Learning Expectations: Traditional School vs. Montessori School. Pedagogical advice on "what parents and children want from school"

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Expectations surround us everywhere. At work, we are expected to complete various tasks, collaborate with colleagues and successfully complete projects. In school, we must study and do our homework. There is no relationship that does not have room for even the smallest expectations.

Families must be strong and give the opportunity to develop. Parents must provide their children with safety, food, clothing, comfort and love. Likewise, children are also expected to fulfill certain responsibilities, such as going to school and trying to learn new knowledge, and respecting and loving their parents and each other.

Create a waiting list

As parents, you need to tell your children what you want them to do. Write a list of expectations for different situations. For the good of your child, clearly state what you expect from him at home: what are his responsibilities in the family, how he should behave when inviting friends, and how he should react to the unexpected appearance of strangers.

Moreover, from an early age, the child needs to be told about how he should behave in public places. Explain in detail how to behave in a cafe, restaurant, shop, train, park, etc. Show the children by example how to behave with older or strangers on the street, with friends, brothers and sisters, as well as with people who represent the authorities, for example, with the police.

Expectations must be consistent

Expectations, like requirements, should be consistent and should not change based on your mood or the mood of your child. It is important that expectations are maintained regardless of their interests and motivation. And even if today is a special day - your child won the competition or received a diploma, this does not give him the right to change the time of going to bed at will.

When your children’s circumstances change, your expectations should still remain the same. For example, if a child is on vacation, you should not endlessly allow him to spend the night with friends, watch TV until 1 am, or surf the Internet.

Likewise, your expectations as a parent shouldn't change often because of a change in your life. For example, you may feel guilty about a long job-related absence from home. Don't diminish your demands on your child just because you can't be around all the time.

Expectations must be reasonable

Your expectations should not be unrealistic, otherwise the child simply will not be able to meet them. High or low expectations can cause your child to perform poorly in school. When formulating requirements, try to stick to the golden mean and take into account the age of your son or daughter. For example, don't expect your 3-year-old daughter to clean her room flawlessly, or your 5-year-old son to do the dishes. However, you can ask them to put their toys down before bed or put dirty dishes in the sink. In addition, you may require your older children to clean the bed after sleep, wash the dishes, and regularly do their chores.

Expectations must be positive

Expect positive words and actions from your child. Expect the best from him that he can achieve or do. Expectations can fulfill themselves. Having positive expectations, a person is more likely to be able to achieve positive results.

Psychologists note that people who were told in childhood that they would never achieve anything often turn to them for help. As a result, in adulthood, they found themselves unemployed, divorced and began to use drugs. Some of them have become homeless. Thus, the destructive influence of negative clichés and labels of parents on a person's entire life can be traced.

Instead, create a culture of positive thinking in your home. Focus on the good. Encourage an optimistic outlook on life. Stop in constructive and rewarding endeavors. Talk about positive personalities, life stories, and events. Be a positive parent!

Expectations should focus on success

Since expectations are self-fulfilling, expect your children to do well in everything. Teach them how to reach their potential through self-discipline, perseverance, and determination. Expecting success from your children is the best thing parents can do.

Also encourage children to take the necessary actions to meet your expectations. After all, without the applied effort, you will not get a good result. Also, when you have positive expectations, provide your child with the tools to achieve them. For example, if you expect your child to clean the living room, make sure the vacuum cleaner is working properly. Likewise, don't expect your child to do well in school if you don't provide him with the right support.

The dynamics of the modern world, scientific and technological progress, the rapid development of information technologies require constant changes from humanity in various spheres of life. The educational industry cannot be an exception. After all, special knowledge and skills become obsolete very quickly. For example, mathematics for schoolchildren, of course, remains the same as it was 10 and 20 years ago, but the method of studying this discipline changes and adapts to the modern rhythm of life. In such a dynamic environment, human qualities come to the fore. The ability to constantly learn, quick adaptation, the ability to work in a team, the search for non-standard solutions, stress resistance - this is what a modern person should have. It is obvious that the current education system does not keep pace with the changes in society and needs modernization. Personal development should be a priority in the educational process. Teachers understand this, parents and children want it.

What do parents expect from schooling today?

It is wonderful that within the framework of the 2016 Educational Forum in Lviv, on March 3, a Parents' Conference was held, which I managed to attend. I am happy to share the results of the conference and my impressions with you, dear readers.

It pleasantly struck me as a citizen that there are many caring people who want change and take an active position in the implementation of innovations in education. There are people who understand that the future of Ukraine depends on the education of our children.

As a father, I liked that teachers are the initiators of a dialogue to improve school education and are ready to change the educational process, taking into account the wishes of parents and children.

Of course, the conference participants have different views on school education. There were parents who tried to completely withdraw from the educational process at school. They didn’t want and didn’t have time to do their homework with the children, prepare costumes for performances, and do other school-related work. Some of the parents, on the contrary, wanted to work with the children on their own at home and undergo external training. Therefore, at first I had no idea how a large number of activists should express their ideas and discuss them in one hall. But the organizers of the conference skillfully directed the energy of the participants in the right direction.

The adult parenting conference was divided into three groups and invited to different audiences. Children worked separately. In each group, participants were seated by 4-5 people at the table. Pens and blank sheets of paper were distributed, on which each of us had to write down his vision of the modern school in 10 minutes. After that, over the next 10 minutes, the team at the table discussed their ideas and identified the 7 most important ones. Further, out of seven ideas, we had to choose three most important ones, which were posted on the board for general information. Many of the wishes on the board turned out to be essentially similar, but slightly different in content. Such ideas were grouped and each group was given a working name. The teams then added the rest of the seven sheets. By general discussion, it was determined to which groups the proposals should be assigned. New groups were created if necessary. At the end, each group was given a generic name that reflected the essence of the ideas included in it.

Thus, without unnecessary fuss and noise, we received concentrated and generalized ideas that included the vision of each of the parents. After the coffee break, all the participants came back together to exchange results and summarize.

So what do parents want from education?

First of all, the child's personality, rather than knowledge, should be at the center of the educational process. For the teacher to receive a decent salary, to teach children with inspiration and devotion, to improve himself and not think about part-time work. So that the child develops in mind, body and soul, and moral values \u200b\u200bare at the heart of personality development. To make the educational process of high quality, interesting and safe. So that knowledge is practical and close to life. That there was no homework. So that children love school and part of the students' leisure time took place at school. So that parents interact more closely with teachers in joint work on raising children.

By magic coincidence, each group of participants came up with nine generalized suggestions for improving school learning. In numerology, the number 9 means the end of the old cycle and the beginning of a new one. Therefore, there is a hope that the changes in the field of education will take place in the near future, and the wonderful ideas generated by the participants during the conference will be taken into account in the models of future schools.

Keywords: mathematics for schoolchildren, Parents' expectations from school education today, Educational Forum, conference, knowledge, modernization, school curriculum

At the beginning of the training, I think anyone, not only IT, the audience is asked the question: "What is your current experience in this area and what do you expect from the course?"

There are three main answers:

1. I am familiar with this topic, I want to organize and systematize knowledge... Which means, as a rule, - I consider myself incredibly cool and have come to assert myself in this, due to the fact that everything that will be told here will be familiar to me. Further, the person throughout the course is looking for confirmation of this fact, which means that any new information ignores or even disputes. Or begins to work remotely - reads mail, climbs to do something from his laptop, demonstrating with all his appearance the importance and responsibility of his work and its obvious superiority over the course material.
   I myself was once like that. But is self-affirmation worth buying for the cost of the course? Better to choose another method.
   For the sake of fairness, some do organize and systematize knowledge.
2. Preparing for the project / going to use the technology, I want to get to know the solution better... Usually these are the most interested listeners and the most interesting to work with. I was like that too. But I was usually disappointed when I realized that all the teacher could help me with was a manual or a textbook. In Russia, the level of IT education is not the highest.
3. I'm tired of doing small tasks. I expect career growth... The most unpredictable category. Personally, such a formulation did not occur to me, but, in principle, you can understand. Every admin wants to stop being an enikeys. And in general it is good when a person strives for more. But, it would seem, you want more - learn new things. But no. Not all people in this category are inclined to active learning.

One of the key features of the IT industry, like that of doctors, is the need for continuous learning. If a person does not study new technologies and products, but simply works with what has developed at work, he does not even stand still, he degrades. Because the IT world is one of the most dynamic. The technology is updated substantially every three years. That is, once every three years you have to re-study even those things with which I have been working closely all this time. And during my career, the approach to organizing server infrastructure has radically changed twice. Now the third is software-defined data center and "clouds".

Speaking of "clouds" - the current trends in the development of the IT industry lead to the fact that mid-level specialists - sysadmins of small organizations with 3-5 servers - simply will not exist. The infrastructure of these organizations will go into the virtual environment of service providers and will be outsourced to them. Either qualified specialists in "cloud-holders" and corporations or those who change mice and cartridges in printers will be in demand. This means that it is necessary either to be very actively pumped or to score and come to terms with the role of an over-aged "engineer" of the first line.

So in this light it does not fit into my head that people who declare the need for career growth intend to study only those issues and technologies with which they already work. Aiming at career growth, no matter vertical or horizontal, presupposes at least a basic understanding of the subject area outside its area of \u200b\u200bresponsibility... If you work in technical support, and if you want to work with servers, study server platforms, technologies: deep level AD (sites, trust relationships, policies), PKI, network technologies, IPv6, DNS, DHCP, etc., and not at the level of "what can ", But at the level of" how it works ". Because if you know how the system works, you can manage it and design solutions based on it. And if you know that when you press certain buttons, a certain result is obtained, and in which case you can always google it, then one day you will get a situation that the buttons are pressed, but the result is not what you need. And the solution proposed by Google finally brought down the service, because there it was proposed to press new buttons and, moreover, to register some characters in incomprehensible parts of the registry. And pressed and registered. Not paying attention that the version of the product is not the same.

Even if you are aiming for a boss, then you should also prepare earlier - study project management, SMART, delegation and planning. In general, these skills are useful not only for bosses, because the management process is also a system, and if you know how it works .. well, you get the idea.

For career growth you need to study. You just have to learn to stay relevant in IT. And in order to grow in the field of IT, you need to learn twice.

No, I didn’t go for the promotion of IT courses from authorized training centers. Now you can study in a very large number of different ways - books, training videos, online courses of varying degrees of free (Microsoft Virtual Academy and a number of MOOC platforms such as Coursera and Udacity). Of course, courses in a classroom with a live instructor, in terms of efficiency, are the most productive option, since information flows through several channels at once, + discussion allows you to consolidate what was learned. Provided, of course, that the instructor has an understanding of the subject that he teaches. Which, unfortunately, is an infrequent phenomenon in Russian realities, at least in IT. But even on the courses it is worth considering that learning is not an external, but an internal process ... In other words, it is almost impossible to teach a person something from the outside. Unless to instill some reflexes. A person can only learn something himself. You cannot insert a cable into your head and pour in a set of knowledge and skills [to control a helicopter] from the outside or from someone else's head, as in the movie "The Matrix", no matter how much we want.

A teacher, even a good teacher, can only create the right atmosphere. Yes, pictures, text, voice, folding into signs, which in turn add up to information - just a background, meaningless without the internal need of the organism sitting in the audience to learn something. In this light, it is not clear what people expect when they come to the course and plunge into the jungle of social. networks or workflows. That is, Wednesday is either entertaining or familiar. The reason for this behavior is just the same understandable. There are two of them:

1. I don't need it, I already know it... On this topic, I recall the dialogue with the support engineer of the training center:
   

   - Do you only teach basic courses?
   - For now, yes.
   - It's a pity.
   - Why?
   - Nothing new. I have already passed them and even passed the exam.

   It's amazing for me that, having passed a whole bunch of exams on different versions of servers, including the last ones, having worked in this area for 12+ years, I wrote almost 3 notebooks of notes (A5 format), preparing for the track. That is, I found something new for myself, or at least worthy of attention and discussion. And if someone with more than 15 years of experience and experience in related topics were the discussion partner ...

2. I don't need it, we won't use it... This is also an overwhelmingly simple answer. I would like to ask right away, and you, declaring your goal of career growth, intend to work in this place and in this position all your life, where this technology (AD CS, Trust Relationship, RODC, etc.) will not be used? And also - why not? Because you know exactly what doesn't work or because no one knows how to use it?

In fact, both of these answer options come from a state that is called unconscious incompetence. You can read more about the states of competence (there are four of them), for example,. Or .

The individual does not know the subject and believes that he does not need it. Or he thinks he knows - then this is the second round of the cycle of competence development, but again - the first quadrant.

But both the first and the last (if there is no change in activity) quadrants are stagnation. Stopping development.

Why go on a course if you aim to stand still?

As the monitoring of school efficiency, which has been conducted since 2013 by the Center for the Economics of Continuing Education of the RANEPA, shows that parents are increasingly considering receiving additional education as a guarantee of the success of their children in life, along with education in a good school. In 2017, 81.7% of the parents surveyed thought so.

At the same time, parents consider the whole range of activities that go beyond schooling as additional education for children. This includes classes in sports clubs, music schools, courses, with a tutor, etc. At the same time, parents, as a rule, want their child's additional classes (especially for primary school students) to take place at school, so the presence in her various circles and sections is considered one of the most important factors in the competitiveness of a general education organization. This seems to be due to the fact that parents want, on the one hand, their children to be busy, and on the other, to be under the supervision of an adult. At the same time, they, parents, would not have to waste time on moving their child from school to the organization of additional education, if we are not talking about special classes: training in sports schools or classes in music or art schools. Parents are working, grandparents cannot always help, and the safety of the child and, at the same time, his development have become quite conscious values \u200b\u200bfor families.

At the same time, monitoring shows that only 10% of schools offer a variety of additional educational services; in other schools, their choice, unfortunately, is small. In addition, almost 30% of parents do not have information about the availability of additional paid services in schools, and this suggests that only a third of families (32.2%) use to some extent the opportunities provided by the school in obtaining additional education for their children. ...

In the territorial-settlement context, the largest share of schools where additional paid classes are not provided are schools located in rural areas - 61.7%, and only 10.2% of rural schools provide these services, but the range of these services is relatively small (in In 2016 there were 14.1%). The decline in supply from rural schools can be explained, among other things, by the deterioration in the financial situation of families.

Differences between regional and district centers are not so significant, at the same time, schools in regional centers act as more confident providers of additional services.

It should be noted that the main goal of additional classes for children is not so much to increase the effectiveness in mastering the school curriculum, but is a condition for the implementation of further educational plans of families. This is evidenced by the fact that the largest share of those receiving additional education (67.5%) is accounted for by students doing excellent and good. On the one hand, additional classes help to increase the performance of children, on the other hand, the higher the academic performance, the higher the educational needs of families, and their satisfaction requires, as a rule, expanding the range of additional educational services received by the child.

Monitoring shows that the goals of additional education vary significantly depending on the class in which the child is studying. For parents of primary school students, the main thing is the development of creative abilities, sports and the improvement of the child. If we are talking about passing on high OGE and USE scores, then, as most parents believe, the child needs additional classes with tutors or in courses at a university. Note that even the parents of students in grades 1–4 are thinking about the prospect of passing the OGE and the Unified State Exam in 5–7 years, and as one of the goals of additional classes they set preparation for these exams. As we move into grades 5-9, exam preparation becomes more important, and in high school this task begins to take center stage.

Thus, if in elementary school, additional classes serve to develop the abilities of children, expand their horizons and at the same time ensure the filling of the child's free time, while he is under the supervision of an adult (which is also important in our not very quiet time), then at 5-9 In grades, compulsory classes begin to prevail, the task of development is largely replaced by the task of supporting school successes through additional classes, and in grades 10-11, additional classes are aimed almost exclusively at ensuring that the USE is passed with high scores and enrolled in a university. This is not a very good result, since in this form, formal education “eats up” the informal, and is not complemented by it in order to create greater adaptability of the younger generation to the growing uncertainty of the future.

We invited teachers and parents to the Psychologies editorial office to talk about the role of each side in the upbringing and education of children. The discussion was attended by:

Anna Popova, preparatory class teacher at Pirogov school;
Alexey Kuznetsov, history teacher at gymnasium No. 1543;
Olga Dvornyakova, PR director, mother of Anton (10 years old) and Daniil (12 years old);
Natalya Demchenko, financial manager, mother of Yana (10 years old) and Mikhail (16 years old).

Psychologies: What do parents expect when they send their child to school?

Anna:

The expectations are very different. For the ambitious, it is important that the child goes to a prestigious school - and he receives knowledge, and he is not ashamed to say where he is studying. Usually these parents want their child to succeed in what they themselves did not. Others want to give a better education at all costs.

Whether he is ready to go to school, whether he can study in advanced programs is not so important. The main thing is education. By any means. And in terms of upbringing, they have a huge demand: "We gave him to you, and you educate him, did you teach this?" There are a lot of those who care that at school, especially in primary school, the child is good and calm. Often these are those who themselves felt uncomfortable at school, or those who see that the child has difficulties: he is shy or, conversely, hyperactive. They do not want to be focused on this.

Finally, some parents cannot or do not want to choose a school for a variety of reasons and send their child to the nearest one. Their principle: as it will be, so it will be.

Alexey:

I will say about one more type of parents that did not exist before. The old Soviet school clearly told moms and dads their place: to donate money, help lead the little ones to the circus and come when they call in order to get a reprimand. Which, of course, was wrong.

Seeing that the child is uncomfortable, parents can start fighting, or they can take him and give him to where he will be fine

But today there are more and more parents who are building relationships with the school according to the consumption model: “I am a consumer, the school is a provider of educational services. Here is a list of the services you provide to me, and it will be convenient for me if you report by e-mail. If the services are not of proper quality, I reserve the right to turn to where I should be. "

What distinguishes the current situation favorably from the Soviet one is the opportunity to choose a school, at least in big cities. Seeing that the child is uncomfortable, the parents can start fighting, or they can take him and give him where he will be fine.

What do you do if your parents do not agree with your decision, demand, punishment? ..

Anna:

I prefer that the rules are known in advance. At the first parent-teacher meeting, which we hold six months before the start of classes, I warn parents that there are things that I do not allow. For example, I do not allow fighting. If they object to me that the boy should be able to stand up for himself, I immediately say that in this place we will have a discrepancy.

I also do not allow to offend and tease each other. If this happens, I will begin to make comments, and make them strictly. And I will not make any concessions to my parents.

Alexey:

I agree, the rules help, but it happens that at the moment when they are announced, everyone agrees, and then, when it comes to a specific bruise under a specific eye, parents will interpret the situation in favor of their child.

From left to right: Anna Popova, Natalya Demchenko, Alexey Kuznetsov, Olga Dvornyakova.

What helps you to establish a constructive dialogue?

Alexey:

Last year, for the first time, I took classroom leadership over the fifth grade and in the fall I met with all the parents, talked to them one-on-one. First of all, I wanted them to tell me about the child: how they see him. Thanks to these meetings, I understood a lot, not so much about children as about parents.

Do your parents want you to raise students?

Alexey:

I have never heard: "You will learn a paragraph with my child, and do not interfere with education." On the other hand, everyone wants us to educate - but what exactly?

Last year, the children wrote the Unified State Exam in Russian. We asked them not to bring cheat sheets. The exam took place in another school, and not only our children were there. In the classroom, everyone used whatever they wanted, unless the teachers were asked to go online. Mom came the next day, indignant: "Now, because of your honesty, they will receive fewer points than those who cheated." Does this mom want us to raise her child? Wants. But I'm not ready for practical consequences.

Question to parents: how do you feel when your children go to school?

Olga:

Last year, our eldest son entered the fifth grade. We waited patiently until the first difficult months passed, he would get used to and get carried away with some new subject - so that he himself would be interested so that there would not be such an endless series of everyday life: he came to school, sat out, came home, did his homework, the next day then the same.

But what I certainly didn’t expect was that all the teachers in the meetings would unanimously exclaim: “Your children are just behaving badly, they just cannot adapt to high school! Do something with them! " I tried to talk to the class teacher, but everything happens so quickly, the teacher has no time for anything: think, discuss what to do.

Natalia:

In my opinion, parents involuntarily pass on their initial attitude to school to their child. I always wanted children to perceive school as a big and exciting world, where there is everything - friends, teachers, studies, human relations. And I expect very little from teachers: to take into account, at least a little, the individuality of the child.

Sometimes it is easier and more profitable for a teacher to put an undeserved four instead of a well-deserved three.

According to my feelings, now the teachers have become callous, and their indifference sometimes devalues \u200b\u200bthe efforts of the children. There was a case when the children were given a creative task, they tried, did, the parents were attracted, but the teacher did not even check it! I also want the child to be given what he deserves: sometimes it is easier and more profitable for the teacher to put an undeserved four instead of a well-deserved three. And they would not disregard the efforts of a regular C grade student, for whom a decent result is almost a feat.

Olga:

Once the son received a deuce, we found out why, he redid the task, but the deuce remained. I advised him to go up to the teacher and ask how the grade could be corrected. And do you know what she said? - "Nothing."

Alexey:

In our country, there are 1.2 million teachers per 90 million working citizens - this is the most widespread profession. And in it there is a huge number of those who, by and large, have nothing to do at school. What you are talking about is the fundamental flaw not of the school, but of our bureaucratic state, which pushes us to hold demonstration events. If today a teacher is engaged in individual work with a child, realizing that he will not be given points anywhere, then this is a unique teacher, wonderful, he is in his place.

What do you do if the teacher is wrong?

Natalia:

I had such a situation with my daughter. She is a shy girl, she does not always get up and say, even if she knows the answer. And she herself will never go to find out anything. But then I saw that the teacher corrected the correctly written word for the wrong one in her notebook. I did not give any characteristics to the teacher, but tried to explain how this could happen.

If the child can defend his position, competently, calmly, then it is better to do this. But the teacher did not admit her mistake and left everything as it is. Then I had to tell my daughter that she did everything right, and the teacher, apparently, was busy with something and could not figure it out.

Alexey:

Yes, unfortunately, very few of us are able to admit that we made a mistake ...

Olga:

Once, when I saw several twos in a row in a magazine, I could not resist and asked where they were from. To which the teacher replied that the boy answers questions in monosyllables, does not know how to reason and analyze. I think she could stop at the second two and discuss this story with us: call, write in her diary ... She knew that he had recently moved, he had a new family, I was his adoptive mother. He is embarrassed to express thoughts in front of everyone. It would be important for me to be understood, listened to, and be careful with him.

Should a teacher delve into the intricacies of family circumstances?

Anna:

Sure! That is why I invite parents to "joke around" - to tell about the characteristics of the child, about health, to report things that can affect his behavior. Or if something serious happens - like a dog dies. Of course, I need to know about this, I have to be ready for any situation.

Alexey:

Usually the children themselves tell me everything. Sometimes in hindsight. Or they talk about each other, it's easier for them.

How do you understand the cooperation between teachers and parents?

Alexey:

We are partners in the upbringing and education of children. In matters of upbringing, the parents have the last word: I will never insist on something if it goes against the opinion of mom or dad. The teaching should be done by teachers. If our parents help us, that's great. Any situation is solvable if there is an understanding that we are acting together.

The child is a third party to this process. We, as partners, have both rights and responsibilities. But this is not recorded on paper. School is a delicate matter, like a theater. Imagine: at a performance, instead of a program, you are given a leaflet with spectator rights. You can't schedule everything in school either. Collaborating in a difficult situation is not easy. What does it look like? I, as a teacher or I, as a parent, may not go into confrontation, but distance myself, cool off and think: maybe everything is not quite as it seems to me.

Why is collaboration difficult?

Alexey:

Because people are different. Is it easy for two parents to cooperate in raising a child?

Anna:

Because of pride. In women, she often focuses on children. Listen to how they say: “My child should be the best”, “He should play the piano, violin, should get A's”, “He is still two years old, and he already knows the letters”, “And I finished school at 16 years". Mothers are proud of their children, and, in general, they have something to be proud of. But they are not ready to cooperate, because they do not hear anyone around them.

This year I begged one mother not to send her son to school, he could not sit still for five minutes. I said that he hadn't played his own yet, that his nervous system was not ready for stress. In response, I heard: "Is he going to play toys until the tenth grade?" What kind of cooperation could I offer her?

“The word of the teacher is the law” - no, it is not. But parents who show their disrespect to teachers are simply ill-mannered.

Now we have other sources of information, it is possible to compare. It turned out that teachers are ordinary people, they themselves are often poorly educated, overwhelmed, weak ... So you cannot bring up the cult of a teacher in a child! “The word of the teacher is the law” - no, it is not. But parents who show their disrespect for teachers are simply ill-mannered.

For children, especially in high school, it is important that the teacher not only teaches, but also talks heart to heart ...

Alexey:

At our graduation school this year, the children said: “Thank you not only for your lessons, but also for our conversations about important things during these lessons. For tea after school. For the trip. For hiking. " After the next child gave this to the next teacher, I said to the director: “Actually, it's time to close our office. Physics thanks for talking about lyrics. Lyrics - for talking about physics. Nobody works! "

Anna:

They will all learn everything in the end. But heart to heart and brotherly - this is very important.

Alexey:

It's good to tell you - in elementary school! ..