) graphic dictations	During the academic year	the correct position of the notebook when writing; tilt of letters; letter height; improve spelling and spelling of some letters
Lack of visual thinking	classes with a psychologist; visual pattern work; specialist. tasks: 1) name the geometric shapes that make up the house; 2) what parts is the rectangle broken into? 3) connect the image and the name of the corresponding figures with the arrow, etc.	During the academic year	write a short note to the task
Low phrasal speech.	buzzing reading; restoration of deformed offers	During the academic year	full answers to questions; recover deformed sentences
Lack of attention and perseverance	classes with a psychologist; memorizing pictures, groups of words; find differences; find and delete certain letters from the text (change letters, cross out differently) - no more than 5 minutes.	During the academic year	timely switch from one type of activity to another

The system of work with poorly performing students

Russian teacher I am a language and literature

ALDYSHEVA GALIA BESENALIEVNA

Be yourself both human and infant in order to teach the child.
V.F. Odoevsky.

Today, the state is faced with the task of restructuring the system of secondary schools for twelve-year education, which will fundamentally differ from the system of current education in schools.

Teachers of the country face difficult tasks: (Slide 3) through training and upbringing, the socialization of a person who is educated, with a high culture, critically reflecting on all objective reality, owning basic competencies (information, communication, social, etc.) and possessing skills to solve real problems.

In today's complex and rapidly changing world, characterized by the globalization of the socio-political, economic spheres of society, high demands are placed on the education system, which should ensure a high level of preparedness of school graduates for real life conditions. The fast pace of development of social life, science and technology, market relations pose high professional requirements for every person: the ability to learn throughout life, to be communicative, tolerant, require a decision on quick and high-quality changes in the field of teaching the younger generation at school.

Thus, we must form a personality independent of other people's opinions and views with our own vision of the surrounding reality. Pupils should possess such a set of qualities as a critical understanding of everything that is happening around them, motivation, responsibility, they should be knowledgeable in digital technologies and freely express their thoughts in many languages, and should also be a highly moral, spiritually enriched, aesthetically developed personality.

In connection with the above requirements of the state for the upbringing and education of students with a set of the listed qualities of a student of a new time, the question arises of whether we are ready to prepare such students and whether everything is in order in our school today.

Topical issue School of modernity is an ever-decreasing performance and level of education of students. (Slide 4) The decrease in academic performance is proved by the results of the UNT, which we observe every year, the results of the international studies TIMSS-2007 and PISA-2009, which showed that our students do not have the skills to apply their knowledge in real life situations.

Recently, psychologists and educators, along with doctors, have noted a steady increase in the number of children with problems of general behavior and education. Experts note that negative changes in the ecological and socio-economic situation in the country worsen the somatic and neuropsychic health of schoolchildren, and in the context of intensified instruction and overloaded school programs, the number of under-performing students increases significantly.

Features of underperforming students (Slide 6)

low level of knowledge, as a result of this low level of intellectual development

lack of cognitive interest

elementary organizational skills not formed

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

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

children, mainly from asocial families

lack of adequate self-esteem on the part of students

frequent skipping lessons for no good reason, which leads to a lack of knowledge in the system and, as a result, a low level of intelligence.

Subject of our study (Slide 7) is a poorly performing student, as a student with weak mental abilities and weakly expressed motivation for learning.

The problem statement is expressed in the search for ways to promote the activation of cognitive activity and motivation for learning among students with poor academic performance, since the increase in the number of underperforming and poorly performing students is one of the main problems of the modern school.

The aim of the work is to find ways to optimally solve the problem of increasing failure among students in our schools to develop increased levels of education and the quality of education of individual students and students of the school as a whole, and to develop a clear motivational attitude of students.

To achieve the goal, we put forward the following tasks: (Slide 8)

Identification of possible causes of low academic performance and quality of ZUN students;

Show how diagnostics can be carried out in order to identify the level of student learning;

Show how it is possible to form an integrated system of work with poorly performing students;

Demonstrate a set of measures aimed at improving student performance and the quality of ZUN students;

To compile and submit a program of teacher activity with poorly performing students and their parents.

So, as we mentioned, the growth in the number of under-performing and under-performing students is one of the main problems of the modern school.

The student may be lagging behind in training for various dependent and independent reasons: (Slide 9)

skipping classes due to illness;

poor overall physical development,

the presence of chronic diseases;

mental retardation (ZPR).

The reasons for the failure (Slide 10) must first know the class teacher. School specialists (a doctor, psychologist, speech therapist, social educator), the student himself, his parents and classmates should help him identify these reasons.

Diagnosis of an underperforming student. (slide 11)

The teacher at the beginning of the year can conduct diagnostics in order to identify the level of student learning in the form of a questionnaire-characteristics of an underperforming student. (adj. 1)

The class teacher can draw up a “Psychological and pedagogical characteristic of the student” (adj. 2). Subject teachers use it when organizing work with under-performing and under-performing students.

Helping these categories of students is the task of every educator. It is advisable for the teacher to draw up an “Individual Student Map” (Appendix 3), which is used by subject teachers. It describes the optimal system of measures to assist underperforming students.

Subject teachers draw up an individual work plan to close the knowledge gaps in the lagging student. "Individual student card" allows you to track the effectiveness of work with poorly and poorly performing students.

If the program material is not acquired by poorly performing children, the subject teacher reports to the school administration about the student's low academic performance and the work done in the following form:

F.I. student

Reasons for failure (the teacher indicates self-identified causes)

Survey Types Used

Gap Forms

Delivery deadlines

Information to the class teacher (date)

Information for parents (date)

Work result

Evaluation of the teacher’s work with poorly performing students is carried out through attending lessons and interviews, which are conducted by the Deputy Director for UVR.

Let us dwell on the reasons for student failure in more detail.

There are 3 main reasons for failure: (Slide 12)

1. Physiological;

2. Psychological;

3. Social

Physiological reasons - frequent diseases, general weakness of health, infectious diseases, diseases of the nervous system, impaired motor function.

Psychological reasons - features of the development of attention, memory, thinking, slowness of understanding, insufficient level of speech development, lack of cognitive interests, narrow horizons.

Social reasons - dysfunctional living conditions, inappropriate behavior of parents, lack of home regimen, child neglect, financial situation of the family.

Underachievement arises as a result of pronounced functional stress, poor health, impaired socio-psychological adaptation, reduced learning success (increased levels of dissatisfaction with grades in main subjects).

At the same time, failure is not based on one of these reasons, but rather several and quite often they act in combination. Hence, the student has a number of problems: in communication, in behavior, in learning.

From the point of view of psychology (slide 13), the reason for failure is divided into 2 groups:

1. The disadvantages of cognitive activity

Lack of learning techniques;

Deficiencies in the development of mental processes, mainly in the child’s mental sphere;

Inadequate use by the child of his individual typological characteristics.

2. Deficiencies in the development of the motivational sphere of the child.

I . Disadvantages of cognitive activity (Slide 14)

To overcome the failure of intellectually passive schoolchildren, it is necessary to form intellectual skills in the form of training a number of mental operations: abstraction, generalization, analysis, classification, comparison. In this case, it is necessary to determine which specific operation is suffering, and bring to the level of awareness.

Inadequate child use of their individual typological characteristics

Here we consider the strength of the nervous system, which is responsible for the endurance, performance of the child. The higher the strength of the nervous system, the higher the level of performance.

Therefore, the student who has a weak strength of the nervous system and who get tired of prolonged hard work will become an unsuccessful child. As a rule, these children more often make mistakes, slowly assimilate the material. Such children do not feel comfortable, and therefore can not cope with the task in a situation where the teacher requires an immediate response .; in a situation requiring the distribution of attention or switching from one type of activity to another (example: a survey + writing in a notebook) .; in a situation where it is necessary to assimilate materials of diverse content.

It is necessary to form an individual approach to such students when dosing homework, determining options for classroom and control works, taking into account the degree of their preparedness. And:

Give the student a little time to ponder the question;

Do not force to answer the new material just learned in the lesson;

Through the correct tactics of surveys and incentives, to build confidence in their abilities in their knowledge, in the opportunity to learn;

Carefully evaluate student failure;

It is advisable that the answers of such students be written rather than verbal.

II . Deficiencies in the development of the child’s motivational sphere.

1. The efforts of the teacher should be aimed at the formation of sustainable motivation to achieve success, on the one hand, and the development of educational interests on the other.

2. The formation of a sustainable motivation to achieve success is possible with an increase in the student’s self-esteem (thereby self-esteem plays a positive role in confirming the identity of the child as a student in activities that are feasible for him).

3. Overcoming the student’s self-doubt, ie It is recommended that the student set tasks that will be feasible, feasible and consistent with his abilities.

4. Try to calculate the areas of activity during which the student can take the initiative and earn recognition in the school.

6. It is useful to encourage, distinguish and record the child’s smallest successes in learning activities (thereby preventing new failures from gaining a foothold).

7. A detailed justification of the assessment, as well as the identification of the criteria by which the assessment is made so that they are understandable to the student.

8. Formation of educational interests (additional developing material, appeal to direct life experience, widespread use of one’s own observations, use of visual material in the lesson).

HELP TO A MISSING STUDENT

Let's see how a poor student can be helped: (slide 15)

To consolidate, a longer time and a larger volume of tasks are required.

The teacher for himself and for the student must formulate the minimum knowledge and skills that the student must learn.

How to increase performance:

Diversify activities.

Ventilate the cabinet.

Conduct physical minutes.

You must always remember to comply with the principle of necessity and sufficiency.

Types of work with poorly performing students (slide 16)

Cards for individual work.

Tasks with a choice of answer.

Deformed tasks.

Punch cards.

Cards - simulators.

Creative assignments.

“Informing cards”,

“Cards with samples of the assignment”,

“Abstract cards”.

The teacher should: (slide 17)

Know the mental development of the child:

Perception (channels - kinesthetic, auditory, visual)

Attention (arbitrary, involuntary, post-arbitrary)

Memory (verbal, non-verbal)

Strive to understand and accept each child

Create a calm environment and a favorable psychological climate in the lesson.

Manifest

Reasonable Demand

Inexhaustible patience

Fair severity

Believe in the student's ability

Be able to stand on the student’s position

NO mocking tone!

Be able to conduct a casual dialogue

Strive for external entertainment

Use non-verbal communication tools (reference signals, figures, tables, charts, plan)

Learn to work with dictionaries and other reference material

In learning to apply

Advanced training

Different forms of group work

Mutual inquiry, self-control

Abstracts-blocks on various topics, their use at different stages of training

When formulating the objectives of the lesson, include as a priority correctional and developing aspect (work on the development of supra-subject methods of activity, the development of mental processes).

Rationally distribute training material (difficult - first!)

Apply a frequent change of activities in the lesson

Repeat and reinforce the lesson material

Strive for activity algorithms

These were algorithmic excerpts. Ways of action are outlined. And now a little more detailed and more specific.

When working with weak students, the teacher should rely on the following rules developed by psychologists: (Slide 18)

Do not put the unexpected question weak in the situation and do not require a quick answer to it, give the student enough time to think and prepare.

It is desirable that the answer is not verbally, but in writing.

It is impossible to give large, diverse, complex material for assimilation in a limited period of time, you should try to break it into separate information pieces and give them gradually, as you assimilate.

You should not force such students to answer questions on new, newly learned material; it is better to postpone the survey to the next lesson, allowing students to work out at home.

One should be more careful in assessing the student’s failures, because he himself is very sensitive to them.

During the preparation of the answer, the student needs to give him time to check and correct what is written.

It is necessary to distract the student to a minimum extent, try not to switch his attention, create a calm, not nervous atmosphere.

Students love what they understand, what they achieve success in, what they can do. Any student is pleased to receive good grades, even a discipline violator. It is important that with the help of comrades and teachers, he achieve first successes, and that they are noticed and noted, so that he sees that the teacher is pleased with his successes, or upset by his failures. How to achieve this?

Here you can not do without differentiated approach in training. (slide 19)

A differentiated approach can be implemented at any stage of the lesson:

When fixing.

When checking homework.

With independent work.

A well-organized teacher-based work system based on personality oriented pedagogy and the use of basic technology such as training in collaboration. The main idea of \u200b\u200blearning in collaboration is to study together, and not just do it together.

For a variety of teaching everyday life, teachers can use a variety of forms and genres of the lesson. For example:

lesson game

performance lesson

travel lesson

detective lesson

fairy tale lesson

concert lesson

picture lesson

In its practice, a modern teacher needs to use technologies that meet the needs of society. One such technology is project training. The project method is considered as a way of updating and stimulating the cognitive activity of students. What is so necessary in working with underperforming and poorly performing students.

When working on a project, students not only systematize and generalize the knowledge gained in the lessons, but also develop attention. Design and research activities allow students to put into practice the knowledge gained in the lessons.

Critical thinking technology It is today the basic technology, since it most optimally develops the logical thinking of students and helps the child, using critical thinking, to solve all pressing problems not only in school but in life, which allows him to become a more confident socially adapted member of society.

Thus, we saw that poorly performing students at school are an urgent urgent problem that requires urgent intervention and finding its effective solution, since reforms are being carried out in our country to improve the level of education in all educational institutions, and twelve-year education is being introduced in schools. Great expectations are placed on teachers so that children have an incentive and a clear motivational attitude to learn at school.

Trying to understand the problem of poorly performing children, we often shift the burden of responsibility and the cause of this problem to parents who do not have proper control over the student, try to shift the burden of responsibility to the training course at the initial level, when they had poorly laid down basic reading, writing, math skills, the child’s speech was not developed, and the psychologists of our schools cannot do a good job with a poorly performing student, trying to arouse the desire to learn in him.

Problem solving should begin with a clear systematic organization of work with underperforming students. A competently drawn up plan of work with such students will allow us to consolidate the work of subject teachers with the class teacher and school psychologist, and will allow us to establish close ties with parents, whose influence and control are an important link in the child’s desire to learn.

(Slide 20) Identifying the causes of failure, monitoring and diagnosing the performance of poorly performing children, a variety of lesson types, forms and methods of pedagogical activity, creating a favorable psychological climate in the classroom and the teacher’s friendly attitude towards the child when the child is not an object of the learning process, but a partner and an important subject of training, all this together should instill in students a desire and interest in attaining knowledge, form a clear understanding in them of why they need knowledge and how they will be useful in of life.