Student motivation is the main condition for successful learning
Completed by: Vladyko A.V.
Physical education teacher (young specialist)
MBOSHI “Boarding School No. 1”
- Motif (from Latin) – to set in motion, to push.
- This is an incentive to activity related to the satisfaction of human needs.
- Motivation is an impulse that causes activity and determines its direction.
“Motivation, much more than ability, determines a person’s behavior and actions.” J. Raven
“And remember, when you want something, the whole Universe will help make your wish come true.
Coelho Paolo
“The future belongs to those who believe in the beauty of their dreams!” Eleanor Roosevelt
- Such children have a cognitive motive, a desire to most successfully fulfill all the school requirements. Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades.
- Such children have a cognitive motive, a desire to most successfully fulfill all school requirements.
- Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades.
Good school motivation
- Pupils cope successfully with educational activities.
Similar level
motivation is
average norm.
- The school attracts such children with extracurricular activities. Such children feel well enough at school to communicate with friends and teachers. They like to feel like students.
- The school attracts such children with extracurricular activities.
- Such children feel well enough at school to communicate with friends and teachers.
- They like to feel like students.
- Cognitive motives in such children are less developed, and the educational process is of little interest to them.
- These children are reluctant to attend school and prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. They are seriously adapting to school.
- These children are reluctant to attend school
- They prefer to skip classes.
- During lessons they often engage in extraneous activities and games.
- Experience serious difficulties in educational activities.
- They are seriously adapting to school.
Negative attitude towards school, school maladjustment
- Such children experience serious learning difficulties:
- They cannot cope with educational activities. They experience problems communicating with classmates and in relationships with the teacher. They often perceive school as a hostile environment; being in it is unbearable for them. Students may become aggressive. Refuse to complete tasks. Follow certain rules and
- They cannot cope with educational activities.
- They experience problems communicating with classmates and in relationships with the teacher.
- They often perceive school as a hostile environment; being in it is unbearable for them.
- Students may become aggressive.
- Refuse to complete tasks.
- Follow certain rules and
rules.
- rules.
- Often such schoolchildren have neuropsychic disorders.
- Often such schoolchildren
- neuropsychiatric symptoms are noted
- violations.
Memory Center. Emotional memory.
- Memory of successes and
failures. Solution:
What should we be afraid of?
- Fear prevents
desire to achieve.
- Different emotions “live” here: negative and positive.
- The joy of achievement helps you move on.
- Believing in your abilities helps you achieve success.
- In the expectancy center, neurons evaluate the perceived benefit of an action and release dopamine when the decision is positive. If the expected success actually occurs, a portion of endorphins and opiates is released from the reward center.
- Data processing.
- Selecting the optimal solution.
Reason for effective school motivation:
In fact
- actually ONE!!!
THIS IS SINCERE INTEREST
- He's Curiosity.
- He's Pleasure.
- He is also Internal motivation (the most honest,
real!)
- Identified motivation: I’m doing it because my grade in mathematics is important for my admission to university. Or: because the ability to count well will be useful to me in the future.
- External motivation: I study because I want the math teacher to be pleased with me. Or: because my father is a chief accountant and they expect me to also achieve success in mathematics.
- Lack of love hinders the development of a child.
- The influence of a poor psychological climate at school
- Parental fear prevents children from becoming independent
- Excessive exercise wastes energy
- Excessive demands prevent children from fully studying
- Those who consider themselves stupid will be so
- When there is no interest in a subject, there is no desire to learn
- Excessive media information harms children
- Dangers to the brain during child puberty
A world full of love
- The emotional climate in the family is important. Joint leisure, joint meals.
- Authoritative parenting (the right combination of love and control: boundaries, support, free space for independence).
- You cannot deprive someone of love or punish them for bad grades. They don't study for grades. Analyze errors.
- Personal example and reaction of complicity.
Installation: Errors are normal.
Free space within reasonable limits. Motivated children are independent children.
- A clear daily routine - make adjustments to the routine by agreeing.
- Do not suggest the answer to a learning task. Only to point to the right path of decision, to incline to reflection.
- Attitude: “I know you can do everything on your own”
- High demands, but
corresponding to the possibilities
Avoid underestimation. Overvalued.
- 1. Express feelings clearly. For example: “I’m angry with dad because he came so late.”
- 2. Pay attention to what worries the child.
- 3. Talk about feelings.
- 4. React intelligently.
- 5. Influence your child’s feelings.
- 6. Clarify unclear feelings.
- 7. Observe your own feelings.
- 8. Help your child overcome negative feelings.
- 9. Teach your child to manage his feelings.
Endurance
- Understanding that success does not come immediately. It takes work and patience.
- Stop fulfilling your child’s wishes without fail. Learn to say “no” in a situation where the matter is more important than a momentary whim or desire.
- Make it a daily tradition
responsibilities. Teach to accept
child fact of regular
mandatory implementation.
Fair reward
- Praise for specific deeds and successes.
- Praise for effort.
- It’s better not to celebrate the result,
but wasted effort.
- It is important to show that the reward is your recognition for the child’s efforts.
- What works effectively for motivation is not material gifts, but pleasant events.
- The reward must correspond to the achievement.
Fair criticism
- Express your complaints reasonably
(“I don’t like... because...”).
- Express your complaints in a neutral tone.
- Talk about your feelings (“I don’t like it...because. YOU MADE ME UP...A LOT.”
- When making a comment, point out the “pros” (“The formula you applied is correct, but you need to check the result again.”
- Find out the reasons, ask questions (“I think you started preparing for the test too late, could this be?”
- Attitude: It's not a lack of ability, but a lack of effort.
“When you study a lot, not only your face, but also your body acquires an intelligent expression.” Friedrich Nietzsche
Sections: General pedagogical technologies
The need for success plays a big role in personality development. The desire for success is the goal of our training. However, training and raising each individual child is an extremely complex process, depending on many constantly changing, unforeseen circumstances.
Of course, the success of student learning depends primarily on the skill of the teacher, on the teacher’s ability to choose the best methods and techniques, and correctly build a lesson system. Determine the place of each method and technique in the study of the subject. Conversation, independent work, observations of the material being studied, student messages, reports, abstracts... - this is an arsenal of tools that is in the hands of the teacher. The success of a teacher’s work can be determined based on the following criteria:
- A well-conducted lesson: the student increased his self-esteem during the lesson and felt more competent.
- A poorly conducted lesson: the student leaves the lesson humiliated, depressed or disappointed; he does not see the useful result of the lessons for himself.
I am far from thinking that everything depends only on the efforts of the teacher. Much depends on the child himself. To achieve success in learning, a child, in my opinion, must have:
- desire for this (desire to learn, desire to succeed);
- diligence;
- good memory;
- savvy.
As you can see, I put DESIRE in first place. Louis Pasteur, a man who represents a very striking example of rare self-sacrifice and extraordinary fertility in science, once confidently declared: “Desire is a great thing... For Desire is always followed by Action and Labor. And Labor is almost always accompanied Success." And desire is possible only when learning captivates, brings joy, and gives satisfaction. Let’s ask ourselves the question: “What do a climber climbing mountain peaks, a child enthusiastically playing computer games, and a student striving to learn better and better have in common?” It is obvious that each of them has an activated motive for achieving success, avoiding failure, and the desire to increase the level of their own capabilities.
When a student knows the material, he feels comfortable in class and really wants to answer. But often the teacher also wants to be active, he does not have enough patience, and he, without listening to the student, speaks for him himself, or, without giving him time to think, answers for him, although the class or part of the students could remember themselves. Meanwhile, back in the 20s, the head of the Dostoevsky school (known from the book by G. Belykh and L. Panteleev “Republic of Shkid” V.N. Soroka-Rosinsky formulated a very valuable principle “Less teachers - more students.” How to success many students can come to a lesson if only two students answer at the board for 10 minutes, and the rest - in their notebooks? It’s as if everyone is busy doing something, but this task does not require any mental effort. But there is another option: 2-4 students work from both sides of the board so that the process of working on the board is not visible to the class. Those sitting at their desks complete the task independently. Only after this the writing on the board is shown to everyone, and the students check their work. This “closed board” method, described by psychologist F.N. Gonobolin, significantly increases class activity, activating many to succeed in completing the task..
In the classroom, it is important for students to feel important and to feel successful. And for this, the teacher needs to try not to give ready-made knowledge, but to lead to it. For example, in the first lesson on the topic “NOT - NOR with pronouns” I write the words on the board: nobody - nobody. Then I sign the word nobody word nothing and I turn to the class: what should be signed under the word someone? Thus, the class is immediately drawn into the search, i.e. The teacher leads students to “discover” the rule on their own. And in this case, the acquired simple grammatical rule differs from the carefully listened and conscientiously learned one. Each of the students in such a lesson turns into a “linguist”; it is they “themselves” for themselves (but with the feeling that they also for others) determine language laws and patterns, establish language norms... As the German teacher Herbart wrote, a bad teacher presents the truth, a good one teaches you to find it. I give explanations during the lesson in the form of a conversation with the students, during which, filling out diagrams, writing down the main points of the topic in notebooks, answering questions, the students think and reason together with the teacher. Students in Russian language and literature lessons willingly interpret individual words, new terms, concepts when I encourage them to do so with questions: “What definition of a concept would you give?”, “How to explain this term?” and so on. Of course, some students’ judgments are inaccurate and even incorrect, but students, as a rule, notice this themselves and offer other interpretations, among which they find the most successful one. Why does this technique attract teachers? First of all, because there is freedom of search, new knowledge is not imposed, but is “discovered” by the students themselves, thereby students come to satisfaction, self-esteem, and SUCCESS. In my lessons, I also use this technique: I invite the students themselves to ask the respondent an additional question about the material covered. The questions are different in content and not always accurate or successful. But students feel like “experts”, feel responsible for both the question and the answer, i.e. both for yourself and for the person responsible. It turns out that “you can turn a lesson into a science, the teaching of which will give children the joy of flight, the passion of immersion and the romance of dreams,” wrote Shalva Aleksandrovich Amonashvili. And if the teacher also discusses homework with his students or gives the opportunity to choose a number of exercises for homework, the child again feels not just a passive performer, even a diligent one, but an accomplice.
Many teachers love such a methodological technique as giving students reports as homework (a report on Pushkin, on Gogol...). Or it could be different:
- Favorite colors in the works of A.S. Pushkin.
- Try to make a dialogue about love from excerpts of poems by Tsvetaeva and Akhmatova.
- Name 10 inventions of the future that humanity really needs...
Successful learning is not only good grades, it is the joy of discoveries and inventions. But in order to teach children to think, discover, invent, the teacher must be very invent, discover and invent a lot yourself. For example, learning through crossword puzzles: several groups of students, based on studying topics, fill out a crossword grid, which can include one word or a whole sentence. Students, based on the completed crossword puzzle, using or without a textbook, found an explanation of the named problems, gave formulations of concepts, named dates and names of participants in the events. In literature lessons I often conduct terminological warm-ups and conceptual dictations (either words are written on the board and their meaning needs to be explained, or concepts are given and the words need to be named). If there is time left in the lesson, you can conduct a quick survey: the first student asks a short question to the second, the second to the third, and so on until the last student. The time to answer is calculated in seconds; the teacher has the right to remove the question if it does not correspond to the topic or is not correct enough.
We often complain about the inertia and passivity of our parents. To solve this problem, you can use the following technique in educational activities - “Family contract”: subject teachers at a parent-teacher meeting (where children and parents are present) offer tasks of three levels of difficulty in different subjects. The family selects tasks, prepares, then Olympic subject games are held in an entertaining and competitive form, which are solemnly held on Parents' Day, for example, Saturday.
Often in my lessons I use one of the deepest and most serious forms of mental search - establishing cause-and-effect relationships. And the less clearly the cause-and-effect relationships are expressed. The more interesting it is for students to install them. For example, when studying Leo Tolstoy’s novel “War and Peace,” I ask the guys a question: why did Austerlitz’s contemplation of the sky have such a strong influence on the inner world of Prince Andrei? Why did he remember this sky in the most decisive moments of his life?
Questions that require a well-founded, thoughtful choice of one of 2 or several possibilities may be of considerable interest: in a literature lesson in the 9th grade, I ask students to think about how Lensky’s life would have turned out if he had not suffered an “untimely end.” Maybe Lensky would have become a great poet, or maybe he would have become a debased landowner in a quilted robe. Which of these possibilities is more likely? Why? In Russian language lessons, my sixth graders willingly do “editing” exercises - eliminating stylistic and semantic errors. “Behind every “wrong” the child vividly senses “right”; every deviation from the norm strengthens the child more strongly towards the norm. And he values his firm orientation in the world even more highly,” wrote K.I. Chukovsky, “
He takes a kind of test of his mental powers and invariably passes this test,
which means it raises in him self-respect, confidence in his intellect, which is so necessary for him ... "
One of the most important areas of a teacher’s work is showing students their success. Their promotions. This is achieved, first of all, by the fact that the teacher clearly identifies what is new in the content of each lesson. Points out difficulties and reveals ways to overcome them, encourages students. For example, the teacher indicates what difficulties await students in this or that material, and expresses the conviction that overcoming them will be within the capabilities of this class. The teacher shows how to reason, what to pay attention to in order to avoid mistakes, and how to do the work economically and rationally.
Techniques that force students to think about the difficulties of the material and suggest their own ways to overcome them are also useful. For example, at the beginning of the lesson I ask students what difficulties they encountered in preparing their homework, what they found difficult in the material they were studying. When evaluating student answers, I wonder how the class would evaluate a classmate’s answer.
One of the methods for successful learning is independent work with several options that vary in difficulty, but the options are chosen by the students themselves. I announce in advance which assignment corresponds to which grade. My ninth graders readily respond to this proposal. This type of work increases students' desire for success. After all, the teacher does not divide them into “strong” and “weak”, but gives them the opportunity to demonstrate their abilities. All this is achieved due to the fact that the general atmosphere of such lessons is relaxed, and students are not afraid to express their opinions.
Another way to show students their progress and success is to reveal to them the goals of the lesson group. A separate lesson, as well as a summary of the work on the topic or section. Students see new paragraphs and chapters of the textbook, but they are not able to independently assess the significance of the parts for the course as a whole. The result is a feeling of monotony. Experienced teachers spare no time in making a stop at the end of studying a topic, conducting a generalizing lesson - a repeat lesson, summing up, showing the significance of what has been covered, giving students the opportunity to realize how they have been enriched, how their knowledge and skills have expanded.
When talking about pedagogical techniques that contribute to the desire of both teachers and students to succeed, we must not forget about encouragement. Should success be rewarded? Imagine how difficult it is to study when your wrong answers are criticized or ignored, and your correct answers do not receive the reward they deserve. To avoid undesirable consequences of your teacher expectations, you should:
- Be careful about accepting negative information about your students from other teachers.
- Check the work of schoolchildren in small groups more often; change their composition, form groups of students with mixed abilities to complete joint tasks.
- During the lesson, give weak students “keys”, hints and a certain time for answering, praise them for correct answers, call them to answer as often as strong students, show that you believe that they can study well.
- Involve all students in the work, think over a calling system in which everyone practices reading, speaking and answering questions; distribute tasks evenly among students.
- Control your behavior, tone of voice, distance in relation to all students, smile when students approach your table.
In his book “On Fear and Courage in Primary Education” P.F. Kapterev lists such incentives as good grades, certificates of commendation, certificates of gratitude... French psychologist B.L. Wulfson notes that the competitive nature of education “gives rise to a spirit of unhealthy competition and competition between students and creates an extremely tense environment...” The American system of academic assessments is to constantly encourage, and turn criticism into a distress signal. Current tests perform a mainly diagnostic function there. Therefore, diagnostic results are not assessed with a mark. Only the teacher’s value judgments are recorded (learned – did not learn, pass – fail). An American student receives a mark only at the end of the course. The American teacher communicates the final grades to the students confidentially or posts a list where instead of the students' names there is his code, known only to the student, his parents and the teacher.
One can agree or disagree with the American system of education and upbringing, but one cannot but agree that with the help of a kind word and evaluation, a teacher achieves much more than with the help of evaluation alone. Many teachers forget that assessment activities are a broader concept than putting grades in a journal. It also covers the assessment that is expressed in the teacher’s judgments, his all kinds of corrective and stimulating appeals to students, comments, and encouragements. However, in practice it all comes down to marks. It creates the false impression that the teacher's goal is only points. We forget that synonyms for the word “encouragement” are “approval”, “inspiration”, “assistance”. “giving courage”, “stimulating”... The student’s work should be stimulated by value judgments that express the teacher’s joy or sadness. His confidence in the strength and hard work of students. Long ago, at the very beginning of my work, I noticed that hardworking guys are stimulated and inspired by approval, and those who seem to have gone unnoticed also want to earn praise. Unfortunately, many teachers leave students’ written work without written explanations. It is advisable that, for example, after checking an essay, the teacher not only gives a grade, but writes a short review.
The teacher should stimulate the desire to become better, the desire for success. Indeed, if students know that the teacher always notices their efforts and successes, then they strive to earn approval, this is very important for them, and as a result they get used to working, and this work is not a burden to them. But, of course, the main incentive should be the DESIRE to study, learn new things, advance in development, and not getting grades. Probably every teacher is familiar with the situation when someone’s mother comes to school, concerned about how her child is studying: “The diary has good grades, fours, fives; However, lately he has been learning more and more by cramming, often learning by heart. Lately he has been studying as if out of obligation, without the previous desire...” An alarming trend. L.N. Tolstoy, studying the reasons for the attenuation of the natural curiosity of children in the process of schooling, expressed the following thoughts with brilliant insight: in the lesson, children are answered questions that they themselves do not ask and that living life does not pose to them. Who is to blame for this? Teachers? Imperfect programs and methods? Or the lack of good textbooks that would combine high scientific knowledge with a clear methodological apparatus, not abstruse and overly complicated, but accessible to schoolchildren?
In high school, students usually already understand. That a mark is a formal moment, that it can be inaccurate, that is, they can treat the mark like an adult, they themselves can evaluate their achievements and the teachers’ opinion of themselves. Many teachers forget that control is powerless without self-control. Innovative teachers offer the following ways to instill in schoolchildren a correct self-assessment of their educational activities:
- Patiently explaining to students the requirements for their work, knowledge, and skills.
- A detailed description of oral responses, small written “reviews” of works in notebooks.
- Identifying the goals and objectives of studying topics, prospects for classes, summing up.
- Direct requirement for self-assessment (evaluating each other’s answers, evaluating one’s own work)
When preparing my students for the upcoming Unified State Exam, I often conduct testing in lessons, using sheets with reference signals; Students use them to control themselves in class. In this way, they get a clear idea of their successes and failures, and see their progress in mastering knowledge. Combined with systematic control, this stimulates their efforts.
The main condition for successful learning is the teacher’s ability to maintain discipline in the lesson, otherwise no methodological techniques or tricks will work. And discipline largely depends on the reasonableness and compulsoryness of the pedagogical requirements implemented by the teacher, on the degree of intensity of the lesson, on the teacher’s ability to set motivation and encourage student success, on the ability to maintain a pedagogical distance, on the degree of intensity of the lesson, on the degree of the teacher’s home readiness for lesson, from the ability to use active teaching methods in teaching practice, from the ability to switch types of activities, from a deep knowledge of the interests and characteristics of students, from an individual approach to them.
Among the pedagogical techniques designed to strengthen the cooperation of teachers and students, family and school, to stimulate students’ desire for self-esteem, self-education, success - holding extracurricular events: KVN, Olympiads, quizzes... Conducting (and not so much conducting, but preparing for these events ) encourages students to take a fresh look at the educational material (look for interesting things in it), as well as at their relationship with the teacher, who turns out to be in the role of an assistant. The teacher helps the students with more advice: where to look, how to choose, giving him complete freedom. And most often, the student makes an effort not because this is the direct task of the teacher, but because he wants to amaze his friends, to appear as a kind of magician at a lesson or extracurricular event. Almost all schoolchildren are ready to work for this goal. Although not all students, of course, follow the most difficult path. Some ask the teacher for help, others consult their parents. But this path also has a positive impact, because the student sets himself the goal of finding sufficiently difficult and interesting material. And individual conversations with students when preparing extracurricular activities in the Russian language and literature did not take up much of my time, and the selection of material did not cause difficulties, since every teacher has collections for extracurricular work. Extracurricular work forces teachers to take a fresh look at their students and understand them better. Let's not be indifferent to our students.
Conclusions: It is important for a teacher to fulfill his main tasks in relation to students:
- develop faith in success;
- consider mistakes as normal;
- make the learning process tangible;
- recognize and see everyone's achievements;
- teach children to manage their own activities.
Parents, when sending their child to school, really hope that he will be successful both academically and in relationships with classmates and teachers. Teachers, welcoming the first grade, dream about the same thing: about the success of their first-graders. Children, having crossed the threshold of school for the first time, also expect only good things from their new life. But not all expectations come true. Why? We assume that if a child is successful in school, then he will also be successful in adulthood. Is it so?
To answer these questions, we must first once again define the purpose of schooling. It consists in realizing the potential capabilities of each student, both in the intellectual, communicative and emotional spheres, which are inherent in him by nature. Implement them for the benefit of society and the student himself. Let's define what we mean by the concept of “successful student”:
- ability to master educational programs offered by the school, i.e. those that pedagogy as a science at this stage of its development is ready to give to children - the same for the whole class;
- the ability to demonstrate your knowledge, skills and abilities (to know, understand and be able to explain what you understand is not the same thing);
- high school grades - most often they are the main criterion for school success;
- the ability to use the acquired knowledge in life is very important: knowledge that remains only within the walls of the school is of no use to anyone;
- positive dynamics of development - we see the growth of our student;
- positive motivation for learning, a positive attitude towards school, maintaining cognitive interest - a student who does not like school and does not want to study cannot be called successful;
- social adaptation - he feels good at school, among peers and teachers;
- positive relationships between student and teacher - there can be no talk of any success if the student does not like or is afraid of the teacher, and the teacher does not understand and does not accept the student;
- positive relationships with classmates;
- good physical and mental health;
- adequately positive self-esteem - the child himself should feel successful;
- a sense of well-being, security in the family and school - an anxious, nervous excellent student cannot be called a successful student.
So, the success of a student is not only an objective indicator of high results of cognitive activity, not only a positive assessment of the teacher, but also a positive self-esteem and self-perception of the child himself.
When we talk about success, we always mean its opposite - school failure. What are the risks of school failure?
- Deviations in health. It is impossible for a sick child to be completely successful.
- Low “passport” or biological age. The child is simply small and, due to his age, is not able to cope with school workloads.
- Teaching methods and technologies do not correspond to the type of cognitive activity of the child. The way of teaching is the same, but the children are different.
- “Right-hemisphere” type of functional organization of the brain, i.e. predominantly figurative, holistic thinking in the context of the “left-hemisphere treatment” that exists in school, i.e. relying on logical, algorithmic, verbalized thinking, separating the whole into parts.
- Teaching methods do not take into account the gender characteristics of the development of the child’s cognitive, emotional and communicative spheres. The school is dominated by “genderless” pedagogy, although boys and girls are two different neurogenetic groups.
- Violation of positive relationships between student and teacher.
- Inconsistency of the content, forms and technologies of teaching with the patterns of development of mental functions.
- An impoverished developmental environment that does not take into account the mental characteristics of a child of this age.
- Insufficient professional literacy of the teacher, his knowledge about the biological and psychological patterns of child development.
- Uncomfortable state of the teacher. If the teacher feels bad, then his students will feel discomfort.
- Problematic family.
- High “price” of successful cognitive activity. We say: “Well, you can do it!” - when the child, at the cost of incredible efforts, completed the task. But it is impossible to live in a state of “high alert” all the time, mobilizing all of your reserves, even those that are not intended to carry out this activity.
- Substitution of true learning goals with a focus on formal results. Instead of developing the child, we prepare him for testing his knowledge, from the first grade to passing the Unified State Exam.
- Replacing the assessment of the success of a given child’s development with a mark that marks an unsuccessful (or successful) person.
So what is he like, a successful student? We surveyed fifth graders. They were asked the question: “What should an ideal student be like?” For boys, good behavior comes first, then intelligence and universal human qualities (honest, kind...). For girls, good behavior, good studies and obedience are important, and then intelligence and human qualities.
What do teachers think about the concept of “ideal student”? They put the desire to learn and interest in learning first, then attentiveness, hard work, and intelligence. One or two universal human qualities are often mentioned, among them kindness, honesty and decency. But how do the concepts of “ideal student” and “ideal adult” relate? the one who graduated from school? 
We asked the same teachers almost the same question, changing it slightly: “What should a boy or girl be like when finishing school?” The answers turned out to be radically different. In first place for the young man was the ability to make independent decisions, then self-confidence, determination, responsibility, the ability to have one’s own opinion, reliability, and masculinity. Teachers want to see female graduates as sociable, able to get along with people, soft, kind, modest, gentle, feminine, proud, with self-esteem, as well as confident in their own abilities and able to make independent decisions.
Are students encouraged to have their own opinions, make independent decisions, etc.? Who teaches them to be courageous, reliable and confident? Does this mean that an ideal student should have certain qualities, but when leaving school we want to have others? The portrait of a successful student in the eyes of a child and a teacher largely coincides with the ideal that they imagine. What are they really like, our children? How do they see themselves? Here are the answers of fifth-graders to the question: “What am I?”
Almost every third boy calls himself strong, smart and a good friend, and almost every fourth boy worries that he is “not the smartest” or even “half-dumb.” Girls often consider themselves kind, polite, neat and responsible. And they also worry because they are “not very smart.” And children also suffer because they are sloppy, losers, inattentive and ugly. You can hear the adults’ assessments behind their words. Almost half of the children name their negative qualities. It is unlikely that those who suffer from their shortcomings can be considered successful.
But you and I are not successful in everything. And we don’t always succeed in everything. And for a child to make mistakes, not immediately catch the teacher’s thought, i.e. an adult who thinks and speaks like an adult, not like a child - this is normal. And our task is to do everything to ensure that any student, regardless of his abilities, regardless of his ability to understand us and explain to us what he understood, feels happy at school and at home. Even a poor student has the right to smile, to joy, to happiness. Maybe the fact that he is a poor student is not his fault, but ours - we don’t know how to teach people like him. Not so bad, but so different. There is a very scary definition for these children: “sentenced to learning disabilities.”
And one not-so-successful third-grader, when asked: “What should an ideal student be like?”, wrote: “An ideal student should be happy.” And he is deeply right. And is it really so important that he wrote the word “happy” with the letter “u”.
www.zankov.ru/about/theory/article=436/
What factors do you think a student’s success depends on?
We assume that if a child is successful in school, then he will also be successful in adulthood. Is it so?
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Student motivation is the main condition for successful learning based on materials from Kamarovskaya E.V. “How to help a schoolchild. We develop memory, perseverance, attention.” prepared by Koval O.A. - educational psychologist of the State Educational Institution Borsky Psychological Center of the Samara Region
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Every parent wants his child to study well and study with interest and desire at school.
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Motif (from Latin) – to set in motion, to push. This is an incentive to activity related to the satisfaction of human needs. Motivation is an impulse that causes activity and determines its direction.
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“Motivation, much more than ability, determines a person’s behavior and actions.” J. Raven “And remember, when you want something, the whole Universe will help make your wish come true. Coelho Paolo “The future belongs to those who believe in the beauty of their dreams!” Eleanor Roosevelt
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High motivation for learning Such children have a cognitive motive, a desire to most successfully fulfill all the school requirements. Students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades.
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Good school motivation Pupils cope successfully with learning activities. This level of motivation is the average norm.
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Positive attitude towards school The school attracts such children with extracurricular activities. Such children feel well enough at school to communicate with friends and teachers. They like to feel like students. Cognitive motives in such children are less developed, and the educational process is of little interest to them.
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Low school motivation. These children are reluctant to attend school and prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. They are seriously adapting to school.
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Negative attitude towards school, school maladaptation Such children experience serious difficulties in learning: They cannot cope with educational activities. They experience problems communicating with classmates and in relationships with the teacher. They often perceive school as a hostile environment; being in it is unbearable for them. Students may become aggressive. Refuse to complete tasks. Follow certain rules and regulations. Often such schoolchildren have neuropsychic disorders.
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Memory Center. Emotional memory. Memory of successes and failures. Decision: what should we be afraid of? Fear interferes with the desire to achieve.
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Waiting center. Reward Center. In the expectancy center, neurons evaluate the perceived benefit of an action and release dopamine when the decision is positive. If the expected success actually occurs, a portion of endorphins and opiates is released from the reward center.
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There are others, but less effective. Identified motivation: I study because my grade in mathematics is important for my admission to university. Or: because the ability to count well will be useful to me in the future. External motivation: I study because I want the math teacher to be pleased with me. Or: because my father is a chief accountant and they expect me to also achieve success in mathematics.
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Lack of love hinders the development of a child. The influence of a poor psychological climate at school Parental fear prevents children from becoming independent Excessive loads take away energy Excessive demands do not allow children to fully study Those who consider themselves stupid will be so When there is no interest in a subject, there is no desire to learn An overabundance of media information harms the child Dangers to the brain in child's puberty
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The world around us is full of love. The emotional climate in the family is important. Joint leisure, joint meals. Authoritative parenting (the right combination of love and control: boundaries, support, free space for independence). You cannot deprive someone of love or punish them for bad grades. They don't study for grades. Analyze errors. Personal example and reaction of complicity. Installation: Errors are normal.
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Free space within reasonable limits. Motivated children are independent children. A clear daily routine - make adjustments to the routine by agreeing. Do not suggest the answer to a learning task. Only to point to the right path of decision, to incline to reflection. Attitude: “I know you can do everything on your own” High demands, but corresponding to capabilities Avoid underestimation. Overvalued.
