Psychological and pedagogical characteristics of a student, a ready-made example. Psychological and pedagogical characteristics of the student
This work presents 14 approximate characteristics for primary school students . They were written to be presented upon request: police, social security, doctors, guardianship, court.
If you need a psychological and pedagogical description of a student, you can see an example of writing.
Characteristic student of class 3 "B", living at the address:
In secondary school No. __, ________ has been studying since the age of 7 (September 1, 2008) according to the program 1-4 of the educational educational complex “School of Russia”.
The boy is being brought up in a single-parent family, which consists of 4 people (mother, 2 children and grandmother) living in one apartment.
Physical development and state of health _____ corresponds to age and normal, there are no serious diseases, well developed, rarely gets sick. The mother constantly monitors the child’s school performance and behavior, and also cooperates with the teacher and provides all possible assistance. Every Saturday _______ comes to school to talk with the teacher, and also often calls on urgent issues.
During his studies, _____ showed himself to be a very active, open, sociable child. He easily comes into contact with peers and teachers. Treats adults with respect and listens. Follows all instructions from the teacher. The boy is neat, his school supplies are in good condition, but the work in his notebooks is sloppy due to inattention. He tries to keep not only his things in order, but also school property. The reaction to the teacher’s comments is positive, he tries to correct mistakes, and feels guilty. However, Vlad is easily influenced by his surrounding classmates. He is friends with everyone in the class, but gives greater preference to friendship with __________. They have been friends since kindergarten, as well as “neighborhood housing,” so the boys often return from school together and go to each other’s houses to play on the computer. Vlad's mother tightly controls their friendship.
The student's intellectual capabilities are high. He graduated from the second grade with one “4” in the Russian language, the rest of the subjects - “5”. In the class he is a leader in educational activities; people look up to him, respect him, and rely on him. In class, he always raises his hand, often tries to answer all the teacher’s questions, interrupting others, trying to be the first in everything. Always distributes his work over time and works according to plan. Shows strong interest in educational activities. Takes an active part in school life (reads poetry at evenings, participates in competitions). The boy participates in all competitions at school, in the region, as well as in Russia. He repeatedly became a winner in school competitions, in the region, and also became a winner in the Kemerovo region. The mother ___________ shows interest in the child’s success.
The boy attends school clubs - “Magic Brush”, “Musical Theatre”, and also attends extracurricular activities - athletics, dance, swimming pool.
In the classroom team, he occupies the position of a clear leader primarily in educational activities.
Characteristic student of 1st "B" class, living at the address:
I went to secondary school No. ___ in the city of _______ at the age of 7 (09/1/2008) in the first general education class “B” according to the program 1-4 of the educational educational complex “School of Russia”, where I am currently studying.
The girl’s physical development and health state corresponds to her age and is normal; there are no serious illnesses. The family consists of 5 people (mother, grandmother and 2 older brothers) who live in one apartment. _________ (middle brother) studies in the 8th grade at school No. __ and sometimes brings his sister to school. Mom - ________________ is practically not involved in raising children. She is poorly informed about the child’s interests, her daughter’s academic performance, and behavior at school and outside of school. During the current school year, I attended a parent meeting once.
He tries to arrange his personal life, which affects the child. During the period of living with her partner (in winter) separately from her family (only Yana lived with her), her daughter was poorly monitored: homework in subjects was not completed, she was periodically unprepared for lessons, sometimes missed lessons without explanation (or, for example, she said “the down jacket didn’t have time to dry”), money for food was not given during this period. The mother herself very rarely approaches the teacher.
The rest of the time, the grandmother is involved in upbringing, and also supervises ______’s studies and provides financially (food, entertainment - theater, cinema, New Year’s gifts). She is always aware of the events that happened during the current day. She approaches the teacher herself. According to ______, her grandmother teaches her a lot (to sew, read, clean). _____ takes an active part in school life (reads poetry in the evenings) thanks to her grandmother.
There is an unfavorable emotional atmosphere between grandmother and mother.
At first glance, the girl is well dressed and well-groomed. During her studies, _____ showed herself to be an open, sociable child. She easily comes into contact with peers and teachers. He is not afraid of wrong answers, he says what he thinks. Treats adults with respect and listens. Follows all instructions from the teacher. He really likes to be on duty in the classroom until everything is done and leaves; sometimes he does work for others. Tries to keep his things and school property in order. The reaction to the teacher’s comments is positive, he tries to correct mistakes, and feels guilty (lowers his head, remains silent).
However, the child does not always transfer a prosperous atmosphere in the family to the children's group. She is overly active, sometimes even aggressive with her peers (she can yell, push, and firmly defends her position).
In the team she takes the position of “average”, they listen to her. The girls play role-playing games with her, color pictures, etc.
The student's intellectual capabilities are average. Favorite lessons are: physical education, art, labor, music, the world around us.
The general outlook is very small. A small vocabulary and poor reading do not make it possible to correctly express one’s thoughts in writing and orally. Memory is developed at a mechanical level, it does not possess the techniques of intentional memorization, there is no speed and strength of memorization, therefore, after a few days, without intentional repetition, information is forgotten.
Thinking is poorly developed. Has difficulty distinguishing between essential and secondary features of objects. The level of mastery of general and abstract concepts is very low, he cannot draw conclusions on his own and find solutions.
Imagination is poorly developed.
_____ shows interest in educational activities, but it quickly disappears, because all mental processes are poorly developed. He is often distracted in class. He does his homework reluctantly and with great difficulty (according to his grandmother). It’s hard to memorize addition and subtraction tables, vocabulary words, etc.
However, the girl tries very hard to keep up with the rest of the students. Actively answers the teacher's questions, even if the answers are not always correct.
To download material or! Psychological and pedagogical characteristicsFull Name:
Date of Birth:
student of ______________ class,
residing at:____________________________
He has been studying at school No. ______ since one year (retained for a repeat course in the class); before school I attended kindergarten ______________,
Psychological characteristics of cognitive processes
General motor skills are characterized by (in)sufficient voluntary control over movements, fine motor skills are well/weakly developed.
The perceptual function is not sufficiently developed, the child (does not) experience minor difficulties when acting according to a visual model / according to verbal instructions. Perception is better/worse developed than thinking.
Attention is (not) stable and (not) exhaustible, voluntariness, concentration and switchability are reduced / within the age norm.
Visual memory, short-term and long-term, is (not) sufficiently developed. Voluntary short-term memory is (not) high. Medium/high/low level of mechanical memory, level of logical memory lower/higher. When memorizing, he quickly gets tired/remembers (not) large/medium amounts of text.
Visual-effective and visual-figurative thinking are better / worse developed than verbal-logical thinking / correspond to the norm for a given age.
(not) Disorders of oral speech development and phonemic hearing are detected. Articulation (“blurred”/pronunciation of sounds in syllables and words is unclear/agramatisms are frequent/inconsistency).
The level of conceptual development and orientation in the surrounding world is (in)sufficient/appropriate for age.
In general, the child is characterized by (increased fatigue/unstable attention/predominance of inhibition processes over excitation processes).
Pedagogical characteristics of educational activities.
The child is studying in a mass class / is in individual education ... for a year.
Literary reading. Reading rate ... words per minute (norm at the end of the first / second half of the year ... words). Reading (not) sufficiently conscious, but little expressive / not expressive / expressive), without / with observance of logical pauses and intonation at the end of the sentence. Makes many mistakes (the nature of the mistakes), (but does not) repeat them when re-reading the text. A detailed / brief / creative retelling of the text is difficult, omits details, descriptions, the story is little / quite emotional. He reads poems by heart with errors, (not) expressively enough. Gives complete/expanded/monosyllabic answers to questions, makes (minor) mistakes when establishing cause-and-effect relationships. Vocabulary is limited/age appropriate.
By Russian language(doesn’t) know the rules well and (doesn’t) understand/doesn’t always understand how to apply them. Grapho-motor skills are (not) sufficiently developed, handwriting is different (careless/often very small/very large/uneven, (not) legible). The following errors appear in writing: (omissions and substitutions of letters (often similar in spelling or denoting similar sounds), unnecessary elements of letters, as well as their underwriting, agrammatism), which indicates a violation of writing processes.
By mathematics Difficulties are caused by the formation (graphical skills, numeracy skills, problem solving). Mathematical speech is (not) developed slowly/fully. The greatest difficulties are caused by (the formation of computational skills, which are at a low/medium level (counts within 10 without relying on clarity); mechanical memorization of the multiplication/addition tables is more successful). The specific meaning of the operations of multiplication and division/addition and subtraction is realized only when visualization is used. When solving problems, difficulties arise (explaining the choice of action, writing down explanations, omitting names).
Completes homework (not) in full, but under the control of parents/independently.
The pace of work in the lesson is (not) sufficient / low / average / high when doing simple (of the same type) tasks independently / collectively, exercises that require switching attention (do not) cause a decrease in pace. The child is little / active in lessons, creative tasks (do not) arouse interest.
There is no/low educational motivation. Self-control is poorly developed/within the age norm/highly developed; independent work skills are (in)sufficiently developed/developed with difficulty.
Relations with the teacher / calm / smooth / friendly; fulfills demands and instructions formally / willingly / sometimes reluctantly / with desire. He often reacts with restraint/(in)adequacy to comments and praise.
The child’s clothes are (not) neat, writing materials and school items are in good / (not) satisfactory condition.
The child is (little) sociable, is (not) friendly with other children, and (does not) participate in group games / is often a leader. There are no friends outside of school / there are hobbies (...), at school he participates in clubs (...), he attends outside school (...).
"_____"______________ ______of the year
Teacher______________/full name/
Director ____________/full name/
Drawing up a profile for a student or a group of students is one of the most popular, effective and accessible ways to determine and identify the individual psychological characteristics of students. Only a well-written testimonial helps a new teacher quickly establish contact with a student (class), get an idea of his personal qualities, build a plan for further teaching work and create optimal conditions for the student’s development, while a biased testimonial can negatively affect the relationship between the teacher and a student.
In various periods, the requirements for drawing up characteristics of children were determined by certain aspects of the socio-historical process and almost directly depended on the level of development of psychological science about the individual characteristics of the child’s personality. In practice, you can find many characteristics compiled by teachers, both in free form and according to the recommendations of pedagogical science. These forms differ significantly from each other in terms of distinguished indicators and have both advantages and disadvantages.
Having compared and analyzed the currently existing forms of characteristics and the criteria for assessing students used in them, we can identify the main requirements that the characteristics compiled for the student must meet:
- should reflect his individual psychological characteristics, manifested by him in the learning process and behavior;
- divide students according to the level of predominance of certain characteristics;
- show the attitude of the teacher to the student;
- must be drawn up according to a standard scheme;
- should be easily “readable” and understandable for teachers who are not familiar with the students being characterized;
- The characterization process should not be labor-intensive.
The individual and psychological characteristics of students are displayed on the map in the form of scales, along the edges of which the minimum and maximum degrees of expression of these characteristics are located. One end of the scale corresponds to the extreme degree of expression of any personality trait or behavior, and the other shows the absence of manifestation of this trait in behavior or the severity of a trait of opposite quality. When filling out the map, it is necessary to mark on each scale (for example, with a tick) the degree of expression of a particular feature. The measure of distance from the edges of the scale characterizes the student according to the assessed psychological trait.
Analysis of ratings given by the teacher on attitude scales allows not only to take into account the teacher’s attitude towards the student, but also to identify the most conflicting areas of communication.
This card is recommended for filling out and drawing up for each student at the end of certain periods of study, to identify the primary tasks in the process of teaching and educating the student, as well as to help a new teacher (in case of a change in class teacher) in working with the class:
3rd grade - a map with generalized information about the student is compiled for a secondary school teacher (not yet familiar with the student) by an elementary school teacher;
7th grade - the map is drawn up during the period of the student’s transition to differentiated education (choice of a major, technical school, vocational school);
9th grade - a map is drawn up to identify the student’s professional inclinations, for his further preparation for entering a university.
If a student is studying in an eleven-year program, then it is recommended to draw up a “Psychological and Pedagogical Student Card” in grades 4, 8 and 10.
For a clear example, we present several ready-made characteristics for students of different classes (with explanations), which were obtained using a psychological and pedagogical map.
Sample psychological and pedagogical characteristics of a student:
The material for writing the psychological and pedagogical characteristics was collected in the period from 04/11/2011 to 05/07/2011. In the process of collecting material, the following methods were used: observation during classes, during breaks; conversation with the student, class teacher and other students in the class, subject teacher; testing; studying the class magazine, personal files.
1. General information about the student
Ivanov Andrey Aleksandrovich is a student of class 6 “B” of secondary school No. 10, city N. Born on May 31, 1999. According to the results of a medical examination, he is listed in the 1st health group. The medical group for physical education is the main one. Medical professionals have given recommendations for hardening.
2. Conditions of family education
The family in which Andrey Ivanov lives is complete. Father - Ivanov Alexander Alexandrovich - works at... Mother - Ivanova Elena Mikhailovna - a teacher at... In a conversation with the class teacher, it turned out that the psychological situation in the family contributes to the development of the child. Friendly relationships between family members play a fundamental role in the full development of a boy. Parents pay sufficient attention to their son’s education and, if necessary, help in preparing homework.
All conditions for normal development have been created for Andrey. The boy has a place for privacy - his own room, where he can calmly do his homework.
From the answers to the questions in the questionnaire provided to Andrei, it turned out that the boy also has responsibilities around the house: going to the store, washing dishes, taking out the garbage, and the boy especially likes to water the flowers.
This indicates that parents instill in their son hard work, neatness, and a love of order.
According to the class teacher, Andrey Ivanov’s parents regularly attend parent-teacher meetings and participate in the public life of the school. They are also interested in their son’s successes and consult with the class teacher on issues of upbringing and the development of certain inclinations of Andrei. It is also important that the boy’s parents regularly review the diary, sign on time, and respond to entries in the diary, which indicates responsibility and an active parental position.
3. Student's educational activity
The first thing that needs to be noted after observing Andrey Ivanov is his conscientious attitude to his studies. He has a high level of attention: he notices mistakes made by students when completing assignments on the board, and quickly responds to questions during oral work. The boy has a well-developed thinking, he easily summarizes material, systematizes and analyzes it.
Andrey has good academic performance in all subjects. Favorite subjects are the following: mathematics, computer science, Belarusian and Russian languages, Belarusian and Russian literature. The overall average score in all subjects is 8.3 points.
Andrey Ivanov is highly active in class. He is one of the first to answer the teacher’s questions and always raises his hand. Despite the fact that the boy’s answers are not always correct, his activity indicates diligence in his studies. It is also important to note the fact that Andrey shows interest in various subjects: those related to both the exact sciences and the humanities. The boy carefully completes his homework and always tries to answer the teacher’s questions. This may indicate determination and leadership qualities.
According to the student himself, he likes to study, and it is not particularly difficult, but at the same time he would like to study better.
4. Student’s work activity
Andrey Ivanov shows interest not only in educational activities, but in various types of extracurricular activities. He attends electives in computer science and mathematics, a sports section (basketball), and a music school. In his free time, Andrey also likes to play computer games or spend time outside with friends.
If a boy is entrusted with a public task, he performs it conscientiously.
Despite the fact that Andrei is still only in 6th grade, he has already decided on his choice of profession: in his own words, in the future the boy dreams of becoming a “great mathematician” and would like to “study in Italy.”
5. Psychological characteristics of the student’s personality
As a result of observations of Andrey, it was established that he is characterized by such qualities of the emotional-volitional sphere as determination, perseverance, independence, and activity. The predominant types of temperament are sanguine (55%) and choleric. These types correspond to such student characteristics as high ability to work, but at the same time instability in interests and inclinations; optimism, sociability, responsiveness; determination, energy, perseverance; average level of strength of nervous processes, high balance of nervous processes, very high mobility of the nervous system.
The methodology for studying self-esteem showed that Andrey has somewhat inflated self-esteem. Often he lacks endurance. For example, he answers teachers' questions very quickly, although his answers are not always accurate, although the boy has well-developed speech. But Andrey is characterized by self-criticism: the student quite adequately assesses his capabilities and is confident in himself.
Despite the student’s active position in both academic and social activities, he is characterized by modesty, kindness, accuracy, sincerity, and responsiveness. Andrey worries if he makes mistakes and tries to correct them.
The boy has good academic performance in all subjects. But in the questionnaire he answered that his favorite subjects are the following: mathematics, computer science, Belarusian and Russian languages, Belarusian and Russian literature.
The student quickly remembers the material, correctly establishes connections between new and covered material, and quickly finds the right rule to complete the task.
Andrey is highly active in class. He is one of the first to answer the teacher’s questions and always raises his hand.
The boy is very sociable, does not conflict with anyone in class, and has many friends. I would also like to note Andrey’s high level of communication: he is always polite, tactful, and respectful of his parents, teachers, and elders.
6. Features of cognitive activity
As already mentioned, Andrey has a high level of attention (he always notices mistakes on the board). He is distinguished by his ability to timely switch and distribute attention, which I have repeatedly noticed in mathematics and computer science lessons.
Andrey has the most developed types of memory: motor-auditory and combined (memory coefficient in both types was 70). The auditory type of memory is less developed (the coefficient was 60).
The boy also has well-developed thinking; he easily summarizes material, systematizes and analyzes it. Andrey has very well developed speech, in most cases he correctly formulates his thoughts. In general, the level of general mental development is quite high; in some situations the boy is ahead of his peers.
7. General psychological and pedagogical conclusions
Based on the presented data and their analysis, we can draw a conclusion about the diversified development of Andrey Ivanov’s personality. He is a very capable, purposeful, inquisitive, broad-minded student.
Andrey is very sociable, non-conflict, and knows how to accept criticism. The boy skillfully combines academic and extracurricular activities. Andrey has great potential for studying the exact sciences, where the use of logical thinking is necessary, but he also has an interest in creativity. It should continue to develop in these directions.
Sample characteristics for a primary school student from a teacher, required when passing a psychological and pedagogical commission at any level. The characteristics are written in two copies, signed by the teacher and the director, and the school seal is required.
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Psychological and pedagogical characteristics surname first name .
Full Name:
Date of Birth:
Father:
Mother:
Residence address:………………….telephone….
School No. class
He has been studying at school No. since one year (retained for a repeat course in the class);
G. studied at school No.
Psychological characteristics of cognitive processes
General motor skills are characterized by ( in)sufficient voluntary control of movements, fine motor skills well/poorly developed.
Perception function not enough developed, child(not) experiencing minor difficulty in actionaccording to visual pattern/verbal instructions. Perception is developed better/ worse than thinking.
Attention is (un)sustainable and (not) exhaustible, reduced/within age normarbitrariness, concentration and switchability.
Visual memory, short-term and long-term,(not) enough developed. Voluntary short-term memory(not) high. Medium/high/lowmechanical memory level, logical memory level lower/higher . When memorizinggets tired quickly/memorizes (small) large/medium amounts of text.
Visual-effective and visual-figurative thinking are developed better/worse than verbal-logical/correspond to the norm for this age.
(not) Revealed disorders of oral speech development, phonemic hearing. Articulation(“blurred”/the pronunciation of sounds in syllables and words is unclear/agramatisms are frequent/inconsistency).
Level of conceptual development and orientation in the surrounding world(not) sufficient/age appropriate.
In general, the child is characterized by (increased fatigue/unstable attention/predominance of inhibition processes over excitation processes).
Pedagogical characteristics of educational activities.
The child is learningin a mass class/is in individual training... year.
Literary reading.Reading rate ... words per minute (norm at the end of the first/second half of the year ... words). Reading(not) sufficiently conscious, but little expressive/not expressive/expressive), without/with compliancelogical pauses and intonation at the end of a sentence. Makes a lot of mistakes ( nature of errors), (but does not) repeat them when re-reading the text.Detailed/concise/creativeretelling the text is difficult, misses details, descriptions, story little/enough emotional. Reads poems by heartwith errors, (not) enoughexpressively. Gives answers to questionscomplete/expanded/monosyllabic, makes (minor) mistakes when establishing cause-and-effect relationships. Lexiconlimited/age appropriate.
In Russian doesn't know the rules well and (not) understands/doesn't always understandhow to use them. Grapho-motor skills(not) enough developed, handwriting is different(carelessly/often very small/very large/uneven, (not) legible).The following errors appear in the letter:(omissions and substitutions of letters (often similar in spelling or denoting similar sounds), extra elements of letters, as well as their underwriting, agrammatisms), which indicates a violation of writing processes.
Math difficultiescauses the formation(graphical skills, numeracy, problem solving). Mathematical speech(not) formed slowly/in full. The greatest difficulties are caused by(formation of computational skills that are at a low/medium level (without relying on clarity, counts within 10), mechanical memorization of multiplication/addition tables is more successful). Specific meaning of actionsmultiplication and division/addition and subtractionis realized only when visualization is used. Difficulties arise when solving problems(explaining the choice of action, writing down explanations, skipping names).
Hometasks(not) fulfills (not) fully, but under parental control / independently.
Pace of work in class(in)sufficient/low/medium/high at independent/collective/performing simple (same type) tasks, exercises that require switching attention(not) cause a decrease in tempo. Child in class little/active , creative tasks of interest(not) calling.
Learning motivationabsent/low. Self-control is developedweak/within the age norm/high,independent work skills are developed in(in)sufficient volume/difficult to form.
Relationship with teacher/calm/even/friendly; fulfills requirements and instructionsformally/willingly/sometimes reluctantly/with desire. Reacts more often to comments and praisereserved/(in)adequate.
The child’s clothes are (un)tidy , writing materials and educational itemsin good/(un)satisfactory condition.
The child is (little) sociable , with other children(un)friendlyin collective games(not) participates/is often a leader. Out of school friends no / have , hobbies (...) , participates in clubs at school(…) , attends outside school(…).
Teacher______________/acting surname /
Director ____________/acting surname /
