Evidence of student learning success presentation. From student success to successful personality

Sections: General pedagogical technologies

The need for success plays a big role in personal 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 us ask ourselves the question: “What do a climber storming mountain peaks have in common with a child enthusiastically playing computer games, and a student striving to learn better and better? 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 the lesson if only two students answer at the board for 10 minutes, and the rest are busy in their notebooks? It’s as if everyone is busy, but this task does not require any mental effort. Is there another option: 2-4 students work from both sides. 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 this with questions: “What definition of the concept would you give?”, “How to explain this term?” etc. 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 for homework a series of exercises - 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 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. Solving this problem, you can use the following technique in educational activities - “Family contract”: subject teachers for parent meeting(where children and parents are present) offer tasks of three levels of difficulty according to 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.

WITH American system One can agree or disagree with teaching 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 children’s natural curiosity in the process schooling, with brilliant insight, expressed the following thoughts: in the lesson, children are answered questions that they themselves do not ask and which living life does not pose to them. Who is to blame for this? Teachers? Imperfect programs and methods? Or absence good textbooks, which 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 in teaching practice active methods learning, from the ability to switch types of activities, from deep knowledge of the interests and characteristics of students, from individual approach to them.

In a row pedagogical techniques designed to strengthen cooperation between teachers and students, family and school, to stimulate students’ desire for self-esteem, self-education, success - conducting extracurricular activities: KVN, Olympiads, quizzes... Conducting (and not so much conducting as preparing for these events) encourages students to take a fresh look at educational material(look for interesting things in it), as well as on your 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 act 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 me much time, and the selection of material did not cause difficulties, since every teacher has collections for extracurricular work. Extracurricular activities makes teachers 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.

Slide 1

Ways to find success in learning
Round table Kotelnikova N.S. Bekkozhina R.K.

Slide 2

I.I. Ilminsky:
“In the struggle between good and evil, education should help good to overtake a person in childhood and protect him from evil in subsequent years.”

Slide 3

MOTIVATION FOR LEARNING IS THE BASIC CONDITION FOR SUCCESSFUL LEARNING
MOTIVE (from Latin) – to set in motion, to push. MOTIVATION This is the motivation for activity related to the satisfaction of human needs.

Slide 4

V.A. Sukhomlinsky believed:
“The child must be convinced that he owes his success primarily to himself. The teacher's help, no matter how effective it is, must still be hidden. Once a child feels that the discovery was made at the suggestion of the teacher... the joy of success may fade.” There is a well-known aphorism: “ Happy man Only the happy can educate.” You can also say this: “Success for a schoolchild can be created by a teacher who himself experiences the joy of success.”

Slide 5

Studying cognitive interests students 5.7 grades.

Slide 6

Slide 7

Slide 8

Group work
1. Group “Theoreticians” 2. Group “Practicians” 3. Group “Pessimists” 4. Group “Optimists”

Slide 9

J. Labruyère:
“If you take a careful look at the people who cannot praise anyone, blame everyone and are not happy with anyone, then you will find out that these are the very people with whom no one is happy.” J. Labruyère

Slide 10

Recommendations for the teacher:
· Learn to rejoice in the small successes of your students and empathize with their failures. · You are very close person for your student. Try to keep him always open to you. Become his friend and mentor. · Don’t be afraid to admit your ignorance of any issue. Be with them in the search. · Try to instill in the student faith in himself and in his success. Then many peaks will become surmountable for him.

Slide 11

Don't demand "perfect discipline" in class. Don't be authoritarian. Remember, a lesson is a part of a child’s life. He should not be constrained or squeezed. Form in him an open, enthusiastic, relaxed personality. · Strive to ensure that your lessons do not become stereotyped, carried out according to a stencil. Let discoveries be made in the lessons, truths be born, peaks conquered, and the search continue. · A student must always overcome difficulty in learning. For only in difficulties do the abilities necessary to overcome them develop. Be able to determine the “bar” of difficulty. It should not be overestimated or underestimated. · Teach your students to work. Don't take the easy way out in learning. But remember how important it is to support, encourage, be there for you in difficult situation. Feel where your leverage, your knowledge, your experience are needed.

Slide 12

· If out of two points you are wondering which one to choose, don’t hesitate, put the highest one. Believe in the child. Give him wings. Give him hope. · Remember that the child should be interested in the lesson. Only when it is interesting does the child become attentive. · When communicating with the parents of your students, remember that their children are the most precious thing in life. Be smart and tactful. Find the right words. Try not to offend or humiliate their dignity. · Don't be afraid to apologize if you're wrong. Your authority in the eyes of your students will only increase. Be patient with their mistakes too.

Slide 1

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

Slide 2

Every parent wants their child to study well and study with interest and desire at school.

Slide 3

Slide 4

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.

Slide 5

“Motivation, much more than ability, determines a person’s behavior and actions.” J. Raven “And remember, when you want something, the whole Universe will contribute to it your wish it came true. Coelho Paolo “The future belongs to those who believe in the beauty of their dreams!” Eleanor Roosevelt

Slide 6

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.

Slide 7

good school motivation Students cope successfully with educational activities. This level of motivation is the average norm.

Slide 8

Positive attitude towards school The school attracts such children with extracurricular activities. Such children feel comfortable enough at school to communicate with friends and teachers. They like to feel like students. Cognitive motives in such children are less developed, and educational process they have little attraction.

Slide 9

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.

Slide 10

Negative attitude to school, school maladjustment 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.

Slide 11

Slide 12

Memory Center. Emotional memory. Memory of successes and failures. Decision: what should we be afraid of? Fear interferes with the desire to achieve.

Slide 14

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.

Slide 15

Slide 16

Slide 18

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.

Slide 19

Slide 20

Lack of love hinders the development of a child. The influence of bad 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 during the child’s puberty

Slide 21

Slide 22

The world around us, 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 of love or punish for bad grades. They don't study for grades. Analyze errors. Personal example and reaction of complicity. Installation: Errors are normal.

Slide 23

Free space within reasonable limits. Motivated children are independent children. A clear daily routine - make adjustments to the routine by agreeing. Don't give an answer educational 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.

1 slide

2 slide

Every parent wants their child to study well and study with interest and desire at school.

3 slide

4 slide

5 slide

“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

6 slide

7 slide

Good school motivation Pupils cope successfully with learning activities. This level of motivation is the average norm.

8 slide

Slide 9

10 slide

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.

11 slide

12 slide

Memory Center. Emotional memory. Memory of successes and failures. Decision: what should we be afraid of? Fear interferes with the desire to achieve.

Slide 14

15 slide

16 slide

18 slide

Slide 19

20 slide

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 for the brain in child's puberty

21 slides

22 slide

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.

Slide 23

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.