What to do if the child has brought a "deuce", and how to properly motivate for a good study. Psychologist's recommendations.
Marina, is it necessary to explain to the child about the school grading system that “five” is good and “two” is bad?
If there is a grading system at school, and especially if it is accepted in primary school, then of course it is necessary to talk about it with the child. Explain to him in what cases and for what you can get this or that grade. It is important that the child does not form such a negative connection: "if I have bad grades, then I am bad."
In the traditional Russian school, assessment is a public act. The whole class, or even the whole school, knows what grades this or that child is studying. And very often, especially in elementary school, grades are a measure of the child's personality as a whole, when labels such as "C grade" or "excellent student" testify to the child's abilities in principle. They are also a filter in the process of adaptation of the child both in the peer group and in the teaching community. And this prism is the main one in the school environment. The fact that the child's speed of perception of the material is lower than that of others, for example, or because of his choleric temperament, it is difficult for him to concentrate on the task - all these nuances will be taken into account in the last place.
Often, the school does not take into account the dynamic processes in the development of the student. At the beginning of the year, the child could show far from the best results, but by the end of the quarter, his academic performance became higher, however, the total score when deriving the fourth grade will not take into account this progress - initial low grades, especially in large numbers, will devalue the final high grades.
Therefore, the child, of course, should know that he needs to strive to get good grades in order to be successful in the future. But bad grades should not be interpreted as ignorance, carelessness and laziness.
Childgot a "deuce". Is it worth punishing?
Do not do this. The motivation for progress and achievement must be positive. If there is a bad mark, then you need to try harder to improve the result. Punishing a child for a poor grade, for example by depriving him of walks, play, or socializing with friends, will be negatively motivated. It forms either fear or nihilism. In case of fear, the child will be afraid to take the initiative. This can be implemented as follows: for example, one problem may have several solutions, but even if your child has them, he will be silent or use the only acceptable answer, because he will be afraid to make a mistake. In the case of nihilism, aggression and disgust for learning arises, the child will think like this: "if I have a bad grade, then I will act badly in everything."
Let your child know that a bad grade is just an excuse for further improvement. It's like in sports, where a loss or a missed goal is not a failure, but another training session and a step towards a new achievement, victory. This is exactly what the child's attitude to the teacher's marks should be.
If each bad assessment is followed by its analysis, and in the connotation of a positive outcome, then they will be avoided faster. Because the child who brought the deuce will know that he can explain to the parent why this happened, why the deuce, in what place he misunderstood the material. The student will have a sense of security, not fear. The task of parents and teachers is to provide such a safe space for the student, and above all for the primary school student.
Is the child afraid of getting a bad grade, is he very nervous before the tests? What to do?
If the child is afraid of bad grades, most likely, the parents have already played their "role" here, who "burdened" the child with their expectations and tacit demands.
There is no need to make a continuation of your own success out of a child! Become a companion to your child! Each assessment needs support, care, the child needs to know that he has a safe place and that this place is his family.
If the child is worried before the test, tell a story about yourself, about how you went to the tests, how you passed the exams, about how you, too, were sometimes scared and exciting, just like him now. And very often the tests ended well, because there was enough knowledge, just like your child. But when you didn't get a very good grade, you always had a chance to fix it. And the child also has this chance. This identification is important in this case, it provides support for your student.
It is not a good thing for a child to be constantly afraid of getting a bad grade. The psyche of a child who is threatened with a bad grade will include protective mechanisms in parental and teacher rejection. And this is a normal mental function. However, the protection itself will not be the best. One option is endless feelings of guilt over bad grades and self-dissatisfaction, which can result in an inferior identity. The second option is the development of such a quality as cunning, suppression, in the common people called lies. To avoid punishment (of course, provided that he is punished for poor grades), the child will lie. There is also a third option. To prove that he is good, a student, having received a bad grade, will step on the rails of perfectionism and will only engage in lessons. The result can be impressive, provided the child has a strong ego and is able to withstand failure. But in elementary school, which instills in the child knowledge about himself with the help of assessments, this is not typical. In addition, all three options are united by a common feeling - a feeling of fear, which in adulthood develops into background anxiety and becomes one of the components of neurotic states. For some, this is practically not noticeable, and someone who was unlucky with a teacher in childhood will be very sensitive to the alarming effect on the psyche.
Do I need to praise for the "five"?
Of course, it is necessary to praise for the fives. But do not overdo it with comments like "you are the best", "you know everything," etc. Do not create a cult of “five”, when “five” is good, and everything else is below the bar and does not deserve praise, then a “bad” grade will not become a tragedy for the child.
If a child gets excellent grades, this is a reason for pride, above all, of the parents. They can influence the development of the so-called excellent student's syndrome. Childhood perfectionism is a very difficult neurosis for a child, but a child gets into it with the direct assistance of an adult. As a rule, such a child is initially loaded with high parental expectations. The only way to justify them is to be good at everything, to become an excellent student, to win not even at your own game. If this does not happen, then the child feels unworthy and unnecessary to his parents.
First of all, make it clear to the child that you are praising him not for the marks he receives, but for the fact that he strives for knowledge, shows an interest in studying something. And there is no problem that at some point the child shows less curiosity about the subject and does not receive excellent marks for it.
The child believes that the teacher was unfair to him and underestimated the grade. How to proceed?
Analyze the situation, find out why the teacher gave such a grade. When you discuss his grades with your child, you show your support for him. But it is also important not to lower the authority of the teacher in the eyes of the child. Therefore, you should not stand in the position of the parent of your child, but in the position of the teacher. Because often from the position of a parent, we have one desire - to protect the child. If there really is an injustice in the grade, then it is worth discussing it with the teacher.
In the photo: painting by F.P. Reshetnikov. "Deuce again"
Faced with the fact that the beloved child begins to regularly carry "twos" and "threes", few adults really think about how to fix the situation. The only right decision, according to most parents, lies on the surface: to scold, and that's it! You look, next time it will be more diligent. Unfortunately, this approach often leads to the exact opposite result: a child who was scolded for what the light stands for an accidental "bad grade" does not start to learn better, but on the contrary, finally starts his studies, and sometimes may even become aggressive. Parents, sincerely perplexed, often begin to put even more pressure on their offspring - is it worth saying that this only aggravates the situation?
On the other hand, it is also impossible not to pay attention to the bad grades of the child at all - the relaxed child in the blink of an eye will realize that the parents have given up the slack. Subsequently, it is very difficult to "retrain" such a child: if you have not paid attention to the diary of your student for several years, but after a while you began to demand good grades from him, you will not be able to make the child, who is accustomed to "forgetting" to learn, to learn. We did a little research and found out why scolding a child for poor grades should never be done. You can find out about the reasons by reading our article.
Reason one: assessments do not characterize a person
The grades your child gets can tell a lot, but not what kind of person they really are. It is very silly to characterize a person, paying attention only to his grades, but, unfortunately, this is what most parents “suffer” from: in an attempt to reason with their own child, they begin to compare his success with the achievements of some excellent student. Such a comparison makes the child feel bad (since he cannot achieve the same as the hypothetical Vasya Ivanov achieved), devalues his own successes. In no case should you scold your child just because he received an inappropriate, in your opinion, grade, in no case also for the reason that the grade may not reflect real knowledge: there are often cases, for example, when a teacher deliberately underestimates the grades of children whose the parents donated (or didn’t donate at all, although this is not necessary) money for class needs at the wrong time. Unfortunately, most schools are still very, very far from an objective assessment of the abilities of each child, and therefore it is not worth getting hung up on assessments: in most cases they still do not reflect reality.
Reason two: the child may think that you are only interested in grades.
If you scold your child for not giving a very good grade, or, conversely, praise your child for a high result noted in the diary, there is a risk that the child will think that you are only interested in school success. Any child wants to be loved, no matter what progress he makes at school. By scolding your own child for poor grades, you, of course, can achieve that he will become better in school. Nevertheless, you run the risk of provoking in the child the development of the so-called childhood perfectionism, or the excellent student's syndrome: it will be quite difficult to get rid of it later.
Reason three: scolding a child for poor grades kills the motivation to learn better
For some reason, many parents think that their child's fear of getting a bad grade is a great motivation that makes them learn better. Perhaps, in some cases, such "motivation" will work, and for some time you will even be able to observe a series of fives and fours in your student's diary. Fortunately or unfortunately, in most cases, threats from parents do not lead to anything good: it will not work to force a child to study better by just scolding him for poor grades. Alas, most likely, you will have to observe an outcome that is completely different from what you expected: the child will simply lose the remnants of the motivation that could motivate him to learn better. Punishment in this case becomes meaningless, useless and even harmful: you not only did not achieve what you wanted, but also worsened the already deplorable situation.
A rare teacher in a rare school tries to build a lesson so that the children are interested: so that they do not want to be distracted, whisper, but they want to learn something. Most are trying to cope with forgetfulness, sloppiness (as it may seem at first glance) and the desire to twist and twist. Literature teacher Tatyana Kokuseva explains why lowering grades for corrections, a notebook forgotten at home, or excessive activity is stupid, and most importantly, useless.
For those who are preparing for the main school exam
School is not only about education, test results and preparation for institutes. School is, after all, eleven years of a child's life. Here he learns to live in a society of people, to defend his point of view or to come to compromises, to prove his own innocence. Here he should get motivation, a desire to know and seek knowledge. And in the end, by the end of the eleventh grade, decide on the choice of profession. This is how it should be in the ideal world that does not exist.
In fact, many children are afraid of teachers in the lower grades, in the middle they do not want to study, in the older ones they push the school into a far corner. Parents are terrified looking for tutors and do not understand what is happening: the child stubbornly does not want, the child does not try at all, he has no interest at all. Their intelligent and quick-witted toddler evaluates himself as unable to learn and prefers to do anything, but not lessons. And the point is not at all that he is lazy.
When a child enters a school community, he is faced with many rules. These rules in the form of prohibitions, assessments and requirements resemble chaotically and ridiculously placed flags that cannot be exceeded. First-graders from the first days know that they need to sit up straight, as far as possible without moving or making sounds. Homework should be done regularly and accurately every day. "The sticks must be perpendicular," as the hero of "Two Captains" used to say. In the first grade, the first motivational marks for perpendicular sticks also appear. This means that the score in the notebook is reduced for gnarled handwriting, strikethrough and fingerprints.
From the point of view of Russian pedagogy, a child, having received a score or two lower, next time will certainly try to write better
And then even better. And so on until the well-deserved "five". However, something in this regard does not work. Children in the first grade do not yet know how to write beautifully. For most first graders, writing is an unequal battle of bends, presses, squiggles, and flowing ponytails. Words play leapfrog over the lines in the notebook, the letters differ from each other in width and size. The handwriting of a person who has recently learned to write is far from perfect and requires great concentration of attention. Hence the dirt, and strikethroughs, and the letters turned in the wrong direction. The finger is pressed into the handle with such force that even many years after graduation, the callus reminds of torment.
And now the text is defeated. The student proudly gives the notebook to the teacher. And in response he receives a "threefold" and a stern remark in the margin "try!" Then again and again. At what point will a child spit on a senseless struggle with his own handwriting and put up with the eternal three? Moreover, handwriting does not only depend on diligence. Mild neurological disorders, mental tension and stress also affect handwriting. Psychologists often write that the children of a big city experience constant stress from the frantic pace of life, while the school itself is a separate test. As a result, it turns out that when assessing a child's handwriting in the first years of study, the teacher essentially evaluates the psychological state and natural data, and not the efforts of each individual student.
Others are also added to the marks for poor handwriting, designed to teach the child to be collected and serious. A friend of mine in the middle of the day receives a call from her crying fifth-grader daughter. With difficulty breaking through the sobs, mom learns that her daughter received a deuce - for a notebook forgotten at home. Literally the day before the incident, the girl set herself a goal - to finish the quarter with one five. The noble task was shattered by forgetfulness. The indignant mother called the teacher and in response she heard - next time she will carefully get ready for school. And at the same time I learned that, of course, they did not put a grade in the magazine, so there is no need to worry, nothing will spoil the overall picture of the assessments.
A logical question arises - why do we need this Schrödinger deuce, if it doesn’t seem to exist?
It turns out that after the mother's explanations, the child already in the fifth grade should understand that for some reason adults are playing ostentatious performances under the guise of intimidation actions. And that it doesn't really mean anything at all. The conclusion is simple - to spit and not pay attention. The teacher does not benefit from this attitude.
Worried parents bring middle school students to tutor. Diagnosis - many mistakes in dictations, constant triples and deuces. I look at the dictation. The total number of mistakes counted by the teacher is nine. The score is two. I carefully examine the dictation and find out that in reality there are only four grammatical errors. The rest - wrote incorrectly, thought, corrected. The correction was counted as a bug. But I corrected it myself, I remembered the rule, it seems to be commendable. It turns out that it doesn't matter for the assessment.
Teachers argue - on exams, any blot is counted as a mistake. It turns out that already in the fifth or sixth grade, the student should think about the exam and, just in case, be afraid. You never know what. When I grow up, a fifth-grader is probably thinking, I’ll go to the exam, but how wrong I am, how I cross out the mistake, and when my score is lowered, I won’t go to college!
Training takes place under the slogan "Pave your way to neurosis in advance"
Let's not forget about the grades for behavior. I spoke at the lesson - a deuce. I ran around school - a deuce. Poking in the nose, counting the crows, writing notes, flying not so, whistling not so. Everything is taken into account and evaluated. Previously, the behavior was officially satisfactory and unsatisfactory. Why it was needed is unknown. I don’t remember a single inveterate hooligan who came out with bad behavior in the certificate. Grades for behavior did not prevent anyone from behaving as they wanted, except that they spoiled the nerves of the parents a little.
The Russian school has not yet figured out the behavior of students. How to intimidate these little rascals to such an extent that they do not interfere with the teacher's speech? Leading lessons in such a way that it was interesting, constantly engaging restless children's brains with activity - this option is considered only occasionally, in individual schools and individual teachers. Usually, however, the most active is given an assessment for the energy directed in the wrong direction. And this score is not five. I remember how in the late eighties our restless class was expelled from the pioneers almost at full strength. Behavior. At first they only frightened, and then they assembled a general school line and took away the ties. Raised by the Soviet school, our teachers did not take into account one thing - we were already post-perestroika children and we didn't care. What should have been a terrible humiliation became a funny event, nothing more. Similarly, today's children are subject to behavioral grades - not at all.
The argument between teachers and parents about motivational assessments is eternal. Teachers believe that the design of the work, handwriting and attentiveness should be assessed, because both the result of the exam and the skills of working with texts and documents in adulthood depend on this. Parents say that the children have assigned themselves the label of an eternal C grade and do not want to try. Surprisingly, both are right, but the matter does not move from a dead center.
The school, like a petrified mammoth, changes slowly and holds on tightly to methods
But if you think about it, then what will happen if you do not put a two for a forgotten notebook, shift or physical education form? Well, that's what? The earth will hit the celestial axis, or maybe everyone will immediately start forgetting notebooks, forms and shifts? I think that all teachers understand perfectly well that nothing will happen if today a student writes a work on a piece of paper, and then carefully pastes it into a notebook. This can be negotiated in understandable words. Maybe instead of assessing behavior, think about what is wrong with a particular child. Pick up an additional or remove unnecessary load, talk to parents, take him to a school psychologist.
These are not universal rules, but something will suit each specific case. As for the marks for handwriting and design of the work, then, in my opinion, it is high time to separate form and content. The child will clearly understand what to work on, where to improve skills, and not get upset because of the next threefold for a correctly solved, but unsuccessfully designed task. It is not known why the school stubbornly refuses to understand that praise motivates better than an angry shout. Moreover, when it comes to children who do not yet have confidence in their abilities. If they are constantly pulled, prodded, and underestimated, they will grow into insecure adults.
- Irina Evgenievna, you are not only a professional psychologist and psychotherapist, but also a mother of four children, so the problem of school grades is well known to you. What should parents do? Scold a child? Punish?
I would like to remind you that “bad grades” is a strictly individual concept: some parents scold them for two's, others for fours. If the student's annual grades are an unpleasant surprise for the parents, I would like to ask: where were these parents in the middle of the school year? Didn't they see their child learning? Now in all schools there are electronic journals, they put all grades, parents have access to them, and they can at any time see the child's progress in all subjects. Why do they start scolding him after the end of the school year, when it is no longer possible to correct the situation?
If the parents are not satisfied with the grades, you need to find out why this is happening: talk to the teacher, work with the child and understand what his difficulties are. But this must be done during the school year, and at the end of the year it is pointless to scold a child for poor grades.
It is very important to celebrate and praise your child's achievements, so at the end of the school year it will be helpful to compare the grades that have improved in recent years and praise the child for those achievements. If academic performance has fallen, the reason for this needs to be clarified in a complex, but: maybe the child was sick a lot, missed something or misunderstood? Or did he have a problem with the teacher? Children may have developmental issues such as dyslexia or dysgraphia. Parents should find out this together with the teacher: the child himself cannot understand why his academic performance has decreased, and adults should figure it out. Parents who closely follow a child's studies throughout the year know in advance what annual marks he will receive. But if in this case, for some unknown reason, the final grades turned out to be unexpectedly poor, you need to go to school and deal with the teacher, not with the child.
- Some parents scold children even for fours. Is it possible to achieve excellent academic performance from a child in all subjects?
This is absolutely unacceptable: a four is a good mark. Some parents believe that their child should be A grade. But to whom and why does he owe it? Parents should clearly distinguish between their desires and the desires of the child: do adults want him to be an excellent student? Does the child himself want this? And most importantly, is he capable of mastering all school subjects “excellently”? Parents should answer these questions honestly to themselves and separate their personal ambitions from the requirements for the student. Parents, who scold a child for a four, forget that such a "pedagogical" approach cripples the child's psyche: having received a four, the child cries and is afraid to go home.
- But sometimes parents see that the child is learning half-heartedly.
I would say that in this case the child is simply saving his energy, and this can be explained. Schoolchildren have a lot of workload: they have to get up early and be disciplined, but their body is growing, the brain is actively forming, and the hormonal background is changing. As a result, they generate a lot of energy, which has to be contained, and all this greatly affects the attitude towards learning. But there is another factor: during the school year, fatigue builds up in children. In the fall, children begin to study actively: they have rested, tanned and gained strength, so the results of the first quarter are good. Closer to the New Year, activity decreases, and by spring, the internal resources of schoolchildren are depleted: vitamin deficiency appears, immunity decreases, and efficiency decreases. The child unconsciously begins to save his energy, and the grades in the last quarter may be worse than in the first.
If parents believe that their child is learning half-heartedly, they should find out why this is happening and why he is saving his energy: maybe he is more interested in doing something else or playing computer games? But there may be other reasons for learning half-heartedly - for example, missing material that was not learned in a timely manner makes it difficult to assimilate the following topics. As a result, the child has overwhelming difficulties for him, which he cannot cope with on his own. In this case, parents should help him with additional activities, and not scold.
- Or maybe the child is just lazy and does not want to study well?
If a child saves his energy, this is not laziness - it is a kind of adaptation of the child to life. He does not plan to be lazy, he does it unconsciously and he himself suffers from it. The child does not want to study badly, he is afraid of teachers and is afraid of the disfavor of parents, but at the same time for some reason he saves his energy or switches to something simple and easy, where he has more opportunities to become successful and achieve any achievements - for example, computer games.
- Should a child be punished for poor annual marks by depriving him of any pleasures - for example, a promised excursion, a tourist trip or a trip to a summer camp?
It is forbidden. Such a punishment would be a dishonest act towards the child: he still worked, tried, got up early, worked hard. Parents should take a closer look at their child, find out the causes of his problems and help with the assimilation of difficult material for him.
- If the parents are unhappy with the student's annual grades, then how to motivate the child for more successful studies in the future?
We must not forget that the children themselves are also upset about poor grades and try to fix them. If good grades are considered important and valuable in the classroom, then the child will be motivated to learn as well as possible. But the most important motivation is interest in learning: if a child is interested, he will study well. Gifts, purchases, travel and other material incentives are bad incentives, and money as an incentive to study is generally unacceptable.
Anything - that the child already knows the program, that he is not interested in this subject, that he is poorly taught ...
Anything - that the child already knows the program, that this subject is not interesting to him, that he is poorly taught ... But definitely not about the real level of knowledge.
There is a school stereotype: to be successful in life, you need to be an excellent student, or at least study well. On the other hand, the names of well-known personalities who were round failures are heard: Winston Churchill, Bill Gates, Alexander Pushkin, finally.
Today we will tell you about the first meeting of "Mythbusters" with experts and psychologists, parents and schoolchildren, which was held by vocational guidance service "Profilum" to understand : What should school and parents do with C grade students?
The attitude of parents to the marks that children receive at school is ambiguous. Someone thinks that triplets are bad, others are sure that it is the triplets who will make up the future creative class. Schoolchildren are often told that bad grades, including "Cs", will become an obstacle in life: you pass the exam badly, you will not enter a good university, and it is not clear how you will continue to live. Is it really?
Stories of two Dims
Dima, graduated from school a few years ago:
Everything was very smooth in middle and elementary school, but in high school, teachers and parents had great difficulties in explaining how this or that knowledge will be useful to me in the future. To any questions I was answered “it will be needed at the university” or “it should be so”. Fortunately, my high school was specialized, we were given programming, algorithmic level 1-2 years of the university. These subjects were led by a specialist from a real company, and it was very easy for me with him, I understood why all this was needed. There was also useless knowledge, for example, in geography, we studied the economy of Sudan. Why do I need it?
Second-grader Dima doesn't like anything at all at school, and therefore he goes to school "so as not to upset his mother."
Mom of the second grader Dima:
I transferred my son to another class, where they ask less. But, unfortunately, Dima lost his desire to study, because the class was much weaker, and the program had already been completed. We partially solved the problem of interest in learning by playing at home. In a playful way, Dima learns everything very well.
The role of the school is changing
These are just two examples of why children can get poor grades, including compromise “threes”. Grades are only an indirect indicator of knowledge. The real problem is the lack of motivation to learn the material. In this case, parents are looking for an opportunity to give their child a better education, to approach this issue outside the box.
Mark Sartan, Head of the Center for the Development of Educational Systems "Smart School"
The school must respond to parental requests. Do we have a choice today which school to send a child to? In fact, no! Therefore, parents have to finish what the teachers could not. But the very fact that parents ask the question “what to do?” If the child has “bad grades” suggests that the problem can be solved.
The role of the school in people's lives has changed over the years. Previously, those who could not cope, went "to Kamchatka", and then were expelled from school. Today, the child cannot even be left for the second year, although some parents even ask for this for educational purposes.
Lyudmila Petranovskaya,
The chances of people who can only sit still and perform simple algorithmic operations turn out to be zero, since machines are already in many aspects more efficient than people today. Schoolchildren need a new approach, new knowledge. At the same time, the problem of a delayed pedagogical result, when a student does not understand why he is being given certain knowledge, is compensated by assessments that replace motivation. But the generation of digital natives, who are learning to use the touchscreen before they can speak, and are into eSports and vlogging, need a completely different approach. Unlike past generations, they may ask questions: "Why do I need this?", And trying to make them learn with bad grades is practically useless.
Nina Dobrynchenko-Matusevich, leader of the Parents' League, active mother of three
Today, education is no longer a social lift and by itself cannot pull anyone anywhere. People are aware of this situation, but react in the old fashioned way. They propose to return the education system that helped us and our parents, only to make it stronger and better. Instead, it is necessary to create new formats for teaching and assessing the knowledge gained.
Statistics show that Russian assessments are far from reality. If in the United States, every point in school gives an increase in salary by 7%, then in Russia there is a decrease in salary by 7% with an increase in the average grade - due to the bias of a career in the academic environment, where the level of remuneration is lower. In our country, work experience is more important. As HSE studies have shown, if a person worked somewhere during his studies, his salary turns out to be 33% higher. At the same time, work while studying, as a rule, does not affect academic performance.
Assessment corrupts both the school and the education system
In general, as psychologists note, assessments often turn into a leitmotif: in most cases, no one is interested in what the child really knows - it is important what assessments he brings.
Maria Voloshina, practicing psychologist in the educational system
Choosing a teacher for your child is a virtually inaccessible option. It is important to understand how to support the parent and the child in real life. The help of a school psychologist for a parent is to help him “peel off” the assessment from the child. Help a parent understand what kind of child his child is, what is he good about? - such questions lead parents into a stupor. It's good when the parent sits down with the child and begins to understand, sees progress, works on mistakes
For assessments to be objective, there must be clear criteria so that the result can be understood and challenged. For example, in Western countries, colleges are ranked according to the average salary of graduates, applicants are well aware of the grade to be scored based on the results of schooling, and this allows us to speak about the balanced role of grades in a person's life.
Lyudmila Petranovskaya, psychologist, blogger, author of several books, founder of the Institute for the Development of the Family Device
In a psychological context, we must understand that when evaluating is used to express a subjective attitude, fear of a poor evaluation of the child is inevitably formed. It is necessary to separate the grain from the chaff, to assess the actions, knowledge, deeds of a person from the assessment of the person himself. Educators should evaluate the specific actions of children in the educational process. It is necessary to evaluate how the child learns, how he communicates with the outside world.
What should be the grade?
In order for assessment not to be a deterrent in the child's development, parents, teachers and children themselves need to change their attitude towards mistakes, since they are part of the natural stage of learning. According to psychologists, there are three levels of motivation: enthusiasm, overcoming, avoidance. And if today the "troika" can form in a person precisely the pattern of avoidance, it is necessary to work in every possible way to ensure that such a mark stimulates overcoming, and even better - to enthusiastic study of the subject.
Vitaly Altukhov, Head of Development and Research Department "Profilum"
The school grade is too general and relative. It does not allow judging the real potential of the child. To reveal it, you need to use additional metrics - to assess the real interests and abilities of the child, as well as to identify talents that may not appear at school. Our technology makes it possible to comprehensively assess the potential of a child, to reveal his true talents, and selects specific options for professions, optimal out-of-school courses and career paths for them.published