Ways to overcome school failure. Studying the causes of underachievement and ways to overcome them Causes of underachievement of students

09.12.2021Heading: masonry

Until now, one of the most “sick” places of all schools is the poor performance of schoolchildren. The reason lies not only in the imperfect working methods of schools, but also in the characteristics of age, in the psychological readiness of the child for school.

An analysis of literary sources shows that many authors study the problem of school failure. Poor progress is the result of our inattention, indifference, our “maybe it will pass by itself”. Experience shows that difficulties overcome in time and correctly not only allow the child to study normally, but also preserve his physical and mental health.

The problem of school failure is one of the central problems in pedagogy and pedagogical psychology. It was revealed that school failure can be the result of reasons of both a non-psychological nature: family living conditions, pedagogical neglect, the level of education of parents, and psychological: shortcomings in the cognitive, need-motivational spheres, individual psychological characteristics of students, lack of formation of analysis and synthesis. The variety of reasons for poor progress makes it difficult for the teacher to identify them, and in most cases the teacher chooses the traditional way of working with poorly performing students - additional classes with them, consisting mainly in repeating the educational material passed. At the same time, most often such additional classes are held immediately with several lagging behind students. However, this work, which requires a lot of time and effort, turns out to be useless and does not give the desired result. In order for work with poorly performing children to become effective, it is necessary, first of all, to identify specific psychological reasons that prevent the complete assimilation of knowledge by each student.

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Topic: "The problem of student failure and ways to overcome it"

Introduction …………………………………………………………… page 2

Chapter 1. Theoretical aspects of school failure

and ways to eliminate these causes

1.1 The concept of "failure" in

psychological and pedagogical literature………………………………p.7

1.2 Psychological characteristics

underachieving schoolchildren ………………………………………….page 14

1.3 Ways to eliminate school failure ………………… p.21

Chapter 2

underachievement of school-age children

2.1 Diagnostics of children's progress

school age ………………………………………………… page 28

2.2 Implementing ways to address underachievement

school-age children……………………………………… page 34

Conclusion ………………………………………………………. p.40

Literature ………………… page 44

INTRODUCTION

In order for work with underachieving children to become effective, it is necessary, first of all, to identify specific psychological reasons that prevent the complete assimilation of knowledge by each student.

The problem of school failure has always been given special attention by both psychologists and teachers (M.N. Danilov, V.I. Zynova, N.A. Menchinskaya, T.A. Vlasova, M.S. Pevzner, A.N. . Leontiev), A.R. Luria, A.A. Smirnov, L.S. Slavina, Yu.K. Babansky). The reasons for school failure were noted: unpreparedness for schooling, in its extreme form acting as social and pedagogical neglect; somatic weakness of the child as a result of long-term illnesses in the preschool period; speech defects, uncorrected at preschool age, visual and hearing impairments; mental retardation; negative relationships with classmates and teachers.

At present, scientific thought is characterized by the theory of two factors, i.e., the acceptance of both biological and social theories. Experts note that the problem of poor progress is pedagogical, medical, psychological, and social. That is why in the last decade there have been more and more calls for the unification of the efforts of specialists in various fields in the matter of improving the academic performance of schoolchildren. There is an opinion that a comprehensive examination is necessary to identify the causes of failure. It is necessary to add anthropometric (body type) and psychophysiological (properties) to the psychological examination. nervous system) examinations.

Despite the close attention of teachers and psychologists, scientists and practitioners to the problem of school failure, the number of students experiencing learning difficulties is constantly growing.

All this determined the relevance of the research topic.

When studying psychological and pedagogical literature, we revealed a contradiction between a large amount of psychological and pedagogical literature on the problem of school failure, on the one hand, and a small number of methodological developments on ways to eliminate these causes.

The identified contradiction made it possible to identify the research problem: the study of the reasons for the failure of younger students and ways to eliminate these causes.

This problem allowed us to formulate the topic of the study: "Problems of school failure and ways to eliminate these causes."

Object of research: poor progress of schoolchildren.

Subject of study: causes of school-age children's failure and ways to eliminate them.

The purpose of the study: to theoretically identify and, through experimental work, test the effectiveness of ways to eliminate the causes of school failure.

The study of psychological and pedagogical literature on the topic of the study made it possible to put forward the following hypothesis: it is assumed that the elimination of the causes of school failure will be more successful if pedagogical and psychological prevention, psychodiagnostics of the causes of school failure are carried out in a timely manner, in the presence of educational influence, individual planned educational work that includes work with the student's family.

In accordance with the purpose and hypothesis of the study, the following tasks were defined:

1. Analyze the scientific and methodological literature on the research problem.

2. Consider the concept of "failure" and determine the reasons for the failure of schoolchildren.

3. To identify ways to eliminate underachievement in school-age children.

4. Experimentally test the effectiveness of measures to eliminate underachievement in school-age children.

Theoretical and methodological basis of the study: methodological and Scientific research school failure in the works of P.P. Blonsky, A.M. Gelmont, N.I. Murachkovsky and others.

To solve the tasks and test the hypothesis, the following research methods were used:

Theoretical analysis of psychological, pedagogical and methodological literature on the research problem.

Observation, interviewing students and teachers, analyzing the products of students' activities;

Comparison, study of documentation;

Organization and conduct of an experiment to test a hypothesis.

Experimental research base: MOU secondary school No. 160

Students of the 6th "B" class participated in the experiment.

The study was carried out in three stages.

The first stage - staging (02/11/10 - 03/28/10) - the choice and understanding of the topic. The study of psychological and pedagogical literature, the formulation of the problem, the formulation of the goal, subject, object, research tasks, the formulation of a hypothesis.

The second stage - self-research (29.03.10 - 22.04.10) - development of a set of measures and their systematic implementation, processing of the results, testing the hypothesis.

The third stage - interpretation and design (23.04.10 - 29.05.10) - processing and systematization of the material.

Scientific novelty of the research: the research consists in the fact that for the first time the poor progress of schoolchildren is considered as an independent research problem; experimentally tested the effectiveness of measures to eliminate poor progress in children of school age.

The practical significance lies in the fact that the conclusions and results term paper can be used in the educational process of educational institutions.

The structure and scope of the work: the work consists of an introduction, two chapters, a conclusion, a bibliographic list including 33 titles, an appendix. The total amount of work is 43 pages of computer text.

1. THEORETICAL ASPECTS OF STUDENT FAILURE AND WAYS TO ELIMINATE THESE CAUSES

1.1 The concept of "failure" in the psychological and pedagogical literature

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

Underachievement is interpreted as a discrepancy between the training of students with the mandatory requirements of the school in the assimilation of knowledge, the development of skills and abilities, the formation of experience in creative activity and the upbringing of cognitive relations. Failure prevention involves the timely detection and elimination of all its elements.

M.A. Danilov connects poor progress with the driving forces of the learning process, namely its contradictions. He believes that poor progress occurs when the contradictory unity of students' abilities and what is required of them is violated. Okon agrees with M.A. Danilov, because he defines poor progress as a violation of the interaction between the participants in the educational process (students and teachers) and external conditions. Particular characteristics of educational work are given in the work of A.M. Helmont. It indicates different levels of assimilation of educational material. Under the educational material, he means the paragraphs of the textbook, and he correlates different types of assimilation with a certain level of semantic processing of the text. A.M. Helmont divides students into the following groups:

1. Poor students who cannot follow the progress of the teacher's explanation have great difficulty in understanding the text of the textbook.

2. Underachieving students who partially cope with analysis-synthesis, for example, only when it comes to specific objects, phenomena.

Common to this or that group is an unwillingness to strain their mental strength, a negative attitude towards more complex forms and methods of work.

Unfortunately, in pedagogy, more research is focused on established, fixed underachievement. But in order to know and apply in pedagogical practice the forms and methods of work aimed at preventing academic failure, it is necessary to catch the moment when it is just emerging. There is a famous phrase: “It is easier to prevent a disease than to cure it.” It seems that this quote is applicable not only to physical ailments, but also to such a pedagogical phenomenon as academic failure.

We found the best definitions in the book by V.S. Tsetlin “Underachievement of schoolchildren and its prevention". Here are the lines from this book: “Underachievement is understood as the discrepancy between the preparation of students with the requirements of the content of education, fixed after any significant segment of the learning process - studying the topic, the end of a quarter, half a year, a year ". Here V. S. Tsetlin defines backlog: “Lagging is the failure to meet the requirements (or one of them) that occurs at one of the intermediate stages within that segment of the educational process that serves as a time frame for determining progress. The word “lag” means and the process of accumulating non-compliance, and each individual instance of that non-compliance, i.e. one of the steps in this process. The backlog is a break in continuity.” One cannot but agree with the author of the book that academic failure and backwardness are interrelated. Further, he points out that in poor progress as a product, individual lags are synthesized, it is the result of the lag process. Diverse lags, if they are not overcome, grow, intertwine with each other, and ultimately form poor progress. In this regard, the task of preventing poor progress is to prevent these growths and immediately eliminate them.

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

The study of the problem is increasingly associated with a wide range of social issues, involves the use of data from all sciences about a person, an individual, a person.

It is didactics that is called upon to give a definition of poor progress, that this task cannot be solved by other sciences, since the concept of poor progress is, first of all, a didactic concept associated with the main categories of didactics - the content and process of learning.

Although the task of disclosing the essence of underachievement has not been set in the literature, in many works one can find approaches to its solution. One of these approaches is to analyze the conditions that give rise to underachievement. So, A.A. Budarny connects poor progress with the driving forces of the learning process - its contradictions. According to this position, in cases where the contradictory unity of the capabilities of students and what is required of them is violated, underachievement occurs. Similar thoughts are expressed by P.P. Blonsky, who defines underachievement as a violation of the interaction between students, teachers and external conditions.

However, studies carried out in line with this approach cannot be considered sufficient; they are aimed at clarifying the external connections of the phenomenon and leaving its internal structure in the shade.

A backlog is a failure to meet the requirements (or one of them) that occurs at one of the intermediate stages within that segment of the educational process that serves as a time frame for determining progress. The word "backlog" means both the process of accumulation of non-compliance with the requirements, and each individual case of such non-compliance, i.e. one of the moments of this process.

The inconsistency of such an understanding and terminology lies in the very essence of the phenomenon under study: the lagging process is made up of lagging behind acts.

Failure and backwardness are interrelated. In poor progress as a product, individual lags are synthesized; it is the result of the lag process. Diverse delays, if they are not overcome, grow, intertwine with each other, and ultimately form poor progress.

To answer the question of why a backlog is possible, we must first analyze the factors of academic achievement.

The study of relevant scientific data has made it possible to identify three main factors of academic achievement: the requirements for students arising from the goals of the school; psychophysical abilities of students; social conditions of their life, upbringing and education at school and outside of school.

The requirements for students form the basis for the development of tests and assessment criteria. The requirements of the content of education can only be met when they do not exceed the physical and mental capabilities of schoolchildren and are in accordance with the conditions for the education and upbringing of children.

In the capabilities of children, two closely related sides are distinguished - physical capabilities (the state of the body, its development) and mental (development of thinking, memory, imagination, perception, attention). When developing requirements for students, specialists in each academic subject are guided by a certain norm of the capabilities of children of a particular school age.

The psychophysical abilities of children change and improve under the influence of social conditions, including the influence of the educational work of the school. The content and methods of teaching increase (and sometimes delay, lower) the abilities of students.

Social conditions (in the broadest sense of the word) as a factor in academic achievement also interact with the abilities of children. These are the conditions in which children live, study, and are brought up, living conditions, the cultural level of parents and the environment, class occupancy, school equipment, teacher qualifications, the availability and quality of educational literature, and much more. And this factor is somehow taken into account when determining the content of training.

The same conditions of education and upbringing have a different effect on children brought up in different conditions, having differences in the body, in general development. Not only education, but the whole life of a child affects the formation of his personality, and personality development is not carried out under the influence of external conditions alone.

In determining the elements of poor progress, it is necessary to rely on didactic, methodological and psychological literature, using programs and textbooks, as well as the results of observations of pedagogical processes.

It is necessary to proceed from the fact that the content of education prescribed for the school is expressed not only in programs and textbooks, but also in the literature explaining them. Methodological materials, programs and textbooks reveal the specific content of each subject and partially - general principles and the ideas behind them. Psychological and pedagogical literature explains the goals and objectives of the new content, its features.

Performance Scorecard:

the first is to make at least one indirect conclusion, to combine existing knowledge, skills and abilities in obtaining new knowledge;

the second is to apply existing knowledge, skills and abilities in a new situation, selecting them and combining them, making separate indirect conclusions;

the third is to strive for knowledge of a theoretical nature, for their independent acquisition;

fourth - to actively overcome difficulties in the process of creative activity;

fifth - to strive to evaluate their achievements in cognitive activity.

Failure to comply with the set of these requirements characterizes the poor progress of schoolchildren.

The following shortcomings of the student's educational activity act as elements of poor progress:

1) does not own the minimum necessary operations of creative activity, combining and using existing knowledge, skills and abilities in a new situation);

2) does not seek to acquire new knowledge of a theoretical nature;

3) avoids the difficulties of creative activity, is passive when confronted with them;

4) does not seek to assess their achievements;

5) does not seek to expand their knowledge, improve their skills and abilities;

6) did not master the concepts in the system.

These features constitute the signs of the concept of "failure" for those subjects in which the leading role belongs to creative activities based on knowledge, skills and abilities.

Failure, as a result, is characterized by the presence of all elements. In the process of learning, its individual elements may arise, and they appear as lags.

Thus, underachievement is understood as a discrepancy between the preparation of students and the requirements of the content of education, fixed after any significant segment of the learning process (for example: a chain of lessons devoted to the study of one topic or section of the course, academic quarter, half year, year).

In order for the teacher to be able to single out the process of student failure, he needs to know the psychological characteristics of unsuccessful students. In the next chapter, we will consider the psychological characteristics of underachieving schoolchildren.

1.2 Psychological characteristics of underachieving students

All underachieving schoolchildren are characterized, first of all, by weak self-organization in the process of learning: the lack of formed methods and techniques of educational work, the presence of a stable wrong approach to learning.

Failing students do not know how to learn. They are unwilling or unable to logically process the topic being digested. These schoolchildren do not work systematically in the classroom and at home, and if they are faced with the need to prepare a lesson, they either do it hastily, without analyzing the educational material, or resort to reading it repeatedly in order to memorize it, without delving into the essence of what is being memorized. These students do not work on the systematization of acquired knowledge, do not establish connections between new material and the old. As a result, the knowledge of underachievers is unsystematic, fragmented.

Such an approach to learning leads to a systematic intellectual underload, which in turn leads to a significant decrease in the rate of mental development of these students and further increases their lagging behind their classmates.

Low self-organization of underachieving schoolchildren is also manifested in a low level of mastery of such mental functions as memory, perception, imagination, as well as in the inability to organize their attention, as a rule, underachieving schoolchildren are inattentive in the classroom. Perceiving the educational material, they do not seek to recreate it in the form of images, pictures.

Mass-school teachers are well aware that children who do not master the school curriculum have negative character traits and behavioral disorders. Comprehensive study of features mental development poor schoolchildren - a diagnostic psychological experiment, a detailed biographical study, observation of behavior in the classroom and in extracurricular activities, conversations with parents and teachers - made it possible to identify a number of conditions that contribute to the formation of distortions in the development of the personality of children.

The first and most important factor in the formation of negative character traits is the unwillingness to learn, the aversion of an unsuccessful child to any kind of educational work. Persistent difficulties in mastering the material, a constant feeling of failure naturally lead to the fact that such children avoid the very process of preparing lessons, tearing notebooks, hiding textbooks, crying in response to school requirements. They begin to skip classes, lie at home, deceive, say that “nothing is given”, and at school - that “I forgot my books at home”, etc. Emotional distortion begins to be seen in these actions, the beginnings of negative character traits already in the first six months, during the first year of study.Such features of behavior are formed very quickly and by the second half of the year such children are very noticeable in public school.

By this time (that is, by the second grade), the next factor joins - conflict relations with teachers. At first glance, it seems that these relations are of a negative nature, and there is even an opinion that teachers have a biased attitude towards underachieving children. Teachers treat them rudely, yell at them, make insulting remarks, complain to parents, discuss with each other openly, in front of other students. At the same time, conversations and careful observation make it possible to understand that such behavior of teachers is caused by helplessness, inability to work with such children, special attention to them, and minimal academic success. All available means are used here. With a raised tone, notations and moralizing, teachers try to attract the attention of poorly performing students, include them in educational work, and force them to study.

A persistent conflict situation leads to the fact that, after a short time, underachieving children begin to be impudent in response, to be rude to the teacher, defiantly leave the lessons, and disrupt the educational process. In underachieving schoolchildren, a variety of negative character traits arise and are fixed - conflict, malice, affective excitability.

Similar problems arise in persistently underachieving children in relation to their parents. Parental behavior is even more complex and controversial. Most often, the parents of underachieving students have complaints about the school, they blame the teachers (“they teach poorly”), the curriculum, but when observed in an informal setting, it is clearly seen that these same parents constantly reproach their children with educational problems. Tired children are put immediately after school hours to learn homework, they sit with them, hire tutors, often use physical punishment, shout - “mediocrity ... lazy”, etc. Thus, parents finally lose the trust of their children, aggravate the home environment with constant conflicts and their underachieving children begin to leave the “street.” Leaving home becomes constant, returning home late at night, the children lie in every possible way, trying to get out of the situation.This happens by the end of the third grade.

Many authors base the typology of underachieving schoolchildren on the studied or causes of underachievement. This is what L.S., in particular, does. Slavina: types of underachievers single her out for a dominant reason. One group of underachievers consists of those students who do not have effective motives for learning, another - children with weak learning abilities, a third - with incorrectly formed skills of educational work and who do not know how to work.

The team led by I.V. Dubrovina combined the psychological reasons underlying academic failure into two groups: the first, of which they attributed the shortcomings of cognitive activity in the broad sense of the word (the student does not understand well, is not able to assimilate school subjects, etc.), and the second - shortcomings in the development of the motivational sphere of children (insufficient formation of the main psychological processes).

At primary school age, it is clearly seen that negative character traits, behavioral disorders are formed delayed in time, with an interval of six months after learning difficulties, conflicts with teachers and parents.

Naturally, after conflicts with teachers and parents, underachieving children themselves become aggressive, pugnacious, uncontrollable, spiteful towards their peers. It is noticeable that in the first grades, more developed and smart peers (seeing how teachers and parents treat underachievers) also begin to demonstrate their hostility at every opportunity. This is expressed more subtly, in the form of mockery, insulting nicknames, ignoring poorly performing students. The responses of underachieving children occur somewhat delayed in time (after 6 months - 1 year), but they are very naked and rude. Underachieving students fight, swear, steal, skip school. Already by the fourth grade, all the behavior of these children is permeated with negative character traits.

The reasons for the failure of a child in school can be very diverse. And it is not necessary to assume that the main reason is the "abnormality" of the child or his lack of diligence. Sometimes the reasons for failure may be due to the behavior of others, and not the child himself or a certain situation. In any case, the issue of poor progress must be approached individually and solved not by pressure, but by a careful study of the causes and their elimination.

One of the main reasons for the failure of younger students is the lack of readiness for learning, which is expressed in three different aspects.

Analytical thinking;

Logical memorization;

Development of fine hand movements and hand-eye coordination.

The development in children of the need to communicate with others;

The ability to obey the interests and customs of the children's group;

Ability to play the role of a student.

There are also "external" reasons, "teacher's problems": the style of relations with children and parents, the content of education and teaching methods, the personality of the teacher, etc. We create a bank of pedagogical information at the school, equip our teachers with methods for conducting problematic lectures, learning algorithms, subject Olympiads, partly - the search method and other active forms of learning.

Children with various kinds of mental retardation also have learning difficulties. They are characterized by emotional immaturity, extremely low intellectual performance, increased fatigue, and nervous exhaustion. The principle of the school is to educate each of our students within the framework of the program available to him. We create a rehabilitation educational space for children with physical, intellectual or mental disabilities. Since the opening of the school and to this day, the school has classes of correctional and developmental education, where children also receive education that meets state standards.

Ignoring the types of perception by the teacher can also cause poor progress. Auditory-oriented children do not perceive well what is written on the blackboard or in the textbook, visually-oriented children may not hear the teacher's explanations, and kinesthetics need to touch everything to perceive information. For the success of teaching all students, we teach immediately, taking into account all types of perception. Firstly, each child understands the material presented in his leading system, and secondly, this contributes to the development of other channels of perception in the student and allows them to develop. At the same time, the material is perceived by the child better and better every time.

Psychological correction in case of poor progress involves the impact on the individual mechanism of acquiring knowledge from a given child, that is, on the development of his cognitive abilities in general, and not the assimilation of a separate discipline.

There are two differences between underachieving students and successful ones. The first is differences in the levels of cognitive activity. This is manifested in the fact that "achievers" show a higher interest and readiness to solve various cognitive problems, the ability to independently search for options, highlight the incomprehensible, unfamiliar; are able to formulate questions to clarify for themselves what is not clear. "Unsuccessful", faced with the need to solve some cognitive task, do not show interest in it, start talking on extraneous topics or say the first thing that comes to mind. At the same time, it is more important for them not to clarify some information for themselves, but to evaluate their answer by adults, and, accordingly, the questions they ask are not about the essence of the problem, but about their answer: "So?" "Did I say right?" However, if children are specifically encouraged to ask questions about what they do not understand, then they "learn to ask" and begin to turn to adults quite often for clarifications, even if this was not characteristic of them before.

Thus, the psychological characteristics of underachieving schoolchildren consist in weak self-organization in the learning process: the lack of formed methods and techniques of educational work, the presence of a stable wrong approach to learning.

Ways to eliminate school failure will be discussed in the next paragraph.

1.3 Ways to eliminate school failure

Modern didactics offers the following as the main ways to overcome academic failure:

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

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

3. Pedagogical therapy - measures to eliminate backlogs in learning. In the domestic school, these are additional classes. In the West - alignment groups. The advantages of the latter are that classes are conducted based on the results of serious diagnostics, with the selection of group and individual teaching aids.

4. Educational impact. Since failures in studies are most often associated with poor education, individual planned educational work should be carried out with unsuccessful students, which includes work with the student's family.

One of the directions of psychological correction in violations of educational activity is the stimulation and support of a child's diverse cognitive activity, positive emotional reinforcement of its various manifestations, and the creation of conditions for its development.

One of the main tasks of psychological correction is to restore the child's desire to learn. A person has an innate need to "extract meaning from the world around us and do it under arbitrary control."

This need may decrease in the child. The reason is a violent restriction, a strict external control in the child's cognitive activity, often aggravated by negative assessments of his personality and mind in case of erroneous actions, which are often erroneous only from the point of view of an adult who is unable or unwilling to delve into the course of a child's judgment.

It happens that a person is afraid to realize his mistake, he tries to protect himself from this realization, they go away from solving problems, which leads to intellectual passivity.

Therefore, when the desire to learn is restored, the path of psychological correction is to encourage readiness to search for contradictions, inconsistencies, to create conditions under which the search itself would bring satisfaction, regardless of its result.

Sometimes, as a program of psychological correction, various systems of developmental activities are offered to stimulate cognitive functions: attention, perception, memory, thinking. However, it seems more effective to include training exercises in a playful form directly into the learning process, this is especially important for teaching certain subjects that are most difficult for children to perceive.

Pedagogy has accumulated considerable experience in overcoming poor progress. An analysis of various practical measures made it possible to identify some fundamental provisions.

Educational and developmental pedagogical influences come to the fore in work with underachieving schoolchildren. The goal of working with underachievers is recognized not only to fill in the gaps in their educational preparation, but at the same time to develop their cognitive independence. This is important because, having caught up with his comrades, the student should not lag behind them in the future. A temporary reduction in requirements for underachieving students is allowed, which will allow them to gradually catch up.

The causes of failure are neutralized (elimination of negative circumstances and strengthening of positive aspects).

When working out ways to improve the educational process, as a rule, we have in mind the creation of especially favorable conditions for underachieving schoolchildren. Separate measures are also being developed for all students; they serve to improve the general conditions of education and upbringing of students at school. This includes proposals for improving accounting and control, recommendations on how to intensify the cognitive activity of students and their independence, strengthen the creative elements in it, and stimulate the development of interests. The ways of re-educating relations proposed in some pedagogical and psychological works seem to be fruitful: to put before the student such tasks that are accessible to him so that he can achieve success. From success, even the smallest one, a bridge can be built to a positive attitude towards learning. For this purpose, they use gaming and practical activities, involve underachieving high school students in classes with lagging junior high school students. In this case, pedagogical activity forced students to understand the values of knowledge, to be critical of their studies at school.

Attention was also drawn to the special conditions of the survey for underachieving students. It is recommended to give them more time to think about the answer at the blackboard, to help present the content of the lesson using a plan, diagrams, posters.

Much attention in the literature is paid to the differentiated work of the teacher in the classroom with temporary groups of students. It is proposed to distinguish three groups of students: weak, medium and strong. The task of the teacher is not only to bring up the weak to the required level, but also to give a feasible load for average and strong students. At certain stages of the lesson, independent work is organized in groups, and students perform tasks of varying degrees of difficulty. The teacher helps weak students first. At the last stage, students make a report on their independent work. This principle of constructing a lesson is used in the practice of many schools. It is important to note that the groups are temporary, the transition from one to another is allowed for students at their request and is made by the teacher, taking into account the success of each student's learning.

Differentiation and homework of students is also necessary. This question has been relatively little developed, but there are interesting considerations that I would like to note: about the usefulness of programmed homework aids for those who are lagging behind, about the effectiveness of creating a problem situation and individualizing homework.

In practice, schools widely use various kinds of additional classes with lagging behind. The prevalence of this measure, although it is rightly criticized for irrationality, is explained, in our opinion, by the fact that it increases the amount of time for studying the material. This method is the only one for those teachers who do not know how to differentiate the work of students in the lesson, to individualize homework.

To prevent poor progress, as the analysis of the conditions causing the backlog showed, the main importance is the improvement of the learning process, the strengthening of its educational and developmental impact. The recommendations are aimed at resolving these issues both in individual work with students and in work with the whole class.

It is very important to identify the causes of failure in a timely manner and eliminate them. If in the lower grades the child did not develop the skills and desire to learn, then every year the difficulties in learning will grow like a snowball. Then the parents pay attention to the condition of the child and begin to urgently take tutors. But usually it's too late. The child has already formed a negative attitude towards the learning process, and he does not understand most disciplines. Endless "studies" on the part of parents sometimes worsen the already bad microclimate in the family.

The activity of a teacher to prevent underachievement requires that, if a backlog is detected, measures are promptly taken to eliminate it. In the literature, the choice of measures is usually associated only with the causes of poor progress, which, of course, is not enough. Such an overlap in theory and practice is due to the fact that in the concept of "failure" its elements have not been singled out, signs of lagging behind have not been identified. Meanwhile, this is necessary for the correct choice of measures to overcome poor progress and backwardness, for understanding the causes of these phenomena.

Work with underachieving children can be carried out both at the lesson level and outside the lesson (additional classes).

In the lesson for underachieving students, cards with individual tasks are recommended, it is recommended to give them more time to think about the answer at the blackboard, much attention is paid to working with temporary groups (it is proposed to distinguish 3 groups: weak; medium; strong; at various stages of the lesson, independent work is organized in groups, and students perform tasks of varying degrees of difficulty), while the transition from one group to another is not prohibited.

In additional classes, students can be given the right to ask their comrades, compose the texts of dictations themselves, dictate them, check each other's independent work, and explain tasks to those who have not yet understood.

Thus, having considered the theoretical aspects of school failure, its causes and ways to eliminate them, we can conclude that:

1. Underachievement is like a discrepancy between the training of students with the mandatory requirements of the school in mastering knowledge, developing skills and abilities, shaping the experience of creative activity and education of cognitive relations.

2. Underachieving students, as a rule, have gaps in factual knowledge and special skills for this subject, which do not allow to characterize the essential elements of the concepts, laws, theories being studied, as well as to carry out the necessary practical actions. The presence of gaps in the skills of educational and cognitive activity, reducing the pace of work so much that the student cannot master the necessary amount of knowledge, skills and abilities in the allotted time. An unsuccessful student has an insufficient level of development and upbringing of personal qualities that do not allow the student to show independence, perseverance, organization and other qualities necessary for successful learning.

3. Overcoming underachievement is carried out on the basis of studying students, analyzing their activities and developing a typology of underachieving students. The main place in the psychological and pedagogical literature devoted to overcoming poor progress is occupied by the analysis and classification of its causes. To overcome poor progress, individual tasks are used, the division of educational tasks into separate stages (steps), special survey conditions, and additional classes.

The next chapter will be devoted to experimental work to eliminate the underachievement of school-age children.

2. EXPERIMENTAL WORK TO REMOVE SCHOOL-AGE CHILDREN'S LACK OF PROGRESS

2.1 Diagnosing the academic performance of school-aged children

To help underachieving junior schoolchildren in GBOU secondary school No. 160 of the city of Moscow in the 6th "B" class, we conducted an experimental study, which consisted of three stages:

1. Diagnostics of schoolchildren's progress and identification of the reasons for its occurrence.

2. Developing work to eliminate school failure with 1-2 children.

Basically, of course, in the selection of methods for diagnosing the causes of school failure, emphasis is placed on intelligence tests, tasks for attention, memory, perception of information, methods for thinking and other mental processes, then it will be easy to select methods and ways, respectively, subsequent correction.

We have used the following methods:

A conversation with the teacher in order to clarify the difficulties that children have in learning activities and the reasons for causing them based on observing children in the process of learning activities;

Analysis of written works;

Gradebook analysis.

The list of difficulties proposed for a conversation with a teacher included the following:

Omissions of letters in written works;

Inattention and distraction;

Difficulties in solving mathematical problems;

restlessness;

Constant dirt in notebooks;

Poor knowledge of the addition table;

Difficulty completing tasks in class;

Constant questioning of the teacher;

being late for lessons;

Constant distraction in class

Fear of oral answers.

The results of the conversation with the teacher showed that some children experience difficulties in learning activities to varying degrees.

Also, the observation of educational activities in the lessons of mathematics and the Russian language was carried out. The monitoring scheme included the following:

How the child is included in the work in the lesson;

The level of manifestation of his activity;

The questions he asked the teacher;

Performing additional tasks (willingly, reluctantly);

Expressing value judgments about the lesson (positive, negative).

We identified a number of difficulties in teaching schoolchildren and possible psychological causes of these difficulties:

1) Approximately 20% of children can skip letters in written work. This phenomenon has several reasons - a weak concentration of attention, lack of formation of self-control techniques, individual typological characteristics of the personality.

2) 19% of children constantly make spelling mistakes. Possible reasons are as follows: a low level of development of arbitrariness, unformed methods of educational activity, a low level of volume and distribution of attention, a low level of development of short-term memory.

3) About 17% suffer from inattention and distraction. The reasons were identified as follows: a low level of development of arbitrariness, a low level of attention span, a low level of concentration and attention stability.

4) 14.8% of children experience difficulties in solving mathematical problems - logical thinking is poorly developed, poor understanding of grammatical structures, lack of formation of the ability to focus on a system of signs, low level of development of figurative thinking.

5) Approximately 13.5% of schoolchildren have difficulty retelling the text. Reasons: lack of formation of the ability to plan one's actions, poor development of logical memorization, low level of speech development and figurative thinking, low self-esteem.

6) 13.1% of children are restless. Most often, this is caused by a low level of development of arbitrariness, individual typological characteristics of the personality, and a low level of development of the volitional sphere.

7) 12.7% of children have difficulty understanding the teacher's explanation the first time. Reasons: poor concentration of attention, unformed reception of educational activities, low degree of perception and arbitrariness.

8) 11.5% of children have constant dirt in their notebooks. The reason may be in the poor development of fine motor skills of the fingers and in an insufficient amount of attention.

9) 10.2% of children do not know the addition (multiplication) table well. This is due to the low level of development of mechanical memory and long-term memory, with a weak concentration of attention and with the unformed methods of educational activity.

10) 9.6% of children often fail to cope with tasks for independent work. The reasons are the lack of formation of methods of educational activity, the low level of development of arbitrariness.

11) 9.5% of children constantly forget school subjects at home. The reasons are a low level of development of arbitrariness, a low level of concentration and stability of attention, and the main reason is high emotional instability, increased impulsivity.

12) The child writes off the board badly - 8.7% - did not learn to work according to the model. 8.5% of children do their homework perfectly, but they cope poorly with work in the classroom. The reasons are different - the low speed of the course of mental processes, the lack of formation of methods of educational activity, the low level of development of arbitrariness.

13) 6.9% - any task has to be repeated several times before the student begins to complete it. Most likely, the low level of development of voluntariness and the lack of skill in performing tasks according to the oral instructions of an adult are to blame.

14) 6.4% of children constantly ask questions. This may indicate a low level of attention span, poor concentration and stability of attention, a low level of development of attention switching and the development of short-term memory, and an unformed ability to accept a learning task.

15) 5.5% of children are poorly oriented in notebooks. The reasons are the low level of perception and orientation in space and the weak development of the small muscles of the hands.

16) 4.9% - often raise their hand, and when answering they are silent. They do not perceive themselves as a schoolchild, or they have low self-esteem, but difficulties in the family, internal stress, individual typological characteristics are possible.

17) 0.97% - comment on the grades and behavior of the teacher with their comments. The reasons are difficulties in the family, transferring the function of the mother to the teacher.

18) 0.7% of children cannot find their desk for a long time. The reasons are hidden in the weak development of orientation in space, in the low level of development of imaginative thinking and self-control.

According to the results of the study and observation, 4 unsuccessful students were identified - Musaliev Khabibullah, Avetisyan Artyush, Tovmasyan Zhudeks, Purikov Georgy. Their favorite subjects are mainly fine arts, physical education, music, i.e. those subjects that do not require great mental effort and are easy for them. To the question “do you like to study”, they answered “no” and “not really”, which indicates a low motivational area. Two schoolchildren have a feeling that the teachers do not like them, the rest believe that the teachers treat them well. All students get tired after lessons, which indicates a discrepancy between the mode of study and the school load with their development. To the question “Do you experience difficulties in retelling the text”, all students answered positively, since they have insufficiently developed reading, speaking and retelling skills. They often do not understand new material the first time, they do poorly with tasks for independent work.

In addition to the questionnaire, an essay-miniature "You and the school" was given. An analysis of these essays showed that students are focused on improving the external attributes of the school structure, they are not interested in the process of learning and development.

One student did not write a miniature essay. We believe that this is one of the forms of the child's defensive reaction.

The reasons for the failure of two schoolchildren who showed the lowest diagnostic rates were identified. The external reasons for the failure of these schoolchildren were identified, namely: the obstacles of the environment that the student encounters when doing homework, when answering in the lesson. This includes family conflicts and problems with classmates.

Thus, the conducted diagnostics confirmed that the most common causes of school failure are low motivational sphere, conflict relations with teachers. The most effective methods of pedagogical diagnosis of underachievement are testing, questioning, analysis of school documentation, and observation, which are carried out by the teacher. Diagnostics should be carried out in the learning process itself and carried out systematically.

Having determined the reasons for the failure of schoolchildren, we have developed ways to eliminate them through a series of classes, which will be discussed in the next paragraph.

2.2 Implementation of ways to eliminate the failure of school-age children

In our work with underachieving schoolchildren, we put forward educational and developmental psychological influences. We defined the goal of working with underachievers not only to fill in the gaps in their educational preparation, but at the same time to develop their cognitive independence. This is important because, having caught up with his comrades, the student should not lag behind them in the future.

During the formative stage of the experiment, we carried out the neutralization of the causes of failure (elimination of negative circumstances and strengthening of positive aspects).

A formative experiment was carried out. It consisted in conducting a number of specially designed lessons (in mathematics) in order to overcome difficulties in educational activities. In these lessons, such methods of working with lagging students were used as:

Individual work on cards;

Individual survey (at the blackboard);

Tasks for underachievers were given in an entertaining way.

The following methods were used to overcome the identified difficulties:

Methodology for the development of concentration and stability of attention;

Methodology for the development of attention span;

Methodology for the development of comprehension based on auditory perception;

Temperament development methodology;

Methodology for the development of logical and mechanical memorization;

Methodology for the development of long-term memory;

Methodology "Graphic dictation";

Methodology for studying the switching of attention;

Methodology "Unfinished sentences";

Methodology for the development of self-esteem.

Based on the fact that schoolchildren belong to students of the third group (simultaneous manifestation of signs of low intensity and low efficiency of educational activity), it can be seen that poor progress can be due to such reasons as:

Gaps in knowledge, skills and abilities on the previous material;

Decreased interest in school.

Therefore, the developmental work with underachieving schoolchildren was based on a correctional complex, which provides for a number of educational activities aimed at creating a psychological atmosphere conducive to the emergence of children's interest in school.

For students with a low level of development of mental abilities, this complex provides for the formation of methods of analysis and synthesis in solving mathematical problems. An algorithm is worked out with the student, which represents a system of operations used in the process of working on a task. It includes the following sequential prescriptions:

Read the problem carefully;

Highlight what is given in the problem and what is asked in it;

Determine the quantities that are needed for the solution, but do not have numerical values in the problem;

Decompose the compound problem into a number of simple ones;

Write the task in the form of a diagram;

Make a mathematical expression according to the scheme;

Solve it;

Check the problem solution.

Teaching students according to the above algorithm involves the formation of the concepts of "value", "unknown value", "numerical value of the value", "composite problem" and "mathematical expression of the problem".

After determining the belonging of schoolchildren to the third group, several individual conversations were held with their parents in order to organize control in order to control and help schoolchildren, more fully realize their abilities, and overcome excessive shyness. The following exercises were used to train attention, it is recommended to carry out the following exercises in the future:

Counting letters in any long word before and after it is written (with subsequent checking against the book);

Additional tasks for writing off the text from the card, followed by self-checking the correctness of the execution, giving yourself an assessment;

Preparation of didactic material by schoolchildren on the instructions of the teacher;

The contact of schoolchildren with the teacher during the lessons with the help of certain signs on the part of the teacher, signaling to the students that they are distracted and listening inattentively.

A number of short conversations were held with underachieving schoolchildren regarding their success in learning, relationships with classmates and peers. Schoolchildren willingly told what, in their opinion, prevents them from studying better, what shortcomings they have and what desires.

As a result of the corrective work carried out with them, schoolchildren began to pay due attention to all types of tasks; write almost without errors, get good grades for homework, fulfill all the instructions of the teacher with pleasure; became more open in communication.

Thus, in order to successfully overcome the causes of failure, it is recommended:

1. Change the nature of the attitude of students to learning, the nature of their educational work. This attitude largely depends on whether students are aware of the personal and social significance of educational work, whether they understand the extreme necessity and importance for the student himself and for society of active, creative, systematic and hard work.

Therefore, the organization of the educational process should be such that each student would understand the personal and social significance of his active, creative and persistent educational work, and the main indicator would be the assessment of just such a student's educational work.

2. In order to intensify the educational work of each student, the direct influence of the teacher on the student is not enough. A more effective means is to influence him through the student team. And for this it is necessary that the student group be a true collective, referential in relation to each of its members.

Therefore, the educational process should be carried out in the organic unity of collective, frontal and individual forms of training sessions with a certain nature of the overall collective activity of students.

3. In order to promptly identify any gap in the teaching of each student and immediately make up for it, current monitoring must be comprehensive. This means that control should be carried out for each element of the content of the curriculum and cover simultaneously all students without exception. For this, obviously, it is necessary to involve the students themselves in monitoring and evaluating in the form of mutual and self-control, mutual and self-evaluation under the guidance of a teacher.

4. The most important factor in the effectiveness of training is the subjective and conscious nature of the student's activity in the educational process. The student should be not only the object of pedagogical influences of teachers, but also an active subject of the educational process. An important means for this is the role participation of schoolchildren in the organization and conduct of the entire educational process.

5. The effectiveness of the educational work of students depends on the development of their ability to learn, the ability to study intelligently and correctly. To do this, they must master learning skills and skills. Therefore, the mastery of learning skills and abilities should be included in the curricula of teachers in each academic subject.

6. The effectiveness of students' educational work is ultimately determined by the nature of their personal upbringing, their moral and social qualities. Therefore, training should be carried out in such a way that it contributes to the maximum extent to educating each student as a highly moral, creatively active and socially mature person.

The relationship between teachers and students should be based on the optimistic attitude of the teacher to each student: the teacher must believe in the capabilities and strengths of the student. He must identify the best and strengths of each student and, relying on them, together with the student, fight with his weak qualities. In order to deal with the shortcomings of this or that student, the teacher must look for his virtues and create conditions for each student to succeed in some area.

CONCLUSION

Underachievement is a complex and multifaceted phenomenon of school reality, requiring versatile approaches in its study. In our work, an attempt was made to consider the failure of schoolchildren, to determine the reasons for the failure of younger students, and also to identify ways to eliminate the causes of failure in children of primary school age.

Underachievement in this system of views is interpreted as a discrepancy between the training of students with the mandatory requirements of the school in the assimilation of knowledge, the development of skills, the formation of experience in creative activity and the upbringing of cognitive relations. We tried to show that the prevention of poor progress involves the timely detection and elimination of all its elements.

We have identified the following reasons for the school failure of younger students: unwillingness to learn, which is expressed in three different aspects.

The first aspect: personal readiness. It is expressed in the child's attitude to school, to educational activities. The child must have developed motivation and good emotional stability.

The second aspect: the intellectual readiness of the child for school. He suggests:

Differentiated perception;

Analytical thinking;

Rational approach to reality;

Logical memorization;

Interest in knowledge, in the process of obtaining it through additional efforts;

Mastering by ear colloquial speech and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

And third: socio-psychological readiness for schooling. This aspect includes:

The development in children of the need to communicate with others;

The ability to obey the interests and customs of the children's group;

Ability to play the role of a student.

Failing results in a reluctance to go to school. Children may have a favorite teacher, or they may enjoy hanging out with friends, but in general they seem to look at school as a kind of prison. It would seem that the school in which children spend so much time should bring joy, be a place for gaining experience and learning in the broadest sense of the word. Teachers seem to consider it important to teach children reading, writing and arithmetic, but pay little attention to the fact that if they do not take into account the psychological, emotional needs of children, they contribute to the creation and maintenance of a society in which people are of no value. It is necessary that teachers be able to sense if a child is anxious or suffering from something, or feels that he is not worthy of much that is not worth learning. The fact that children reject school affects teachers first of all, and sometimes their negative emotions turn on children. There is a way out here - teachers and children can learn to understand each other better, see in a realistic light what they can do for each other and help each other feel stronger and better.

For a child to study well, it is necessary:

1) the absence of significant mental deficiencies;

2) a sufficient cultural level of the family, or at least the desire to achieve such a level;

3) material opportunities to meet the most important spiritual needs of a person;

4) the skill of teachers working with the child at school.

As a result of the experimental study, we identified four underachieving students in the class who are tired after lessons, they have insufficiently developed reading, speaking and retelling skills. They often do not understand new material the first time, they do poorly with tasks for independent work.

During the formative stage of the experiment, we carried out corrective work to eliminate the poor progress of these students.

To do this, we created especially favorable conditions for underachieving schoolchildren. Developed separate measures of psychological impact that apply to all students; they serve to improve the general conditions of education and upbringing of students at school. The lessons of the formative stage were aimed at activating the cognitive activity of students and their independence, strengthening the creative elements in it, and stimulating the development of interests. For this purpose, they used gaming and practical activities, they involve successful students in classes with lagging students. In this case, the pedagogical activity forced the students to understand the values of knowledge, to be critical of their studies at school.

Thus, the tasks set by us at the beginning of the work were solved, the goal of the study was achieved, the hypothesis was confirmed.

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Introduction

1.2 Psychological characteristics of underachieving students

1.3 Ways to eliminate school failure

Chapter 2. Experimental work to eliminate the failure of children of primary school age

2.1 Diagnostics of the progress of children of primary school age

2.2 Implementation of ways to eliminate the failure of children of primary school age

Conclusion

Bibliography

Introduction

At present, scientific thought is characterized by the theory of two factors, i.e., the acceptance of both biological and social theories. Experts note that the problem of poor progress is pedagogical, medical, psychological, and social. That is why in the last decade there have been more and more calls for the unification of the efforts of specialists in various fields in the matter of improving the academic performance of schoolchildren. There is an opinion that a comprehensive examination is necessary to identify the causes of failure. It is necessary to add anthropometric (body type) and psychophysiological (properties of the nervous system) examinations to the psychological examination.

All this determined the relevance of the research topic.

When studying the psychological and pedagogical literature, we have revealed a contradiction between a large amount of psychological and pedagogical literature on the problem of underachievement of younger students, on the one hand, and a small number of methodological developments on ways to eliminate these causes.

The identified contradiction made it possible to identify the research problem: the study of the reasons for the failure of younger students and ways to eliminate these causes.

This problem allowed us to formulate the topic of the study: "The reasons for the failure of schoolchildren and ways to eliminate these causes."

Object of research: poor progress of junior schoolchildren.

Subject of study: the causes of school failure of children of primary school age and ways to eliminate them.

The purpose of the study: to theoretically identify and through experimental work to test the effectiveness of ways to eliminate the causes of underachievement of younger students.

The study of the psychological and pedagogical literature on the subject of the study made it possible to put forward the following hypothesis: it is assumed that the elimination of the causes of underachievement of younger students will be more successful if pedagogical and psychological prevention, psychodiagnostics of the causes of schoolchildren's underachievement are carried out in a timely manner, in the presence of an educational impact, with underachieving students, an individual planned educational work, which includes work with the family of the student.

In accordance with the purpose and hypothesis of the study, the following tasks were defined:

1. Analyze the scientific and methodological literature on the research problem.

2. Consider the concept of "failure" and determine the reasons for the failure of younger students.

3. To identify ways to eliminate poor progress in children of primary school age.

4. Experimentally test the effectiveness of measures to eliminate poor progress in children of primary school age.

Theoretical and methodological basis of the study: methodological and scientific studies of school failure in the works of P.P. Blonsky, A.M. Gelmont, N.I. Murachkovsky and others.

To solve the tasks and test the hypothesis, the following research methods were used:

Theoretical analysis of psychological, pedagogical and methodological literature on the research problem.

Observation, interviewing students and teachers, analyzing the products of students' activities;

Comparison, study of documentation;

Organization and conduct of an experiment to test a hypothesis.

Experimental research base: MOU secondary school No. 31 of the city of Ishim. Students of the 3rd "B" class participated in the experiment.

The study was carried out in three stages.

The second stage - self-research (29.03.10 - 22.04.10) - development of a set of measures and their systematic implementation, processing of the results, testing the hypothesis.

The third stage - interpretation and design (23.04.10 - 29.05.10) - processing and systematization of the material.

Scientific novelty of the study: the study lies in the fact that for the first time the poor progress of junior schoolchildren is considered as an independent research problem; experimentally tested the effectiveness of measures to eliminate poor progress in children of primary school age.

The practical significance lies in the fact that the conclusions and results of the course work can be used in the educational process of educational institutions.

Chapter 1. Theoretical aspects of school failure and ways to eliminate these causes

1.1 The concept of "failure" in the psychological and pedagogical literature

Student underachievement and ways to overcome it.

Teacher-defectologist Yarchuk T.E.

The problem of poor progress in children and ways to prevent it has long been of concern to teachers. It is no coincidence that Ya.A. Comenius devoted a number of sections of his "Great Didactics" to it. First of all, he, following Aristotle, insisted that all children by nature have a predisposition, a desire for knowledge, that they can all be taught. Comenius attached decisive importance in preventing academic failure to the correct formulation of the process of education and upbringing.

In the domestic literature, the problem of increasing the effectiveness of teaching low-performing schoolchildren was given special attention by outstanding teachers K.D. Ushinsky, L.N. Tolstoy and others. In solving this problem, they paid special attention to a comprehensive study of children, the correct formulation of the relationship between the teacher and students, and the improvement of teaching methods and techniques. On the basis of the ideas of outstanding teachers of the past, social studies of underachievement have grown.Nowadays, when complex tasks of improving the quality of work are being solved in all areas, responsibility for the level of education and upbringing of the younger generation is increasing. Overcoming poor progress is the most important task of practical and theoretical pedagogy.

Today we are dealing with an avalanche-like growth of school failure. Failure is the eternal headache of teachers.

The world school has accumulated only two approaches to solving this problem. The first is the transfer of unsuccessful schoolchildren to the next class, where training is carried out according to programs with low requirements. The second is the re-study of the course for the past year, that is, repetition, which, as has long been shown, does not justify itself either in the economic, or in the psychological, or in the pedagogical sense. Therefore, it is very important to identify the causes of failure in a timely manner and eliminate them. If in the lower grades the child did not develop the skills and desire to learn, then every year the difficulties in learning will grow like a snowball.

Also, the identification of the causes of failure is due to the need to find the right ways to overcome this problem.

LACK OF PROGRESS -lagging behind in learning, in which the student does not master at a satisfactory level in the allotted time the knowledge provided for by the curriculum. Contrary to popular belief, the failure of schoolchildren is not always due to low mental abilities or unwillingness to learn. In pedagogical practice, in the absence of a correct differentiation of the causes of underachievement, a meager and imperfect set of tools is used for lagging students: these are either additional classes using traditional teaching methods, or various forms disciplinary pressure on the student. These remedies, as a rule, turn out to be not only ineffective, but also harmful, since they do not eliminate the real causes of academic failure. And these reasons may be different; Underachievement may be based on several interrelated reasons, which, in turn, give rise to secondary violations in educational activities.

The failure of schoolchildren is naturally associated with their individual characteristics and with the conditions in which their development takes place.The study of the composition of poor progress and the justification of the means of preventing it require the use of two terms: "poor progress" and "lagging behind."

Lagging is a failure to meet the requirements of a teacher, which later turns into academic failure.

Failure and backwardness are interrelated.

Knowing the causes of student failure helps the teacher to eliminate some of them already in preparation for the lesson. It is incomparably easier to prevent students from lagging behind than to deal later with problems in their knowledge.

What are the main reasons for the existing gaps in the knowledge of students. Let's divide them into two groups:

1) internal, subjective, emanating mainly from the student himself;

2) external, objective, mostly independent of the student.

One of the mostcommon internal causes of academic failure - insufficient development of thinking and other cognitive processes in schoolchildren, the unpreparedness of these children for intense intellectual work in the learning process(mental retardation from their peers).

For about every fifth underachieving student, this is the main reason for poor knowledge, and it is sometimes very difficult to eliminate it. However, with the proper individual approach of many of them, the school curriculum is quite accessible.

This category includes children withretarded mental development.What to hide: you have to work with such children in a regular class. But these children are excitable, easily injured. They get tired quickly. Therefore, it is necessary to create such a microclimate in the classroom so that both they and their comrades do not feel big difference in their mental development, to exclude any humiliation and contempt for them.

Other subjectivethe reason why some of our students do not have time is the low level of schoolchildren's learning skills (inattention in the classroom, misunderstanding until the end of the material presented).So, if we conditionally divide all the lagging behind into systematically and episodically underachieving, then it turns out that for every second episodically underachieving student, it is precisely the lack of the necessary skills of educational work, disorganization that is the main reason for twos.

In the work to prevent the failure of such students, special attention is paid to the development of habits for educational work. The purposeful work of all teachers, the coordination of their individual work plans for specific students and, of course, the help of parents are especially important here.

Another common reason for failure - the unwillingness of the student to learn due to the lack of sufficiently strong positive incentives for the learning process itself.This reluctance to learn can arise due to various reasons. They all come down to the difficulties of learning. For example, a student does not know how, cannot force himself to study. Sometimes, a reluctance to learn is bornthe objective difficulty of the subject for the student. In this case, by all available means, one should stimulate him, show him the joyful side of learning and overcoming difficulties, the inner beauty of the subject, and develop interest in the subject.

Notations, punishments, complaints to parents often only complicate the situation..

Student reluctance to learn can be caused bystudent's lack of interest only in this subject. A student can be capable, it is easy for him to learn if he wants to, he could do well, but he is indifferent to this particular subject. So another loser appears. Here one should look for and find such an approach that would rediscover for a given student all the advantages of the subject being studied.

Sometimes there are students for whomdoctrine has lost almost all meaning. But even this category of underachievers is not hopeless. If the teacher constantly scolds and shames them at work in front of the whole class, often calls the parents who punish him, then the results will be minimal. It is better to attract such guys to help in the subject office, involve them in extracurricular work, etc. In a word, we need a well-thought-out system of measures in the fightfirst for interest in the subject, andthen the performance of that student.

The next reason for poor progress is a large number of absences due to illness.

For some underachievers, the main reason for learning difficulties is poor health .

Pupils with a deviation in health, students quickly get tired and do not perceive the educational material well. From behind the teacher's table, all children seem, as a rule, healthy, if you do not pay special attention to this issue. These kids need to be known.

It is not difficult to identify children with permanent or temporary serious illnesses. All that is required is delicate work with parents, a school doctor, monitoring the attention of students, their degree of fatigue. The teacher does not need to know any details about the disease. It is enough to imagine to what extent the student's illness can influence the teaching. Such awareness of children's health helps to avoid many undesirable consequences, including indifference to the subject and teaching. A certain percentage of the current failure is given by accidental diseases and injuries. In all cases, the teacher must work with the sick student according to an individual plan that is optimal for him.

A common cause of persistent underachievement isindiscipline of individual students, their number fluctuates widely depending on age, reaching a maximum in grades 7-8-9. But, the experience of working with such students shows that if you find a feasible and interesting job for them, both in the classroom and outside the classroom, then they gradually improve.

The number of subjective reasons for poor progress includes the sometimes occurringpersonal dislike of the student to the teacher.Persistent dislike, disrespect for the teacher greatly interfere with the mobilization of the student's efforts, giving rise to poor progress. But, life experience and pedagogical duty should help the teacher find an approach to such students. Often it is enough to find it, to correct some kind of mistake in order to regain respect. It is important that there is no falsehood in the relationship between teacher and student.

Consider the objective reasons for failure.

One of the objective reasons for failure isstudents' lack of ability in this subject.Among them there are also diligent, hardworking people who are successfully engaged in many subjects, but do not have time, for example, in mathematics or physics.

It is pointless for such students to constantly give bad grades. They work hard without intimidation or punishment with a deuce. For such students, a strictly individual step-by-step program is advisable, providing for feasible, gradually becoming more difficult work in order to bring them to the usual requirements. This will eliminate problems in knowledge, while assimilating the main provisions of the new material. On the initial stage individual work, some issues of the program for such students should be facilitated by changing the level of difficulty of tasks, without requiring separate complex conclusions, etc. Over time, these students gain confidence in their knowledge, because a situation of success is specially created for them. As a result, many students in this category end up doing well in high school and even pursuing higher education.

The reason for failure is sometimesdysfunctional family. Unfortunately, there are often families where there are no normal conditions for the work of the student, his rest. In such situations, children may lose interest in learning, problems in knowledge appear. Nice results in the prevention of failure for this reason, good, without intrusive care for the student in the classroom, involving him in a variety of extracurricular activities - the creation of such conditions that to a certain extent would compensate for the shortcomings of family education. This is achieved relatively easier if the student has a propensity for learning or some kind of creativity.

Let's note another common reason -the so-called prophylactic deuce.Sometimes the teacher puts a deuce for the student's refusal to answer. Such an approach seems to be objective from the outside. But when such "twos" accumulate, they, as a rule, grow into a new quality in the student's personal plan - a state of uncertainty, indifference to the assessment. After all, sooner or later, such students, having passed their debts, will receive a quarter of "three". But “four” is simply impossible for them to get, although many of them deserve it. So imaginary rigor and objectivity gives rise to poor progress, indifference to learning, unwillingness to work and, as a result, new “deuces”. Realizing the obvious harm in both teaching and upbringing such “deuces” bring, the teacher must find other ways to evaluate the student’s outstanding work.

Of course, the danger of overlooking such a student, not coming to his aid in time, not discovering his abilities in a student, not seeing his talent, perhaps always exists. Another thing is how we react to this problem. After all, to be honest, we are so passionate about the educational process (submission, survey, control, etc., and even all sorts of national projects and everything else) that we don’t think about whether we are doing everything right, we don’t look into the child’s soul , not only to study some reasons for poor progress. Give knowledge and that's it. And so, each teacher in his subject. Children teach (as a rule, responsible children), and at what cost sometimes they get it, we don’t think about it. This is where student overload comes from.

Each teacher needs to know both the causes and the content of developing work. For a more effective process of overcoming difficulties in educational activities elementary school student intensive joint work with parents is necessary, and, as a result, the participation of parents in the correction process. Whatever pedagogical task the teacher solves, in communicating with the child, first of all, it is necessary to understand him well, to penetrate into his soul, into the essence of his experiences and never put yourself above the child.

We teach and educate the next generation. It teaches and educates us. This is the dialectic of relationships between generations, the law of these relationships. Raise a person and grow with him. Antoine de Saint-Exupery in his work said: "After all, all adults were children at first, only few of them remember this."

Studying the causes of academic failure and ways to overcome them

The problem of poor progress in children and ways to prevent it has long been of concern to teachers. All children naturally have a predisposition, a desire to know that they can all be taught. We pay special attention to a comprehensive study of children, the correct formulation of the relationship between the teacher and students, the improvement of teaching methods and techniques. Nowadays, when complex tasks of improving the quality of work are being solved in all areas, responsibility for the level of education and upbringing of the younger generation is increasing.

The school has accumulated only two approaches to solving this problem. First- transfer of unsuccessful schoolchildren to the next class, where training is carried out according to programs with low requirements. Second- re-studying the course for the last year, that is, repetition, which cannot be done here, in our education system. Therefore, it is very important to identify the causes of failure in a timely manner and eliminate them. If in the lower grades the child did not develop the skills and desire to learn, then every year the difficulties in learning will grow like a snowball.

LACK OF PROGRESS - lagging behind in learning, in which the student does not master at a satisfactory level in the allotted time the knowledge provided for by the curriculum. Contrary to popular belief, the failure of schoolchildren is not always due to low mental abilities or unwillingness to learn. In pedagogical practice, in the absence of the correct choice of the cause of failure, a meager and imperfect set of means is used for lagging students: these are either additional classes using traditional teaching methods, or various forms of pressure on the student. These remedies, as a rule, turn out to be not only ineffective, but also harmful, since they do not eliminate the real causes of academic failure. And these reasons may be different; Underachievement may be based on several interrelated reasons, which, in turn, give rise to secondary violations in educational activities.

The failure of schoolchildren is naturally associated with their individual characteristics and with the conditions in which their development takes place. The study of the composition of poor progress and the justification of the means of preventing it require the use of two terms: "poor progress" and "lagging behind."

Lagging is a failure to meet the requirements of the teacher, which later turns into poor progress.

Failure and backwardness are interrelated.

What are the main reasons for the existing gaps in the knowledge of students. Let's divide them into two groups:

1) internal, subjective, emanating mainly from the student himself;

2) external, objective, mostly independent of the student.

One of the most The most common internal causes of academic failure are the insufficient development of thinking and other cognitive processes in schoolchildren, the unpreparedness of these children for intense intellectual work in the learning process. For about every fifth underachieving student, this is the main reason for poor knowledge, and it is sometimes very difficult to eliminate it. However, with the proper individual approach of many of them, the school curriculum is quite accessible.

Other subjective the reason why some of our students do not have time is the low level of schoolchildren's educational work skills (inattention in the classroom, not understanding the material presented to the end, lack of focus, disorganization).

Another common reason for failure- the unwillingness of the student to learn due to the lack of sufficiently strong positive incentives for the learning process itself. This reluctance to learn can arise due to various reasons. They all come down to the difficulties of learning. For example, a student does not know how, cannot force himself to study. Sometimes, a reluctance to learn is born the objective difficulty of the subject for the student. In this case, by all available means, one should stimulate him, show him the joyful side of learning and overcoming difficulties, the inner beauty of the subject, and develop interest in the subject.

Notations, punishments, complaints to parents often only complicate the situation. .

Student reluctance to learn can be caused by student's lack of interest only in this subject. A student can be capable, it is easy for him to learn if he wants to, he could do well, but he is indifferent to this particular subject. So another loser appears. Here one should look for and find such an approach that would rediscover for a given student all the advantages of the subject being studied.

Sometimes there are students for whom doctrine has lost almost all meaning. But even this category of underachievers is not hopeless. If the teacher constantly scolds and shames them at work in front of the whole class, often calls the parents who punish him, then the results will be minimal. It is better to attract such guys to help in the subject office, involve them in extracurricular work, etc. In a word, we need a well-thought-out system of measures in the fight first for interest in the subject, and then the performance of that student.

The next reason for poor progress is a large number of absences due to illness.

For some underachievers, the main reason for learning difficulties is poor health.

Pupils with a deviation in health quickly get tired and do not perceive educational material well. These kids need to be known. It is enough to imagine to what extent the student's illness can influence the teaching. Such awareness of children's health helps to avoid many undesirable consequences, including indifference to the subject and teaching.

A common cause of persistent underachievement is indiscipline of individual students. But, the experience of working with such students shows that if you find a feasible and interesting job for them, both in the classroom and outside the classroom, then they gradually improve. The authority of the teacher, interest in the subject, work outside of school and extracurricular time determine the success of the fight against indiscipline.

The number of subjective reasons for poor progress includes the sometimes occurring personal dislike of the student to the teacher. Persistent dislike, disrespect for the teacher greatly interfere with the mobilization of the student's efforts, giving rise to poor progress. But, life experience and pedagogical duty should help the teacher find an approach to such students.

Consider the objective reasons for failure.

Among them, the most common poor quality work of the subject teacher due to poor knowledge of the subject and methods of teaching it. Teachers meet. He came, gave out, asked, appreciated, left - this is a habit, not a job, but a service. He does not care what will happen after him, whether the students have learned or not; can do their homework. Often teachers know their subject, have enough knowledge of teaching methods, but do not know how to organize the activities of students in the classroom. This inability is also the cause of underachievement, which does not depend on the students.

The next objective reason for failure is students' lack of ability in this subject. Among them there are both diligent and hardworking people who are successfully engaged in many subjects, but do not have time, for example, in mathematics. It is pointless for such students to constantly give bad grades. They work hard without intimidation or punishment with a deuce. For such students, a strictly individual step-by-step program is advisable, providing for feasible, gradually becoming more difficult work. Over time, these students gain confidence in their knowledge, because a situation of success is specially created for them.

The reason for failure is sometimes dysfunctional family and genes of parents. Unfortunately, there are families where there are no normal conditions for the work of the student, his rest. For example, there is no father in the family, and the mother is too busy with herself - there is no time left for the child, or both mother and father are little interested in how their children study, what are their interests, what do they need. In such situations, children may lose interest in learning, problems in knowledge appear. Good results in the prevention of poor progress are obtained by taking good care of the student in the classroom, involving him in a variety of extracurricular activities - the creation of conditions that, to a certain extent, would compensate for the shortcomings of family education.

Underachievement is related with the street problem. Rest, outdoor games are essential. However, there are often so many temptations, and so little parental control, that negligent students spend most of their time after school in the company of street buddies. And since the preparation of homework involves systematic work at home, then there are all the prerequisites for lagging and poor progress.

Of course, the danger of overlooking such a student, not coming to his aid in time, not discovering his abilities in a student, not seeing his talent, perhaps always exists. Another thing is how we react to this problem. After all, to be honest, we are so passionate about the educational process (submission, questioning, control, etc., and even all sorts of events and everything else) that we don’t think about whether we are doing everything right, we don’t look into the child’s soul, not only to study some reasons for failure . Give knowledge and all. And so, each teacher in his subject. Children teach (as a rule, responsible children), and at what cost sometimes they get it, we don’t think about it. This is where student overload comes from.

Considering the educational activity of a schoolchild, it is impossible to pass by the most important problem - academic failure problems , which is one of the permanent and most important school problems. Underachievement is understood as a discrepancy between the preparation of students and the requirements of the content of education. , fixed at the end of any significant segment of the learning process - a section of the course, academic quarter, half year, year.

The phenomenon of school failure is the path to severe personal maladaptation of the child. Therefore, superficial explanations of this phenomenon are unacceptable ("he is lazy", "incapable", "does not want to do anything", etc.), but a deep analysis of the occurrence of this phenomenon is necessary.

No child goes to school with a desire to learn badly. Successful completion of learning activities is a critical need

child, the satisfaction of which contributes to the development of adequate self-esteem, the emergence of an optimal social status. So why do some children become unsuccessful and acquire a persistent inferiority complex?

Understanding the complexity of this problem is hindered by the existing attitude that school conditions are normal, perfect, and a child who does not fit into them is abnormal and imperfect, he is fully responsible for his lack of success in school. And therefore, the impact occurs most often not so much on the situation itself, on the interaction of the child with the environment, but rather directly on the child himself. Adults, called upon to reflect on the causes of failure, to change something in communication, teaching methods and motivation of a given student, often become only accusers, taking a position of coercion. The enormous influence of the social situation on the success of the student can be seen when we observe the overcoming of chronic failure by a child who finds himself in a favorable environment (for example, when moving to another class, to another school, when changing relations in the existing environment).

Reasons for school failure the most ambiguous, multilevel. Let's consider some of them.

1. Failures of a child in elementary school are often associated with errors in family education, in the inability of parents to prepare a child for school. The result of the first difficulties of the child may be a change in attitude towards him, this strengthens the first unfavorable trend in school behavior and learning, disrupts the normal development of the child, leads to the appearance of behavior of the type of "learned helplessness".
2. The most important reason for the student's failure may be the lack of awareness of the goals of education, the lack of educational motivation.
3. School failure may be associated with shortcomings in cognitive activity. These disadvantages include:
- a) the lack of formation of methods of educational activity (memorization without preliminary understanding of the material or shortcomings in the methods of calculation, control, etc.);
- b) deficiencies in the development of mental processes, mainly the mental sphere of the child (difficulties in the operations of generalization, abstraction, establishing cause-and-effect relationships, inability and unwillingness to think actively, etc.);
- c) inadequate use by the child of his individual typological features, manifested in cognitive activity (strength - weakness, mobility - inertia of the nervous system).

This problem of underachieving children was considered in detail in the works of the famous innovative teacher Vasily Alexandrovich Sukhomlinsky (1918-1970). Here is how he, for example, characterizes children with an inert type of nervous activity: "... In one child, the stream of thoughts flows rapidly, rapidly, giving birth to new images, in another - like a wide, full-flowing, powerful, mysterious in its depths, but slow river It is not even noticeable whether this river has a current, but it is strong and unstoppable, it cannot be turned into a new course, while fast,

the light, impetuous stream of thoughts of other children can be blocked, as it were, and he will immediately rush around. ” And further, “But such silent slow-thinkers, oh, how they suffer in the lessons. The teacher ... and is unaware that it is impossible to speed up the course of a slow, powerful river. Let it flow in accordance with its nature, its waters will certainly reach the intended milestone, but do not rush, please do not be nervous, do not whip the mighty river with a birch vine mark - nothing will help.

The "Workbook of a School Psychologist", edited by I. V. Dubrovina, discusses the basics of working with students with a weak and inert nervous system.

Despite the fact that educational activities make different demands on students, situations that are favorable for strong and mobile students still prevail. Therefore, among the underachievers, students with a weak and inert nervous system are more common. Innovative teachers note the imperfection of teaching methods that do not allow children with individual developmental characteristics (for example, weakness or inertia of the nervous system, etc.) to successfully master the program. Of course, it is important for the teacher to pay attention to the individual characteristics of the child and try to create favorable learning conditions for such students.

For students who are weak in their neurodynamic properties, the following conditions will be favorable: sufficient time to prepare and think about the issue; do not require the development of a variety of complex material in a limited period of time; do not force students to respond to newly learned material; build self-confidence through the correct tactics of questions and rewards; create a calm environment. It is important to understand and accept that long daily extra sessions with such students can cause exhaustion of the nervous system and only increase the unfavorable situation.

When working with inert students, it is important to pay attention to the following situations: do not require immediate inclusion in the work; remember that such a student cannot quickly change an unsuccessful formulation, cannot improvise in an answer; at the time of the assignment, one should not switch the attention of such a student to something else, it is undesirable to ask the newly passed material.

In psychology, it is recognized that the system of personal meanings and meanings regulates the actions of a person (L. Wallon, S. L. Rubinshtein, K. A. Abulkhanova-Slavskaya, V. V. Stolits, etc.). Therefore, it is important to pay attention to the areas of work and methods of work of a teacher with underachieving students, which affect his personality and help to overcome unsuccessfulness in educational activities:

1) formation of motivation to achieve success, development of educational interests; fixing the slightest success in educational activities;
2) creating a situation of success by setting challenging tasks for the student;
3) identifying activities in the course of which the student can take the initiative and earn recognition at school;
4) the transformation of a lagging student into a mentor helping a weak student in the lower grades (Sh. A. Amonashvili's technique);
5) justification of the assessment, so that the child himself understands the criteria by which the assessment is carried out;
6) compiling a list of knowledge and skills for each topic, in which the student himself marks his progress with the signs "+" and "-".

Consequences of failure affect the overall development of the child. Irrespective of the initial cause, an unsuccessful child develops a syndrome of chronic failure, which manifests itself in the child’s constant low achievements, sharply increased anxiety, self-doubt and low assessment of the child by others (teachers, parents, classmates). As a result, the child develops various ways of protective behavior.

This can manifest itself in withdrawal from activities (the child refuses to complete tasks and then go to school), repression (forgets to bring school supplies, write down assignments, etc.), denial in fantasy (fantasizing about his omnipotence: "if I want , then I can correct all my deuces"), denial in word and action (distortion of reality: "I told everything correctly, but they gave me a deuce"), identification with the aggressor (if the child perceives the teacher's actions as aggressive, then he himself shows aggression towards people, school property).

On the one hand, the use of protective mechanisms helps the child to cope with experiences, on the other hand, it leads to a distortion of the perception of the environment and, as a result, the interaction with reality, interpersonal relationships of the child is disturbed. The failure of a child in school can have an impact on his entire subsequent life.

Sukhomlinsky V. A. Selected works: in 5 vols. K., 1979/1980. T. 3. S. 47.
Working book of a school psychologist / I. V. Dubrovina [and others); ed. I. V. Dubrovina. M.: Education, 1991.