Student failure. Underachievement as a pedagogical problem Research work on the topic

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School failure

The disciple is not a vessel to be filled, but a torch to be lit. K.D.Ushinsky

Recently, in our educational institution, the problem of school failure has increased - the discrepancy between a student’s educational achievements and the requirements of the school curriculum.

The number of underachieving schoolchildren (the results of educational activities, which are much lower than the requirements of the curriculum) exceeds 30% of the total number of students.

From 15 to 40% of primary school students experience various difficulties in the process of schooling.

Understanding the reasons for school failure, finding ways to overcome it, and teaching children to learn is the goal of every educational institution.

The task of the teaching staff:

• create an atmosphere at school that is conducive to the development of the personality of each student;
• to form in students a sense of self-esteem, self-respect, significance, and uniqueness of their personality.

The importance of the school period in a person’s life cannot be overestimated. Many of an adult's problems can be better understood by looking back to his school years. The point is not whether a person studied successfully or not, but how comfortable he felt at school, how his relationships with teachers and classmates developed. It is under the influence of these circumstances that certain personal qualities are formed.

The main indicator of a student's success is grades. It is precisely the goal of getting a “good” grade at any cost that teachers and parents encourage students to achieve.

Reasons for school failure

• Neuropsychological(individual characteristics of the anatomical maturation of the child’s brain):

• The requirements of the educational process are ahead of the age-related readiness to perform the tasks assigned to the child;
• Conditions of the social environment in which the child grows up and which interferes with the normal period of development (intrafamily relationships, poor living conditions).

• Psychological and pedagogical(child’s age, didactic and methodological teaching system):

• The age of the child starting systematic schooling;
• Didactic and methodological system of education (traditional or according to developmental curricula, focused on “tomorrow” in the mental development of the child).

• Psychological(psychological readiness for schooling, intelligence, temperament):

• The discrepancy between the requirements imposed by the educational process on the level of implementation of the student’s cognitive activity and the real level of his mental development (attention, memory, thinking);
• Psychological readiness (motivation, intelligence, will, nature of social development);
• Temperament (sanguine, choleric, phlegmatic, melancholic).

As a result of many years of work, the teaching staff of the school came to the conclusion that education should be consistent with the level of development of the child, and education in developmental programs raises the mental development of students to a higher level.

The influence of temperament on academic success

• Sanguine type of temperament

Features of temperament: liveliness, mobility, quick response to external events, relatively easy experience of failures and troubles.

: convince of the need to bring the work started to the end, for a deeper assimilation of the material, pay attention to interesting aspects of the task, encourage, talk about work prospects, develop a sense of responsibility, self-demandingness, and perseverance in work.

As positive aspects, sanguine students have energy, quick reactions, ingenuity, and speed of transition from one type of activity to another. They are cheerful and are leaders by nature.

Disadvantages include superficiality in working with educational material and therefore superficiality in its assimilation, restlessness, insufficient endurance, instability and insufficient depth of feelings, lack of persistent cognitive and professional interests, “scatteredness” and diversity of interests.

• Choleric type of temperament

Features of temperament: speed, impetuosity, the ability to devote oneself to a task with exceptional passion, but are not balanced, prone to violent emotional outbursts, sudden changes in mood.

Recommendations for working with students: create a calm, balanced atmosphere in the social environment, prevent the appearance of affects (switch attention from the object that caused negative emotions to some “neutral” object).

Choleric students are characterized by hot temper, harshness, lack of restraint, intolerance to comments addressed to them, and high self-esteem.

The fast pace of writing has a negative impact on its quality (poor handwriting, missing letters); haste when reading leads to underreading of words or to their incorrect reading and, as a consequence, to poor understanding of what was read, errors when performing computational operations.

The reason for the difficulties is the natural high speed of nervous processes.

• Phlegmatic temperament type

Features of temperament: slowness, equanimity, stability of aspirations, constancy of mood, weak external expression of the state of mind.

Recommendations for working with students: develop composure, organization, and the ability not to waste personal time on “building up.” It is useful to seat such a student with a more active classmate.

Sukhomlinsky called phlegmatic students “silent slow-witted people.” He wrote: “The teacher wants the student to answer the question quickly, he doesn’t care much about how the child thinks, take out the answer and get a mark. Little does he know that it is impossible to speed up the flow of a slow but mighty river. Let it flow in accordance with its nature, its waters will definitely reach the intended milestone, but don’t rush, please, don’t be nervous, don’t whip the mighty river with a birch vine – nothing will help.” Such children need more time to complete cognitive tasks, practical exercises, and prepare an oral answer at the board. They accept that they move and speak slower than other children and make no attempt to act at a fast pace.

• Melancholic type of temperament

Features of temperament: slight vulnerability, mental fatigue, increased accuracy, diligence, a tendency to deeply experience even minor failures.

Melancholic students quickly develop mental fatigue. Weakness of nervous processes also means reduced resistance to the influence of failures. They have an inhibitory, disorganizing effect on such children. On the contrary, systematic encouragement, instilling faith in one’s own strengths, and the discovery of untapped reserves gives such a student the opportunity to demonstrate the advantages of his temperament (increased accuracy, diligence, thoroughness), which leads to academic success.

Types of underachieving schoolchildren

Type I characterized by low quality of mental activity and a positive attitude towards learning

Characteristic signs: use habitual template ways of working even when new problems cannot be solved with their help. The pace of the class is beyond their ability, so they do everything hastily and carelessly. Failure in learning is not a source of moral distress for them.

The main disadvantage is pronounced mental passivity. To achieve good results, they can cheat, eavesdrop, or deceive. They obey the requirements of the class team and establish good relationships with them.

1. Develop mental activity.
2. Conduct educational work.

Type II characterized by a high quality of mental activity and a negative attitude towards learning

Characteristic signs: self-organization in the process of work, success in learning depends on whether they like the subject or not. They avoid active mental work in class and when preparing homework in subjects that require great mental effort and tension. They compensate for their failure in learning by conflicts with classmates, protests, and demonstrative involvement in extraneous activities in class.

1. Carry out educational work aimed at changing the properties of their personality, to form a new attitude towards school and learning.

III type characterized by low quality of mental activity and a careless or negative attitude towards learning with partial or complete loss of the student’s position

Characteristic signs: experience significant difficulties in mastering knowledge, do not master teaching techniques, and are careless about learning and the results of their activities. In the process of cognitive activity, they do not go beyond the boundaries of firmly acquired everyday concepts. Being inferior in mental development to their classmates, they are burdened by their stay at school. They strive to subordinate the unstable part of students to their influence, to use their services during non-school and academic hours. Their school interests are related to physical education and labor lessons. Outside of school, they are interested in wandering the street, gambling, sitting in the hallway, and more.

1. Formation of cognitive needs.
2. Overcoming negative inclinations (to form the correct attitude towards work and educational work in particular through socially useful activities in a team).

The teaching staff of the school has developed a psychological and pedagogical approach to low-performing students:

• providing measured adult assistance when schoolchildren perform intellectual tasks;
• offer feasible tasks to complete independently;
• be sure to encourage the correct completion of tasks;
• provide individual and differentiated approaches to learning;
• fill knowledge gaps;
• during the survey, do not rush to answer, give the opportunity to think about it, familiarize yourself with visual aids;
• when explaining new material, take into account the nature of the students’ cognitive activity, the pace of their assimilation, and make more widespread use of visual teaching aids;
• contact them more often with questions and involve them in discussions.

As a result of student assessment, the problem of underachievement or academic failure of individual students arises. Underachievement is understood as a situation in which behavior and learning outcomes do not meet the educational and didactic requirements of the school. Underachievement is expressed in the fact that the student has weak reading and counting skills, poor intellectual skills of analysis, generalization, etc. Systematic underachievement leads to pedagogical neglect, which is understood as a complex of negative personality qualities that contradict the requirements of the school and society. This phenomenon is extremely undesirable and dangerous from a moral, social, and economic point of view. Those who are educationally neglected often drop out of school and join risk groups.

Research has established three groups of reasons for school failure.

1. Socioeconomic - financial poverty of the family, general unfavorable family situation, alcoholism, pedagogical illiteracy of parents. The general state of society also affects children, but the main thing is the shortcomings of family life.

2. Causes of a biopsychic nature are hereditary characteristics, abilities, character traits. It should be remembered that inclinations are inherited from parents, and abilities, hobbies, and character develop during life on the basis of inclinations. Science has proven that all babies born healthy have approximately the same 364

development opportunities, which depend on the social, family environment and upbringing.

3. Pedagogical reasons. Pedagogical neglect is most often the result of mistakes and low levels of school work. Education and the work of a teacher are a decisive factor in the development of a student. Gross mistakes of a teacher lead to psychogenies, didactogenies - mental trauma received during the learning process and sometimes requiring special psychotherapeutic intervention. Didactogeny is a gross defect in the work of a teacher.

Research also shows more specific reasons for academic failure:

A rigid, unified education system, the content of education is the same for everyone, and does not meet the needs of children;

Uniformity, stereotyping in teaching methods and forms, verbalism, intellectualism, underestimation of emotions in teaching;

Inability to set learning goals and lack of effective monitoring of results;

Neglect of student development, practicality, coaching, focus on cramming.

Conclusion: didactic, psychological, methodological incompetence of the teacher leads to failure in studies.

There are such means to eliminate the didactic causes of academic failure.

1. Pedagogical prevention - the search for optimal pedagogical systems, including the use of active methods and forms of teaching, new pedagogical technologies, problem-based and programmed learning, computerization. For this purpose, Yu. Babansky proposed the concept of optimizing the educational process. In the USA they are moving along the path of automation, individualization, and psychologization of learning.

2. Pedagogical diagnostics - systematic monitoring and assessment of learning outcomes, timely identification of gaps. To do this, there are conversations between the teacher and students, parents, observation of a difficult student with recording of data in the teacher’s diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made. Yu. Babansky proposed a pedagogical council of teachers to analyze and solve the didactic problems of lagging students.

3. Pedagogical therapy - measures to eliminate educational delays. In a domestic school these are additional classes. In the West there are alignment groups. Pre; the property of the latter is that classes are held there; based on the results of serious diagnostics, with the selection of groups<: повых и индивидуальных средств обучения. Их ведут спе j циальные учителя, посещение занятий обязательно. !

4. Educational influence. Since academic failures are most often associated with poor upbringing, it is not | successful students must carry out individual planned educational work, which includes work with the student’s family.

Of course, academic failure is a complex problem that has didactic, methodological, psychological, medical and socio-pedagogical aspects. Its solution must also be complex.

Questions and tasks for self-control

1. Complete the sentences.

Types of control are current, ..., .... Control methods include observation......, didactic..., method... work.

2. Define the concepts: knowledge testing, didactic test, knowledge assessment, academic failure, pedagogical neglect.

3. List the reasons for failure in studies.

4. Name and characterize the means of overcoming academic failure: sch

Pedagogical prevention, SCH

- educational therapy,

Literature for independent work

Bespalko V.P. Components of pedagogical technology. M., 1989. Ingenshmp K. Pedagogical diagnostics: Trans. with him. M., 1991. Kparsh M.V. Pedagogical technology in the educational process. M., 1989. Kynuceem Ch. Fundamentals of general didactics. M., 1986. TsetlinB. C. Preventing student failure. M., 1989.

Pedagogy. Textbook for students of pedagogical universities and pedagogical colleges / Ed. P.I. Faggot. - M: Pedagogical Society of Russia, 1998. - 640 p.

The psychological syndrome of chronic failure develops at the end of preschool or primary school age. The interpersonal developmental situation in this syndrome is characterized by a discrepancy between the expectations of adults and the child’s achievements. The risk of its occurrence appears when systematic classes begin with a child, the results of which do not satisfy the parents and/or teacher.

As a rule, in early and middle preschool age, adults do not show increased interest in how successfully the child copes with certain tasks. The attitude towards him, his assessment as “good” or “bad” is determined by completely different criteria - whether he behaves well, whether he obeys his parents and teacher, etc.

During the period of preparation for school or a little later, at the beginning of school, the attitude of adults to the successes and failures of the child changes. A “good” child is, first of all, a child who knows a lot, studies successfully, and solves problems with ease. Parents often have a sharply negative attitude towards the difficulties and failures that are almost inevitable at the beginning of schooling.

Children in need of correctional assistance (due to a sensory defect or mental retardation) often find themselves in a similar situation already at the age of three. The same effect is possible with high expectations from parents who are concerned about the child’s achievements from early childhood, begin to teach him to read and write at the age of three, and are dissatisfied with his insufficiently rapid progress.

The reaction of the social environment, specific to chronic failure, is a constant negative assessment, comments, dissatisfaction from parents and teachers.

As a result, the child develops and maintains a high level of anxiety. His self-confidence decreases and his self-esteem decreases. The position of a junior student with chronic failure is the idea of ​​himself as a hopelessly bad student. These are the main features of the psychological profile in this syndrome.

The natural consequences of a high level of anxiety are unproductive waste of time on unimportant details, distraction from work by reasoning about “how bad it will be if I fail again, if I get a bad grade again,” refusal of tasks that already seem too difficult for the child.

The constant fear of making a mistake distracts the child’s attention from the meaning of the tasks he performs; he fixates on random trifles, losing sight of the main thing. Fears force him to check his work repeatedly, which leads to additional unnecessary waste of time and effort. Failure to know effective methods of checking also makes it pointless, since it still does not help to find and correct the error. Trying to do the best job possible (perfectionism) ends up making things worse. Low performance (an inevitable consequence of a constant state of anxiety) is a central feature of activity in the presence of chronic failure.

This creates a vicious circle: anxiety, disrupting the child’s activities, leads to failure and negative evaluations from others. Failure breeds anxiety, helping to perpetuate failure. The further you go, the more difficult it becomes to break this circle, which is why failure becomes “chronic”. The more responsible work a child does, the more worried he becomes. If the level of anxiety is already elevated, then its additional increase (excitement) further reduces work results. Because of this, important tests and exams are performed not better, but worse than everyday tasks. A dependence arises that surprises many parents and teachers: as motivation increases, achievement decreases.

In addition to increased anxiety, there is another condition without which chronic failure does not occur. This is a fairly high degree of socialization of the child, an attitude of diligence, obedience, and uncritical fulfillment of the demands of adults. If there is no such attitude, then he is more or less indifferent to the discrepancy between his achievements and the expectations of adults. Of course, such a child’s anxiety level may also increase, but for different reasons.

Parents themselves often talk about whether a child has a performance mindset, telling them how long he sits at lessons (although he may be constantly distracted from the tasks at hand). A psychological examination reveals the child’s emphasis on strictly fulfilling the examiner’s requirements, as well as a desire to avoid unusual and ambiguous tasks that are assessed by the child as particularly difficult.

Anya B. is 9 years old. She is in third grade and for the second year now she has been known as a “B student,” but for some reason both her parents and her teacher have put up with this for some reason. Now the teacher's patience has run out. She said that Anya should either be kept in the second year or transferred to a facility for the mentally retarded.

A psychological examination showed that Anya has a low, but normal level of mental development for her age. The stock of knowledge is somewhat below the norm, but not so much as to make it impossible to study in a public school. Increased fatigue, decreased. This is probably a consequence of overload: the girl’s father says that she has a lot of extra classes - this, in his opinion, is the only way to teach her what the school curriculum requires.

Anya’s main psychological feature is a very high level of anxiety and restlessness. She is always afraid of making a mistake. Because of this, sometimes she completely refuses to complete tasks that she is quite capable of. Sometimes, having nevertheless taken up a task, she pays so much attention to the little things that she no longer has the strength or time left for the main thing. When drawing, she uses an eraser more than a pencil. This doesn’t make much sense, since the new line she draws is usually no better than the erased one, but she spends twice or three times as much time on each drawing as necessary.

The primary reasons that ultimately lead to chronic failure can be different. The most common prerequisite is the child’s insufficient preparation for school, which leads to difficulties from the first days of school. For example, underdevelopment of fine motor skills (the ability to control fine movements of the fingers and hand) immediately causes failures in learning to write. The lack of formation of voluntary attention leads to difficulties in organizing all the work in the lesson; the child does not remember, “ignores” the teacher’s assignments and instructions.

Often the cause of the first failures is a learning disability (mental retardation) or a discrepancy between the teaching methods used and the child’s capabilities. In the future, chronic failure develops on this basis, and, even if the delay has already been compensated, educational achievements do not increase: now they are supported by an increased level of anxiety. In cases of particularly severe mental retardation, and especially in cases of mental retardation, chronic failure syndrome does not arise: in these cases, the child’s criticality is reduced, and he simply does not notice his own failures and lagging behind other children.

In some cases, the “weak link” that triggers the vicious circle is parents’ inflated expectations. The normal, average school achievements of a child who was considered a “prodigy” are perceived by parents (and therefore by himself) as failures. Real achievements are not noticed or are not valued highly enough. As a result, a mechanism begins to work, leading to an increase in anxiety and, as a result, to real failure.

It is possible that an increased level of anxiety is initially formed not because of school failures, but under the influence of family conflicts or an incorrect parenting style. The general lack of self-confidence caused by this and the tendency to react in panic to any difficulties are carried over later into school life. Then the already described syndrome of chronic failure develops, and even with the normalization of family relationships, anxiety does not disappear: now it is supported by school failure.

Regardless of the initial cause, development according to the type of chronic failure proceeds approximately the same. Ultimately, in all cases there is a combination of low achievements, sharply increased anxiety, self-doubt and low assessment of the child by others (parents, teachers).

All these disorders are reversible, but until they are overcome, academic success, of course, continues to decline. Often parents, trying to overcome the difficulties their child has encountered, organize daily additional classes (as we saw in Anya’s example). This increases asthenization and, consequently, increases the overall disadvantage of the situation and further inhibits development.

For a psychologist, the most important indicator indicating the presence of chronic failure is “anxious” disorganization of activity (that is, disturbances in planning and self-control caused by an increased level of anxiety). “Alarming” disorganization should be distinguished from the initial lack of formation of the organization of actions. One of the characteristic indicators that disorganization is caused precisely by increased anxiety is a deterioration in results when motivation increases. The “anxious” disintegration of activity (as opposed to the initially low level of its organization) is indicated by numerous symptoms of anxiety, both observed in behavior and manifested in tests.

If anxiety is high, but there are no pronounced disturbances in the organization of activities, then we can only talk about the threat of chronic failure, that the child is in a high-risk zone, and not about an existing psychological syndrome. Chronic failure is a neurotic psychological syndrome. During its development, neurotic symptoms are often added to the primary psychological symptoms: tics, obsessive movements and thoughts, enuresis, sleep disturbances, etc. Sometimes (but, of course, not always) the appearance of neurotic symptoms paradoxically helps to overcome the original syndrome. Parents, concerned about their child's illness, stop paying as much attention as before to his school failures. This change in the reaction of the social environment opens the vicious circle that supported chronic failure. From the “underperforming” category, the child falls into the “sick” category.

Another frequent consequence of long-term chronic failure is a drop in educational motivation and the emergence of a negative attitude towards school and learning. In this case, the child’s initial high socialization by the end of primary school age may be replaced by an antisocial attitude.

For many children, constant failure over time leads to the emergence of a pessimistic approach to reality and the development of a depressive state. Signs of depression are characteristic of chronic failure that began long ago. As a rule, they appear towards the end of primary school and mark the formation of a new psychological syndrome - total regression. This syndrome is described in detail below.

Why does a child study poorly? Total regression

During adolescence, children with chronic failure often make a transition from the position of a bad student to the self-awareness of a hopelessly unsuccessful person. This marks the formation of a new psychological syndrome - total regression. Among the features of the psychological profile, the depressive mood background begins to play a central role. The activity is characterized by a refusal of any manifestations of activity, of communication with both adults and peers. In response, the social environment “turns away” from the teenager, which deepens depression and strengthens the idea of ​​one’s worthlessness.

Alexey P. is 17 years old. He is the only child in the family and lives with his parents. Over the past year, Alexey has not been studying or working. He spends almost all his time at home listening to “hard rock”. In the past, he read a lot, but he stopped this activity a long time ago. He has no friends, and he hardly communicates with his parents. At the same time, he often turns to them with certain demands: to buy him a more modern tape recorder, more fashionable clothes, etc. (regarding the purchase of clothes, the parents express bewilderment: why does he need them if he doesn’t go anywhere?). Parents find it difficult to determine exactly when the manifestations that bother them appeared. According to them, he "was always a poor student, but was a good, obedient boy." As a teenager, he began skipping school, which was the cause of his first truly serious family conflicts. At first, his parents were afraid that he “had fallen into bad company,” but they soon realized that he had no company—neither “bad” nor good—(although he had had several friends before). Alexey was threatened with expulsion from school for absenteeism, but a year ago, without waiting for expulsion, he himself finally stopped studying.

A psychological examination revealed that Alexey had pronounced depressive tendencies. The young man perceives life as meaningless and has no plans for the future. He is very self-centered, unable to change his point of view and understand the position of other people (in particular, his own parents). Self-esteem is reduced. Alexey assesses his prospects very low.

Total regression is one of the most severe psychological syndromes of adolescence and youth. It is typical not only of a stop in development, but also of a loss of previous achievements (which explains its name). This is clearly seen in the example given: so, if in the past Alexey showed a high interest in reading, now this interest is absent; Previously existing contacts with peers were also lost.

Total regression is a neuroticizing and psychopathizing psychological syndrome, with an even more pronounced neuroticizing effect than that of chronic failure. Often it develops against the background of an existing neurosis. Withdrawal into illness, which in case of chronic failure sometimes leads to a reduction of the original psychological syndrome, does not perform a similar function in case of total regression. On the contrary, it can lead to a deepening of the condition, further reducing the teenager’s activity. This syndrome is also fraught with serious disturbances in the formation of personality.

Recommendations for parents in case of chronic failure of a child

The main thing that adults should do with such a “diagnosis” is to provide the child with a sense of success. To do this, when assessing his work, you need to be guided by several simple rules. The main thing is to under no circumstances compare his very mediocre results with the standard (the requirements of the school curriculum, adult models, the achievements of more successful classmates). The child should be compared only with himself and praised for only one thing: for improving his own results. If in yesterday’s test he correctly completed only one example out of ten, and in today’s test - two, then this should be noted as a real success, which should be highly appreciated by adults and without any condescension or irony. If today’s result is lower than yesterday’s, then you just need to express firm confidence that tomorrow’s will be higher.

It is very important to find at least some area in which the child can be successful and realize himself. This area must be given high value in his eyes. Whatever he is successful in: in sports, in purely everyday household chores, in computer games or in drawing, this should become the subject of keen and close interest of his parents. Under no circumstances should a child be blamed for failure in school work. On the contrary, it should be emphasized that once he has learned to do something well, he will gradually learn everything else.

Sometimes adults think that the child has no ability for anything at all. However, in reality this almost never happens. Maybe he's a good runner? Then we need to send him to the athletics section (and not say that he doesn’t have time for this because he doesn’t have time to do his homework). Perhaps he knows how to carefully work with small parts? Then he should enroll in an aircraft modeling club. A child suffering from chronic failure should not just be praised more and scolded less (which is obvious), but praised precisely when he does something (and not when he sits passively, not disturbing others).

Parents and teachers need to recover from impatience: the wait for academic success will take a long time, since a decrease in anxiety cannot happen in one week. And even then the “tail” of accumulated gaps in knowledge will make itself felt for a long time. School should remain for a very long time an area of ​​gentle assessment that reduces anxiety (which in itself leads to some improvement in results). One should be prepared for the fact that school matters may remain outside the sphere of children's self-affirmation, therefore the painfulness of the school situation should be reduced by any means. First of all, it is necessary to reduce the value of school grades (but not knowledge!). In particularly serious cases, one has to devalue a number of other school requirements and values ​​(for example, turn a blind eye to the fact that homework is not fully completed). Thanks to these measures, the child’s school anxiety gradually decreases, and since he continues to work in class, some achievements accumulate.

It is important that parents do not show their child their concern about his educational failures. So that, while being sincerely interested in his school life, they shift the emphasis of their interests to the relationships of children in the class, preparation for holidays, class duties, excursions and trips, but do not fixate on the area of ​​failure - school grades. The area of ​​activity in which the child is successful and can assert himself and regain lost faith in himself should be emphasized as extremely significant, highly valued and of keen interest to them. Such a revision of traditional school values ​​makes it possible to prevent the most serious result of chronic failure - a child’s sharply negative attitude towards learning, which by adolescence can turn a chronically unsuccessful child into a complete hooligan. At the same time, another frequent consequence of chronic failure does not arise - total regression, leading to deep passivity and indifference. In general, the more parents and teachers fixate a child on school, the worse it is for his school success.

In the end, let's return to the question posed by Anya's parents: does it make sense to leave a child with chronic failure for the second year or transfer him to a auxiliary school? The answer to this question is, of course, negative. The girl’s abilities are quite sufficient to master the educational material. You just need to make the classes more lively and interesting and stop constantly scolding her, causing in her approximately the same state that occurs in a rabbit when he sees a boa constrictor. Then she will certainly be able to reach the “C” level, which is already quite good. Leaving her for the second year will only further reduce her self-confidence (although there is almost nowhere to lower it), and will further deepen her chronic lack of success.

Moreover, Anya should not be sent to a school for the mentally retarded (or for children with developmental delays). These schools are not intended for children with severely increased anxiety, but for those with a reduced level of mental development.

For some children, learning disabilities lead to chronic failure. In this case, a special school will be useful and, perhaps, transfer to such a school will be enough to overcome the difficulties that have arisen. But Anya has a different reason for her difficulties, which means that different measures must be taken.

With this psychological syndrome, there is little that can be done with “home remedies”. It is extremely advisable to refer the child to psychotherapy. Most often, with this syndrome, family relationships as a whole are so seriously disrupted that family psychotherapy is sometimes needed. If a child has severe depressive symptoms, a consultation with a psychiatrist is necessary.

In any case, you need to try to convince the parents to treat the teenager as tolerantly and kindly as possible, understanding that his condition is not normal from a psychological (and possibly medical) point of view.

13.10.2013 15:54:20, Elka45

My child does not have total academic failure. There is failure in mathematics. A particular bottleneck is oral counting. Reasons: he slows down, forgets the first action when doing the second, etc.. As a result - 2 and 3 for the oral score, 4 for the rest of the work, in the end a solid 3 in the quarter. And the child turns out to be a C student. He is very worried about this. I studied on my own almost to the point of insanity, last year I hired a tutor, but there was practically no result. What do you recommend on how to help him?

Underachievement is understood as a situation in which behavior and learning outcomes do not meet the educational and didactic requirements of the school. Underachievement is expressed in the fact that the student has weak reading and counting skills, poor intellectual skills of analysis, generalization, etc. Systematic underachievement leads to pedagogical neglect, which is understood as a complex of negative personality qualities that contradict the requirements of the school and society. This phenomenon is extremely undesirable and dangerous from a moral, social, and economic point of view. Educationally neglected children often drop out of school and join risk groups. Failure to perform is a complex and multifaceted phenomenon of school reality, requiring versatile approaches to its study.

Underachievement is interpreted as a discrepancy between students' preparation and the mandatory requirements of the school in the acquisition of knowledge, the development of skills, the formation of experience in creative activity and the cultivation of cognitive relationships. Preventing underachievement involves timely detection and elimination of all its elements.

The failure of schoolchildren is naturally related to their individual characteristics and the conditions in which their development takes place. Pedagogy recognizes the teaching and upbringing of children at school as the most important of these conditions.

The definition of types of failure is also contained in the work of A. M. Gelmont, who identified three types of failure depending on the number of academic subjects and the stability of the lag:

general and deep lag - in many or all academic subjects for a long time;

partial, but relatively persistent failure - in one or three of the most difficult subjects (as a rule, Russian and foreign languages, mathematics);

poor performance is episodic - sometimes in one or another subject, relatively easily taught.

Ways to eliminate school failure. Modern didactics offers the following as the main ways to overcome academic failure:

Pedagogical prevention - the search for optimal pedagogical systems, including the use of active methods and forms of teaching, new pedagogical technologies, problem-based and programmed learning, informatization of teaching activities. For such prevention, Yu. Babansky proposed the concept of optimizing the educational process.

Pedagogical diagnostics - systematic monitoring and evaluation of learning outcomes, timely identification of gaps. For this purpose, conversations between the teacher and students, parents, observation of a difficult student with recording of data in the teacher’s diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made are used. Yu. Babansky proposed a pedagogical council - a council of teachers to analyze and solve the didactic problems of lagging students.

Pedagogical therapy - measures to eliminate educational delays. In a domestic school these are additional classes. In the West - alignment groups. The advantages of the latter are that classes are conducted based on the results of serious diagnostics, with the selection of group and individual training tools.

Educational impact. Since academic failures are most often associated with poor upbringing, individual planned educational work should be carried out with unsuccessful students, which includes work with the student’s family.

One of the areas of psychological correction for violations of educational activity is the stimulation and support of the child’s varied cognitive activity, positive emotional reinforcement of its various manifestations, and the creation of conditions for its development.

One of the main tasks of psychological correction is to restore the child’s desire to learn. Humans have an innate need to “extract meaning from the world around us and do so under voluntary control.”

Literature

Vorontsov A.B. Pedagogical technology of control and evaluation of educational activities. - Publisher: Rasskazov A.I., 2002. – 304 p.

Gladkaya I.V. Assessment of educational results of schoolchildren. – Publishing house: KARO, 2008. – 144 p.

Kolisnichenko N.V. Test control of knowledge. - Publisher: RAGS, 2008. – 44 p.

Pedagogical technologies: A textbook for students of pedagogical specialties. /Ed. V.S. Kukushina. – Moscow: ICC “MarT”; Rstov n/d, 2004. – 336 p. (Series “Teacher Education”)

Fedorov V.A., Kolegova E.D. Pedagogical technologies for quality management of vocational education. – Publisher: Academy, 2008. – 208 p.

Equipment: board, chalk, computer, MM projector, screen.

Technologies: mini-project, group training technology.

An educational project is created by students with the aim of developing a well-founded proprietary system of diagnostic complex (control technology) for managing the educational process. At the end of the work, fragments of diagnostic complexes and pedagogically sound management decisions for optimizing the educational process are demonstrated.

The project method is a way to achieve a didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another (Prof. E.S. Polat). This is a set of techniques and actions of students in their specific sequence to achieve a given task - solving a problem that is personally significant for students and formalized in the form of a certain final product.

The main purpose of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas.

Group training technology (work in static and dynamic pairs, exchange of tasks, mutual testing and control, etc.). Such an organizational and methodological solution allows us to study in detail the situation of pedagogical control in small groups, and also consolidates knowledge and experience in using cooperation technology.

In this case, the teacher should act as a curator. Curator (from Latin curator) is someone who monitors the progress of a certain work or other process.

Issues for discussion

Which methods of assessing the educational process are most significant: qualitative or quantitative? (compared to other production processes).

How possible is it to evaluate all (absolutely all!) components and aspects of the educational process using control technologies?

To what extent can a teacher prevent the causes of academic failure?

What are the tools for correctional work to overcome student failure in your subject?

What is more important for a person to mark or evaluate at the stages of educational activity (at school), educational and professional activity (in a vocational educational institution), professional activity (at work)?

What is the basis for the opinion that C students are more successful in production than excellent students? etc.

Under academic failure refers to a situation in which behavior and learning outcomes do not meet the educational and didactic requirements of the school. Underachievement is expressed in the fact that the student has poor reading and counting skills, weak intellectual skills of analysis, generalization, etc. Systematic underachievement leads to pedagogical neglect, which is understood as a complex of negative personality qualities that contradict the requirements of the school and society. Those who are educationally neglected often drop out of school and join risk groups.

Failure to achieve- This complex problem, which has didactic, methodological, psychological, medical and socio-pedagogical aspects.

Research has established three groups of reasons for school failure.

1. Socio-economic– financial insecurity of the family, general unfavorable situation in the family, alcoholism, pedagogical illiteracy of parents.

2. Causes of a biopsychic nature– these are hereditary characteristics, abilities, character traits. Inclinations are inherited from parents, and abilities, hobbies, and character develop during life on the basis of inclinations.

3. Pedagogical reasons. Education and the work of a teacher are a decisive factor in the development of a student. Gross mistakes of a teacher lead to psychogenies, didactogenies - mental trauma received during the learning process and sometimes requiring special psychotherapeutic intervention.

More specific reasons for academic failure: a rigid, unified education system, the content of education is the same for everyone, and does not meet the needs of children; uniformity, stereotyping in teaching methods and forms, verbalism, intellectualism, underestimation of emotions in teaching; inability to set learning goals and lack of effective monitoring of results; neglect of student development, practicality, coaching, focus on cramming.

Means for eliminating didactic causes of academic failure

Pedagogical prevention– search for optimal pedagogical systems, including the use of active methods and forms of teaching, new pedagogical technologies, problem-based and programmed learning, computerization. For this purpose, Yu. Babansky proposed the concept of optimizing the educational process.

Pedagogical diagnostics– systematic monitoring and evaluation of learning results, timely identification of gaps. To do this, there are conversations between the teacher and students, parents, observation of a difficult student with recording of data in the teacher’s diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made.

Educational therapy– measures to eliminate educational gaps. In a domestic school these are additional classes. In the West, there are equalization groups, the advantages of which are that classes in them are conducted based on the results of serious diagnostics, with the selection of group and individual training tools. They are taught by special teachers, and attendance at classes is mandatory.

Educational impact– individual planned educational work should be carried out with low-performing students, which includes work with the student’s family.