name studies at school from grade 1 according to the teaching and learning method "_________". During the training, he showed average abilities. Attends school regularly, rarely gets sick.
I finished the third grade with "3". From the beginning of grade 4, learning difficulties began to grow. According to the results of the 1st and 2nd quarters, he is not successful. She does not show any desire to work in the classroom.
Formation of educational skills
Russian language. Spelling skill is not formed. Under dictation and copying, he makes many mistakes, some of them through inattention. He does not listen to the teacher's recommendations to check the work. Grammar tasks does not fulfill. He rarely performs written work in the classroom, more often he is limited to a few lines. The passed material is not assimilated.
Reading. The reading technique is below the norm. Reads a little, it is difficult to retell the text. He teaches well by heart. According to my mother, she prepares for oral subjects, but does not retell in the lesson, does not show knowledge.
Maths. The multiplication table is partially mastered. In this regard, the written techniques of multiplication and division are difficult to perform. He cannot cope with solving problems. Does not make efforts to read the problem, to understand its content. He rarely works in the lesson, with control works can not manage. Does not perform tasks requiring mental actions. Knowledge gaps are not being closed.
Physical Education. In the classroom, he often does not fulfill the teacher's requirements, violates discipline, does not study, and does not follow safety precautions.
I am not always ready for lessons in labor and fine arts. He never gets the job done. He does the work at home with his mother.
She keeps her notebooks carelessly. He treats educational supplies inaccurately. Often breaks pens, crumples notebooks, tears covers.
He does his homework under the supervision of his mother, does not work on his own. Preparing for lessons takes a lot of time, since there is no perseverance, he constantly finds an excuse for rest.
For this period, he is not doing well in Russian, mathematics, and English. Doesn't work in lessons. He cannot concentrate on the material being studied. Shows no interest in the lesson. If it works, it gets tired very quickly.
Emotional and behavioral features:
The child is easily aroused, unbalanced. Self-control can be difficult. Constantly violates discipline. Each lesson screams, talks, laughs, yells, shouts out words unpleasant for others, creates noise by any means. By his behavior he tries to attract the attention of other children. He cannot sit quietly on a chair. Either he sways on a chair, or rides on it, or lies on the desk. Can crawl on the floor. At each lesson, he asks to go out. Doesn't give lessons. In grade 3 and at the beginning of the school year, he calmed down a little and began to work if the teacher stood next to him. Now he does not calm down at all. Doesn't react to any comments. The interviews held with him by the administration on name do not work, do not give a result.
Communication features: name communicates with individual class members. Despite inappropriate behavior, children name do not reject, take him into their games. During the time, he may not control his actions, hit, push. At breaks, he violates the norms of behavior.
The boy is brought up in an incomplete family. Mom constantly cooperates with the teacher, tries to fulfill the teacher's recommendations.
Education in an ordinary team does not provide an opportunity to assimilate the studied material in full. A child needs more help and attention of a teacher for teaching, monitoring and education than a teacher can give in a general education class.
Second characteristic
name entered the MOU "Secondary School No. __" in 200_ in the second grade. Prior to that, she lived with her grandmother and studied at a rural school in the _________ region. From the characteristics of the 1st grade: the girl is capricious, capricious, does not always engage in full strength.
During the training, she showed average abilities. Math is harder for a girl English... A particular difficulty arises with tasks. The reading technique is above the norm. name reads with pleasure, retells well and learns by heart. In labor and drawing lessons, she is unrestrained. If something in her work did not like it, the girl may throw it away and not finish it. To classes physical culture he is always late, as he dresses with the bell, not reacting before that to the teacher's warning about being late.
In the classroom, it is inattentive. He may engage in extraneous matters and does not react to the teacher's comments, or the remark causes aggression. If name something did not like or is incomprehensible, she can make a tantrum: scream, stamp her feet, throw academic subjects screeching. Remarks from teachers do not have any effect on her until she herself calms down. Often requires special attention to itself ... name believes that the teacher does not specifically ask her. In the lesson, she can distract other students with conversation, shout, get up to hit a child who said something she did not like.
Written work is sloppy, careless, often negates everything. Notebooks, diary torn, extraneous drawings in abundance.
Homework fulfills, but not always completely. He does lessons at home, less often in an extended day group.
She communicates with children, more often with girls. But often at name conflicts arise with the guys. Often calls children names, can hit, push. He never admits his guilt. Frequent conversations between the teacher and the child about violation of the rules of behavior practically do not give results, the girl considers this to be the norm.
In communication with adults, it is incorrect. name speaks with teachers as with their peers, but does not offend the teacher in dialogue with him.
She willingly participates in all games, competitions, but at the same time wants to be a leader, winner, team captain, first. If this does not happen, the girl behaves aggressively: she leaves screaming, sits on the ground, slams doors, etc. The teacher does not consider the opinion of classmates. name selfish, stubborn, capricious, wayward. Does not tolerate criticism.
He is brought up in a complete family. Parents check their readiness for studies, but not always, they control their progress. The girl is always dressed in clean and pretty clothes. Mom brings her to school and picks her up every day. name believes that no one loves her, they do not help her at home, they do not pay attention, they only younger brother, they don't give her what she wants to do. Often, in bouts of aggression, the girl screams that she does not love anyone, everyone is tired of her (both at home and at school), that she will kill herself. At the same time, he can hit himself on the head with something, express unwillingness to go home. She wants to be only with her grandmother, who alone loves her. Conversations with the mother on the problems of her daughter's behavior were held several times. A collaborative effort between school and family positive results do not bring.
name the help of a specialist is needed.
Full text of the material Characteristics of the student with deviant behavior look in the download file.
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Characteristic
for a 7th grade student of the Moscow State Educational Institution "Anisimovskaya Secondary School"
Ivanova Djairam Fedorovna
Ivanova Jairam was born on September 20, 1998 in the city of Uzykagash, Zhambyl district, Almaty region. Lives in Talmensky district, Anisimovo village, st. Kirov, d. 18. Studying at the Moscow State Educational Institution "Anisimovskaya Secondary School" since September 1, 2007. In grade 1, she was left for retraining, diagnosed with RPD. In the 7th grade I had fourth unsatisfactory marks in physics, computer science, technology, physical education.He is brought up in a complete large family by his mother Ivanova Svetlana Konstantinovna and stepfather Matyushko Andrey Vasilyevich. Jairam has one younger sister and two younger brothers.Quickly goes from joy to sadness for no apparent reason; inadequate mood swings are observed.Jairam, probably due to frequent skipping classes, insufficient home preparation has large knowledge gaps in many subjects. Motivation to learn is weak. Attention in the lesson is unstable, often forgets notebooks and pens. As a rule, he does not show interest in acquiring new knowledge. Slowly and with difficulty concentrates his attention on the lessons. Makes many careless mistakes and does not notice them when checking. Not organized. Does not know how to distribute his work in time, wastes time in vain.Jairam often does not do his homework, gets distracted in the classroom, violates discipline, interferes with other students in class, hides his diary. Doesn't react to teachers' comments properly or responds with rudeness, abuse. Very often misses lessons without good reason.For two quarters in the current academic year missed 198 lessons.Does not show initiative in social activities. Often he refuses to participate in public affairs, tries to avoid any work. Often he does not fulfill his duties for self-service (duty at school, duty in the classroom, participation in labor subbotniks) or performs very carelessly after repeated reminders.By nature, the girl is withdrawn, stubborn, prone to lying. Jairam has poor control over his feelings, easily falls into a state of confusion, depression. Has increased emotional excitability, a tendency to violent emotional manifestations. Almost always acts rashly, does not control himself carefully. Often unable to suppress unwanted emotions, there were cases of foul language. Always harsh, unrestrained, both in dealing with peers and with elders. In a quarrel, he insults other students, is rude, uses physical force.Rejects any criticism. Refuses to admit his obvious mistakes, does nothing to correct them. Violates the school charter. Refuses to comply with the requirements of the teachers. Renders Negative influence on classmates.Doesn't use authority in the class.Although Jairam is a difficult teenager, her mother, despite multiple invitations, did not refuse to attend school. Jairam does not want to communicate with his mother, in this moment because of a quarrel with his mother, he does not live at home. The mother can no longer influence her daughter.
The main requirements that a characteristic compiled for a student must meet:
the characteristics of the student should reflect his individual psychological characteristics, manifested by him in the learning process and behavior;
to divide students according to the level of predominance of certain features;
show the attitude of the teacher to the student;
the characteristic for the student should be compiled according to standard scheme;
should be easily "readable" and understandable for teachers who are not familiar with the schoolchildren who are characterized;
the characterization process should not be time consuming.
The characteristic text consists of four parts:
1. Personal data of the person on whom the characteristic is added (placed in the center of the sheet or in the column to the right).
2. Information about activities or studies (from what year works or studies, where, attitude to work, study, level of professionalism, educational achievements and mastery, or possession of educational material).
3. Assessment of business and moral qualities: information about the promotion (collection): relationships in the team.
4. Conclusions: an indication of where the characteristic is submitted.
Examples of Student Characteristics.
Characteristic of Ivanov Petr Vasilievich
19 .. year of birth
student ... -A class, high school No. .. of the city ……
Ivanov Peter has been studying at school number ... of the city ... ... since the first grade. Has established himself as a (diligent, disciplined, hardworking, attentive) student. Owns educational material on good level... Study in full measure of his strength, not to the full extent of his strength, needs constant monitoring, does not show interest in learning, studies poorly). Has an arbitrary (visual, auditory, mechanical, mixed) memory, (nice, good, fast, slow) works (remembers educational material). Discovers (logical, figurative, concrete, creative) thinking. Has the ability to study (indicate subjects). At work (lessons) he is always (attentive, active, indifferent, does homework, helps his comrades). Has good general development... Reads a lot.
It refers to the fulfillment of public assignments (conscientiously, carefully, carelessly). Elected (indicate public office). He actively participated (in the social life of the school (class, in the work of student government, in cultural events, in sports life). Was a participant (school, city, regional) Olympiad / competition / tournament, awarded (diploma, certificate of honor, medal).
(Modest, cheerful, comradely, restrained, balanced, judicious, disciplined, independent, gives in to someone else's influence). Rules of conduct (always fulfills, does not always fulfill, fulfills at the request of the teacher, ignores, has a violation of discipline, prone to illegal behavior). Respected by teachers. Has authority among his comrades. Has many friends, maintains friendly relations with many colleagues.
Parents pay due attention to the upbringing of their son (do not pay attention, neglect upbringing, badly influence).
_________________________________________________________
Characteristics of Petrova Irina Anatolievna
19 .. year of birth,
schoolgirls ... -A class, secondary school No. .. city .......
Petrova Irina has established herself as a diligent, disciplined, hardworking student.
It has logical thinking, has the ability to study mathematics, literature, history.
He treats the fulfillment of public assignments in good faith. She took part in the regional Olympiad in mathematics, where she took ... place, is fond of chess.
He reads fantastic and historical literature with interest.
V free time writes poems, sings, bakes cakes.
Irina is respected among teachers.
He has authority among his comrades, maintains friendly relations with many students.
Headmaster: (Signed)
_______________________________________________
Characteristic
per student ... A class
MOU "Average comprehensive school №…»
Ivanov Ivan Ivanovich,
… the year of birth,
Residing at: ...
Study: studies well, slightly above average, is almost not interested in studies, reads little, has no certain educational interests.
Behavior: frequent violations of discipline; conflicts with teachers are very rare, and often with fellow practitioners;
Differs in a very high motor activity, restlessness.
Social activity is of average expression, as well as organizational skills and initiative. The student occupies an intermediate position between leaders and followers.
Communication at school: in terms of popularity in the class, the middle position, but there are no enemies. He is extremely sociable, constantly trying to be in public, in the thick of events, looking for new impressions and acquaintances.
Lack of shyness. Responsive. Differs in independence of judgment.
Personal characteristics: not anxious, self-confident, self-esteem is high and not overestimated, ambitious, rather arouses the sympathy of the teacher who filled out the map.
Communication in the family: lives in a close-knit family, trusting relationships with parents, he is given greater independence, but they try not to weaken control over behavior. There are no conflicts in the teacher's relationship with parents.
Headmaster, (Homeroom teacher) number (signature)
=================================
Sometimes the characteristics require filling individual card student.
Psychological and pedagogical card of the student
"Psychological and pedagogical map of a student", uses the method of expert assessments in a graphical form (expert - class teacher). This card allows you to draw up a "graphical" description of the student.
This card is recommended to be filled out and compiled for each student at the end of certain periods of study, to identify the primary tasks in the process of teaching and educating the student, and also to help the new teacher (in case of a change of the class teacher) in working with the class:
If a student is studying according to an eleven-year program, then it is recommended to draw up the "Psychological-pedagogical card of a student" in grades 4, 8 and 10.
The map looks something like this.
The characteristic of a difficult student requires from the teacher who composes it, not only psychological knowledge, but also the ability to analyze the situation from different angles. Such a document is intended to provide the most full information about the student's personality and help plan developmental assistance for the child himself.
In what cases is the characterization of a difficult teenager required?
A characteristic for a difficult student is usually drawn up in a planned way (when moving to the next stage of training, when transferring to another educational institution, visiting the military registration and enlistment office) or at the request (demand) of other instances: law enforcement agencies, social services, other services for work with minors.
In this case, the document gives the requesting authority information about the child and the opportunity to draw conclusions: what is the reason for problem behavior, absenteeism or poor student performance. The information obtained is usually used when planning appropriate assistance - holding parents accountable, corrective and preventive measures with a child, medical treatment etc.
Characteristics for a difficult student: plan
Any characteristic is an official document, so it must be correctly drawn up. Information should be presented in chunks, with each paragraph describing one aspect of the child's development. The document must be certified by persons from among teachers who have the most great experience communication with the child (class teacher, educational psychologist, teacher-defectologist) and the head (director or his deputy). If the characteristic is not printed on the letterhead of the institution, then at the top, in front of the "heading", all the details of the school are indicated.
A characteristic for a student (a difficult teenager or an exemplary excellent student) is also compiled according to a specific algorithm, which includes the following information:
- general data about the student (what is the name, age, where he lives and in what conditions, state of health);
- (social well-being, status, material standard of living);
- pedagogical information: academic performance, peculiarities of behavior in the classroom, cognitive interest, attitude to social activities;
- psychosocial development of the child (development of mental functions, personality traits, sociometric status in the group, social influence on development, tendency to deviant behavior: delinquency, self-destructive actions);
- extracurricular interests and inclinations.
Social information about the student
Characterization of a difficult student implies disclosing the reasons for his poor academic performance or educational difficulties. Big influence in such negative moments the social situation of development is assigned. It:
- family influence (incomplete and large families, parents of addictions, convictions, violence and conflicts in the family);
- low material well-being in the family;
- the presence of seriously ill close relatives who are in direct contact with the child;
- difficult life circumstances (for example, resettlement from "hot spots").
Characteristics for a difficult student primary school It should also include information about the child's visit to kindergartens, correctional groups (whether they were registered with defectologists), to what extent the development of basic physical and mental functions corresponds to the norm. Thus, organic features of development are excluded from the causes of academic failure and a conclusion is drawn about pedagogical neglect, which will become the subject of correction in the future.
deviant teenager
In the language of psychologists, "difficult teenager" is a fairly broad term. Experts distinguish deviant adolescents (whose personality structure and social situation of development lead them to deviant behavior) and pedagogically neglected children, who have not developed an interest in learning, have no learning skills, and their academic performance suffers. In order for the characteristic to give an idea of a particular child, these psychological moments should be analyzed in it:
- development of motivation for learning, cognitive functions (thinking, speech, attention, memory);
- common emotional condition child;
- personality traits, character;
- physical and psychological traces of child abuse;
- the presence of cases of deviant behavior ( bad habits, offenses);
- communication with peers in the classroom, a group of friends);
- having interests and useful activities.
An example of a characteristic for a difficult student
Vasilisa Vasilieva started her studies at ... (school) 2 years ago. Before that, she was a student ... (school), from where she moved due to a conflict situation in the class. In this educational institution, Vasilisa showed herself as a difficult student with reduced motivation for the educational process.
Vasilisa lives in incomplete Father, is in places of confinement, mother, Vasilieva V.V., unemployed, has alcohol addiction... She is engaged in raising a child from time to time, most of the time the girl is left to herself. The family's material well-being is low: Vasilisa does not have all the necessary items of seasonal clothing (she walks in autumn boots in winter), sometimes she asks her classmates for money for lunch. From the previous educational institution the girl left because she created a conflict situation in the team - she stole money from a classmate.
In the classroom, Vasilisa behaves passively, does not delve into the learning process, does not do her homework. The academic performance is low, there are no favorite subjects. Often skips lessons, sometimes for a good reason (sick, has chronic bronchitis).
By nature, Vasilisa is a closed, uncommunicative, distrustful girl. He behaves distantly with classmates, tries to avoid them. Reacts coldly to comments, without interest, but not aggressively.
With Vasilisa, it is planned to conduct remedial classes from a psychologist, as well as bringing information to social services about the child's family situation as unfavorable for full development.
The date and signature are added at the end.
Characteristic
_________________________,
pupil ___ class MAOU "Secondary School No. __",
G.R.
Enrolled in school on __.__. 20__, studying under the "Perspective" program. Before entering the school, he attended the “School of Personality Development”.
Lives in full a prosperous family... Mother ______ is an educator in kindergarten, tries to keep abreast of all his son's school affairs, constantly comes to school.
Homework is often completed partially, under the supervision of the mother. ______ does not write down his homework in his diary, mom uses the "Electronic Diary" service. Tasks in the Russian language are reduced to copying the text, ______ does not fulfill grammar tasks.
Is characterized by behavior that does not correspond to age norms and is a serious obstacle to the full inclusion of the child in learning activities... In the classroom, ______ does not work orally, does not complete written assignments. He cannot sit still, interferes with the children around him, and does not follow the work in the classroom. He does extraneous things: chews erasers, breaks pens, tears off the covers of textbooks, plays with toys that he brings from home, sways in a chair. Constantly violates discipline: he puts his feet on the desk, can scream in the lesson, bang on the desk, lie on chairs, crawl on the floor. Doesn't react to teachers' comments, refuses to fulfill the requirements. Conversations with him do not give any result.
The behavior of ______ affects his academic performance. ______ performs only examination and control work that it considers important. She cannot cope with the tests and examinations in the Russian language and mathematics.
Russian language. Spelling skill is not formed. Makes a lot of mistakes when cheating. Does not perform grammar tasks. Does not perform written work in the classroom. He can write dictations only individually, as he does not keep pace with the pace of the class. He writes dictations poorly: he uses both written and printed letters, makes many mistakes, skips and replaces letters. He writes only with a simple pencil, does not use a pen. She does not write essays or essays. The passed material is not assimilated.
Maths. The addition table is partially mastered, the multiplication table is not mastered. In this regard, it is difficult to perform calculations. He cannot cope with solving problems. Does not make efforts to read the problem, to understand its content. He rarely works in the classroom, does not cope with tests. Does not perform tasks requiring mental actions. Knowledge gaps are not being closed.
Reading. The reading technique complies with the standards. ______ does not read in class. According to his mother, ______ learns some verses by heart at home, but the boy refuses to recite them in class or to the teacher after school. The text does not retell, orally does not answer questions about the content of the text. ______ completed the written final reading work satisfactorily.
The world. Doesn't work in lessons. Performs writing assignments at home. Copes well with test verification and control works.
Technology and fine art. In technology and labor lessons, ______ does not always work, performs only feasible tasks. If the work does not work out, then ______ crumples it, vomits it, throws it on the floor and does not try to do it again.
Physical Education. In the classroom, he often does not fulfill the teacher's requirements, violates discipline, does not study, and does not follow safety precautions.
Music. Shows no interest in the lesson. Does not work in class, does not fulfill the teacher's requirements.
English. Often violates discipline, refuses to comply with the teacher's requirements. Subject grades are received for homework.
He rejoices at satisfactory grades, crosses out or erases the deuces in the diary.
Behavioral disorders also affect ______'s relationships with classmates. Communicates with individual class members. Despite inappropriate behavior, children ______ do not reject, take him into their games. During the game, he may not control his actions, hit, push, use foul language.
At recess, he constantly breaks discipline. Realizes the incorrectness of his actions, but next time he does the same.
Conversations with the mother on the problems of her son's behavior were held several times. The joint efforts of the school and family do not bring positive results. The child needs more help and attention of the teacher for teaching, control and education than a teacher can give in a general education class.
Classroom teacher ______________
__.__.____
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