Educational portal. From the experience of work "Pedagogical technologies used when working with children studying in class VIII type" Topics for working with children of 8 types

4.project method

5

6.game technology

8.moral technology

Technology of multi-level training .

Gaming technologies

Introduction of ICT

In my lessons I use elements

Subject: A student-centered approach to learning, using effective methods and techniques.

Tasks:

2. Direct your efforts to create the theoretical and methodological foundations of student-centered education using effective methods and techniques;

Maintasks and personality-oriented learning, believes I. S. Yakimanskaya, is toto help each student, taking into account his or her existing experience, improve their individual abilities and develop as a person.

The most significant principles of student-centered learning are :

Self-actualization

Individualities

Subjectivity

Choice

Creativity and success

Trust and support

Methods used:

Dialogue

Gaming

Reflexive

Ped. support

Diagnostic

1. Academic interest.

2. Goal setting.

3. Learning activities:

a) acceptance of the learning task;

c) planning;

d) modeling;

f) control;

g) assessment.

Forms of educational activities:

2. Reproductive.

3. Research:

a) partially search;

b) search;

c) problematic.

Everyone, good afternoon everyone!

Get out of the way, our laziness!

Don't bother me working

Don't interfere with your studies!

If you want to know a lot,

Achieve a lot

Must learn!

I'll open my notebook

And I’ll put it on an angle

I won’t hide it from you, friends,

I'm holding the pen correctly.

I'll sit straight, I won't bend,

I'll get to work.

Verbal:

Materialized:

Activity:

CONTROL

APPLICATION

FOR WHAT?

HOW?

WHAT?

What is a task called?

How to solve problems?

Where are the tasks applied?

How did we learn the topic?

Traditional lesson

2. Determines educational tasks, the form of children’s work and shows them an example of the correct completion of tasks

3. Strives to identify the real interests of children and coordinate with them the selection and organization of educational material

7. Teaches children to independently develop rules of behavior and monitor their compliance

8. Resolves conflicts between children: encourages those who are right and punishes those who are guilty

Technology

Stage 1. Diagnostic

Its results showed:

Psychological diagnostics

Didactic game.

In my opinion, differentiation is necessary for the followingreasons :

by level of creativity;

by level of difficulty;

by volume.

In my work, I use another form of teaching that attracts younger students - thisgroup work . Group work is a full-fledged independent form of organizing the education of younger schoolchildren. As students master the skills of working together in pairs, I involve them in working in groups. Group work is most effective when the learning material connects what students know with what they don't know.

2nd half of 2013

1st half of 2014

Short

30%

21%

Average

44%

51%

High

26%

28%

APPLICATION

Memo

summing up the lesson;

Statement of the purpose of the lesson.

VIII

LIST OF LITERATURE STUDYED:

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• Primary classes

Description:

The use of modern educational technologies in a special (correctional) school - boarding school of 8 types.

Modern society is characterized by rapid changes in the pace of life, technology, an avalanche-like growth of information, and the increasing complexity of work and social activities. The task of us, teachers of a special (correctional) school, is to create such a model of teaching children with disabilities, during which each student has a mechanism for compensating for an existing defect, on the basis of which his integration into modern society will become possible.

The word "technology" comes from the Greek words - art, skill and - teaching. Therefore, the term “pedagogical technology” literally means the doctrine of pedagogical art and skill. Based on this, we can highlight modern technologies, elements of which can be used in lessons in a type VIII correctional school:

2.correctional and developmental technologies

3.technology of problem-based learning

4.project method

5 person-centered learning,

6.game technology

7.information and communication technologies

8.moral technology

9.health-saving technologies

Technology of multi-level training.

Multi-level learning technology is a technology for organizing the educational process, within which different levels of learning material are assumed, but not lower than basic, depending on the abilities and individual characteristics of each student. It is especially relevant in our special (correctional) school, where children with intellectual disabilities study.

The goal of this technology is for all schoolchildren to master a basic level of knowledge and skills and have opportunities for their further development. Working using this method makes it possible to develop students’ individual abilities and take a more conscious approach to professional and social self-determination.

I believe that it is advisable to use level differentiation when studying complex topics or sections. It can also be used when studying a new topic. I explain the material from complex to simple, at the end you can determine the level of mastery of the material in the lesson.

Problem-based learning technology

In a modern lesson, the key stage is the stage of motivation. It is necessary to put forward a problem for children that is interesting and significant for everyone. The process of creating motivation requires a special creative approach from the teacher; everything needs to be foreseen and calculated. The effectiveness of the entire lesson depends on the correct motivation.

Gaming technologies

In my work, I widely use gaming technologies. Practice shows that lessons using game situations make the learning process exciting and contribute to the emergence of active cognitive interest in schoolchildren. Gaming technology can be used to conduct an entire lesson, for example, a travel game. Didactic games for consolidation, repetition and generalization of material. Crosswords, puzzles, puzzles, etc. Thus, didactic games in the classroom replenish, deepen and expand knowledge, are a means of comprehensive development of the child, his mental, intellectual and creative abilities, evoke positive emotions, fill the life of a group of students with interesting content, promote child's self-affirmation. When selecting a game or task for correctional classes, I take into account the child’s interests and inclinations.

Introduction of ICTin special (correctional) schools, first of all, it makes it possible to improve the quality of education, increase motivation to obtain and assimilate new knowledge by students with disabilities, because In addition to the systemic underdevelopment of all components of the language system, they have a deficit in the development of cognitive activity, thinking, verbal memory, attention, a poor vocabulary, and insufficient ideas about the world around them.

I use information technology in elementary school lessons in the following ways. The most common type is multimedia presentations. Preparing presentations is a serious, creative process, each element of which must be thought out and meaningful from the point of view of the student’s perception.

Creating presentation lessons allows the teacher to use active, activity-based learning methods. Conducting such lessons requires special preparatory work from the teacher. Lessons become more interesting, more emotional, they allow students to use their vision, hearing, and imagination in the process of perception, which allows them to dive deeper into the material being studied. A multimedia presentation makes it possible to present information in the most visual and easily understandable form.

Technology of moral education

Promotes the formation, development and upbringing of a noble person in a child, by revealing his personal qualities. Development and formation in students of a humane position in relation to the people around them. Develops self-education. During the lessons I try to cultivate the correct attitude of students towards their peers. Teaching “communication skills”.

In my lessons I use elements health-saving technologies, the purpose of which is to provide the student with the opportunity to maintain health. An important part of a teacher’s health-preserving work is the rational organization of the lesson.

To increase the mental performance of children, prevent premature onset of fatigue and relieve their static muscle tension, I conduct physical education breaks, emotional release, eye exercises, moments for jokes, and reflection, and I strictly monitor students’ compliance with correct posture. The use of health-saving teaching technologies in a correctional school allows, without any special material costs, not only to maintain the level of health of children with disabilities, but also to increase the efficiency of the educational process.

I want to dwell on the technology of student-centered learning.

A student-centered approach to learning, using effective methods and techniques.

“Person-centered learning is the kind of learning where the child’s personality, its originality, self-worth are put at the forefront; each person’s subjective experience is first revealed and then coordinated with the content of education.”

Based on the above, I decided to study this issue and implement the principles of this training in practice.

Subject: A student-centered approach to learning, using effective methods and techniques.

Tasks:

1.Study the principles of a student-centered approach to learning;

2. Direct your efforts to create the theoretical and methodological foundations of student-centered education using effective methods and techniques;

3.Create conditions for the implementation of a person-centered approach.

A personality-oriented approach is a system of interrelated concepts, ideas, methods of action to ensure and support the processes of self-knowledge, self-construction and self-realization of the child’s personality, the development of his unique individuality. And a properly constructed teaching system helps the student overcome a passive position in the educational process and discover himself as a bearer of an active transformative principle.

The main task of personality-oriented learning, believes I. S. Yakimanskaya, is to help each student, taking into account his existing experience, improve his individual abilities and develop as a person.

The most significant principles of student-centered learning are:

Using the child’s subjective experience;

Providing freedom of choice when performing tasks, solving problems, encouraging independent choice;

Realization of children's creativity;

The information base of the lesson is developmental; the role of the teacher is to create conditions to allow each child to express themselves.

In the classroom, the teacher acts not so much as a transmitter of knowledge, but as an organizer and coordinator of educational activities, a teacher, an interlocutor, a researcher, a teacher-expert, and a consultant.

Basic principles of the person-centered approach:

Self-actualization

Individualities

Subjectivity

Choice

Creativity and success

Trust and support

Methods used:

Dialogue

Gaming

Reflexive

Ped. support

Diagnostic

Components of educational activities:

1. Academic interest.

2. Goal setting.

3. Learning activities:

a) acceptance of the learning task;

b) transformation of the learning task;

c) planning;

d) modeling;

e) correlation of the result with the sample;

f) control;

g) assessment.

Forms of educational activities:group, pair, individual, frontal.

Methods for forming educational activities:

1. Illustrative and explanatory.

2. Reproductive.

3. Research:

a) partially search;

b) search;

c) problematic.

The success of the educational process depends on how professionally the teacher can provide competent assistance to junior schoolchildren in the formation of the main components of educational activities, taking into account individual and age characteristics.

In lessons with a personality-oriented approach, it is necessary to provide guidance for independent work and independent discoveries of the student. Each lesson creates a problem situation:

Inclinations are identified and taken into account in the learning process (children really like creative work, draw, invent, compose, learn a poem);

Didactic materials are used that vary for students with different performance levels

Education in primary school is already personality-oriented.

A personally-oriented lesson is not only a focus on students mastering a certain amount of knowledge, but also the development of their personality, their cognitive and creative abilities. The purpose of a personally oriented lesson is to create conditions for the cognitive activity of students. Recognition of the student as the main active figure in the entire educational process is, in my opinion, the essence of personality-oriented learning.

It is no secret that students come to school with different potentials and different levels of knowledge. Each student should work in class with interest, and this is possible if he completes a task that is feasible for him. One of the reasons for the reluctance to learn is that a student with weak abilities is offered tasks in class that he is not yet ready for, which he cannot yet cope with, while a student with good abilities, quickly completing the task, gets bored. It’s good if the child has the opportunity to choose tasks according to his own abilities. To do this, I use leveled tasks. The tasks are selected in such a way that, despite the same cognitive goal and general content, they differ in varying degrees of falsity. The tasks are designed in such a way that students take different paths to achieve a common goal. I use cards to achieve my goal.

When performing independent work, students become the subject of cognitive activity, which fosters initiative (in this case, choosing a level).

The feasibility of level-by-level education is determined by the desire to create more favorable conditions for the humanization of education, the creative development of each student, taking into account his individual characteristics and interests.

The topics of the educational material are coordinated in accordance with the cognitive characteristics of the student

There is a discovery of current laws, patterns, and ways to solve various problems with the joint participation of the teacher and student.

The teacher forms a problem, poses it to the students, and invites them to express ideas for solving it. At the same time, the teacher always encourages the students’ own point of view, original ideas, i.e. constantly creating a situation of success.

The teacher gives the student the opportunity to choose a job

A very important component of student-centered learning is the development of motivation for learning activities. For example, children often tell me that everything is clear to them when it’s interesting. It must be borne in mind that interest is synonymous with educational motivation. How to form it?

In my practice, I use didactic games that help me develop a number of skills that ensure the inclusion of children in cognitive educational activities. In the game “Minute,” for example, children learned to quickly and accurately prepare their workplace for the lesson. The wise Owl reminds the children every day: “Attention! Check buddy, are you ready to start the lesson? Is everything in place, is everything in order: pen, book and notebook?” Element of competition - “Whose row will complete the task of the Wise Owl faster?” - activates children, they try to prepare for the lesson in a shorter time. A similar game is played at the end of the lesson: “The bell will ring soon. Put it in your briefcase, my friend, neatly in order: books, pen and notebooks?”

Like many teachers, I use greeting poems aimed at children’s self-organization and emotional state, repeated in chorus:

Everyone, good afternoon everyone!

Get out of the way, our laziness!

Don't bother me working

Don't interfere with your studies!

If you want to know a lot,

Achieve a lot

Must learn!

To prepare children for writing, I use rule poems:

I'll open my notebook

And I’ll put it on an angle

I won’t hide it from you, friends,

I'm holding the pen correctly.

I'll sit straight, I won't bend,

I'll get to work.

I try to carry out the organizational aspect in an unconventional form. Mottos and sayings help with this. It is imperative to talk with children about how they understand these words and what meaning they put into them. For example:

- “Mathematics is the queen of sciences!” Why do guys say that? Mathematics is a difficult science. Do you like to overcome difficulties? Raise your hands, who is sure that they can cope with all the difficulties? Well done! Then get to work!

A smile is one of the most amazing phenomena in the world. It allows us to convey our feelings. Try to convey your mood with a smile. I see that you are in a joyful, business-like mood! Then let's start working!

In a student-centered approach to learning, the target component is very important. In my lessons, I try to organize work in such a way that the children themselves formulate the topic of the lesson and the goals of the teaching.

Do not give the topic of the lesson ready-made, but lead to it through an unexpected discovery, solving a crossword puzzle.

The next component of LOO is the use of visuals in lessons.

An important factor in enhancing educational and cognitive activity is encouragement. The age and psychological characteristics of younger schoolchildren indicate the need to use incentives to achieve activation of the educational process. It is positive emotions that accompany the formation of cognitive actions. Therefore, a child of primary school age constantly needs approval and recognition. All incentives are classified by means of expression. Mimic and pantomimic: applause of comrades, smile and affectionate look of the teacher, shaking hands.

Verbal: “Good girl! Well done! You did a good job today” (During the lesson, the teacher names the names of the most active children).

Materialized:various stickers, medals for active work in class, etc.; gratitude in the diary, the best cover for a notebook, mini-cards with the words “Thank you for your work, you will succeed, be careful, everything will work out.”

Activity: educational game (“Find the pattern and continue”, “Decipher the word”, “Color”) and more complex tasks.

I was interested in the experience of teachers using the “movement by step” technique. If you have mastered one level, go higher and go further. In your work room, you can place a poster with the following content on a stand:

CONTROL

APPLICATION

FOR WHAT?

HOW?

WHAT?

In the first lesson, we outline questions that need to be answered during the sessions allocated to study the topic. We formulate questions in accordance with the steps. For example:

What is a task called?

How to solve problems?

Why do you need to be able to solve problems?

Where are the tasks applied?

How did we learn the topic?

Gradually, answering the questions posed, moving up the steps, children comprehend the truth. Thus, a conscious perception of the material occurs, which is very important when studying the subject.

With a person-centered approach to teaching, it is very important for the teacher to refuse to divide children into “strong” and “weak.” Teachers should work under the motto: “There are no strong and weak students. There are students who are interested in the work and those who are not.”

Creating an atmosphere of interest for each student in the work of the class can be achieved by skillfully organizing group work. Groups are formed at different levels, as I organize work according to the principle: the strong help the weak. A strong student has the opportunity to consolidate his knowledge by helping a weak student, and a weak student is not afraid to ask a friend. The work of the entire group as a whole is assessed, and then the work of the entire class.

When using differentiated tasks in lessons, the cards are painted in different colors according to difficulty levels. Children choose their own level depending on how well they have mastered the topic. At the same time, we decided that the simplest tasks will be indicated in bright colors. And bright colors relieve emotional stress in weak students. Thus, the child quickly finds a task that is feasible for him. It is impossible not to mention a very important component of student-centered learning – the student’s monitoring and evaluation activities. The assessment of students' activities in the lesson should be carried out not only by the final result (right - wrong), but also by the process of achieving it. To ensure that the child does not withdraw into himself and does not lose interest in searching for the truth, communication is structured in such a way as to let the child understand that in the process of joint discussion, disputes and disagreements, there will always be a correct solution, that the teacher is ready to listen to any opinion of the child “ right" or "wrong", and be sure to positively evaluate any mental activity of your student.

When checking works, I do not correct errors, but only note the example or word in which it was made. With this approach, the student needs to find the error and, accordingly, correct it. This very well develops the control activity of the student himself.

In my lessons with children I use:

1. Various forms and methods of organizing educational activities that allow you to reveal the child’s subjective experience.

2. I create an atmosphere of interest for each student in the work of the class.

3. I encourage students to speak up and use different ways to complete tasks without fear of making mistakes.

4. During the lesson I use didactic material that allows the student to choose the most significant type and form of educational content for him.

5. I encourage the student’s desire to find his own way of working, analyze the ways of work of other students during the lesson; choose and master the most rational ones.

6. I create communication situations in the classroom that allow each student to show initiative, independence, and selectivity in the way they work; I create an environment for the student’s natural self-expression.

Basics of organizing a student-oriented lesson.

A personally oriented lesson, unlike a traditional one, first of all changes the type of teacher-student interaction. The teacher moves from a command style to cooperation, focusing on analyzing not so much the results as the student’s procedural activity. The student’s positions change - from diligent performance to active creativity, his thinking becomes different: reflective, that is, aimed at results. The nature of the relationships that develop in the classroom also changes. The main thing is that the teacher must not only provide knowledge, but also create optimal conditions for the development of students’ personalities.In reading and language development lessons, I engage in dialogue with students, pushing them to think. Children are not afraid to express their own opinions, since I do not call any of them wrong. . I discuss all children's versions not in a harsh evaluative situation (right - wrong), but in an equal dialogue. Then I summarize all versions of the answer to the question that correspond to the topic of the lesson, objectives and learning goals. In these conditions, all students strive to be “heard”, speak out on the topic raised, work on themselves - each according to their individual capabilities.

When updating knowledge in the lesson, I use the game “You for me, I for you.” The essence of this game is that children ask each other questions about the content of the work, working in pairs or groups. Students can take questions from the textbook or come up with them themselves. Both are welcome, since, in my opinion, by choosing from available questions or inventing them, children show independence within the framework of their individual development and, in any case, analyze the content of the material, thinking through answer options. In addition, dialogues on the content of the work in previous lessons help to avoid incorrect judgments. Another advantage of this game is that children feel more relaxed when working with each other than if the same work takes place with the participation of a teacher.

My students like it and dramatize the works. Here there is complete scope for creativity, manifestation of personal qualities and talents of children. Still, the main task of literary reading is to develop reading skills and instill an interest in reading

Writing and speaking lessons also provide many opportunities to implement a learner-centered approach to teaching younger students. Reminders provide significant assistance in mastering educational material. The system of work for their introduction and use is based on the individual differences of children. “How to copy correctly?”, “How to write without errors?” - children ask themselves these and other questions during the learning process and find answers to them in detailed and accessible instructions. References to them are used regularly in order to teach the child to evaluate his capabilities and decide for himself whether he needs such a reminder or not. As a rule, children with higher self-esteem and developed thinking quickly remember the procedure for solving a particular spelling problem and do not resort to the help of a memo. Some children, who by nature are unsure of their abilities, or have gaps in their knowledge, turn to the memo for self-test. And the other part of the children uses reminders most often, since the peculiarities of their memory and thinking do not allow them to achieve the desired result as quickly as other students and they need much more time to master the correct method of action. Referring to the reminders allows you to avoid mistakes, which means it helps to increase self-esteem, gain satisfaction from the work done, and interest in learning.

In mathematics lessons, I carry out targeted and systematic work on developing mental activity techniques in children in the process of mastering mathematical content. This orientation makes it possible to include the intellectual activity of a primary school student in various relationships with other aspects of his personality, primarily with motivation and interests.

I select didactic material for a student-oriented lesson based on knowledge of each student’s individual preferences in working with this material.

In mathematics and writing lessons, I use differentiated tasks at the reproductive, productive and creative levels. Moreover, I allow students to choose the appropriate level themselves, thereby creating a positive attitude toward work and its successful completion. This allows me to develop all students, including the weakest. The intellectual potential of younger schoolchildren is very great, and solving tasks of increased difficulty instills in the student confidence in their abilities and helps them realize their intellectual capabilities. Children feel comfortable at school.

I try to use elements of developmental learning in my lessons and set goals that differ from a traditional lesson. Comparing the teacher’s activities when organizing a traditional and student-oriented lesson (according to S.V. Zaitsev), one can see significant differences:

Traditional lesson

Personally oriented lesson

1. Teaches all children a set amount of knowledge, skills and abilities

1. Promotes the effective accumulation of each child’s own personal experience

2. Determines educational tasks, the form of children’s work and shows them an example of the correct completion of tasks

2. Offers children a choice of various educational tasks and forms of work, encourages children to independently search for ways to solve these tasks

3. Tries to interest children in the educational material that he himself offers

3. Strives to identify the real interests of children and coordinate with them the selection and organization of educational material

4. Conducts individual lessons with lagging or most prepared children

4. Conducts individual work with each child

5. Plans and directs children's activities

5. Helps children plan their own activities

6. Evaluates the results of children’s work, noting and correcting mistakes.

6. Encourages children to independently evaluate the results of their work and correct mistakes.

7. Determines the rules of behavior in the classroom and monitors their compliance with children

7. Teaches children to independently develop rules of behavior and monitor their compliance

8. Resolves conflicts between children: encourages those who are right and punishes those who are guilty

8. Encourages children to discuss conflict situations that arise between them and independently look for ways to resolve them

While maintaining the traditional goals of primary education (mastery of reading, writing, counting), I believe that the goals of forming educational activities, which include both personal-motivational and operational-active components, should come to the fore.

Purpose of didactic materialused in such a lesson is to work out the curriculum, to teach students the necessary knowledge, skills, and abilities.

Types of didactic material: educational texts, task cards. Assignments are developed by topic, by level of complexity, by purpose of use, by the number of operations based on a multi-level differentiated and individual approach, taking into account the leading type of educational activity of the student (cognitive, communicative, creative). This approach is based on the possibility of assessment based on the level of achievement in mastering knowledge, skills and abilities. I distribute cards among students, knowing their cognitive characteristics and capabilities, and not only determines the level of knowledge acquisition, but also takes into account the personal characteristics of each student, creating optimal conditions for his development by providing a choice of forms and methods of activity.

Technology student-centered learning involves the special design of an educational text, didactic and methodological material for its use, types of educational dialogue, forms of control over the student’s personal development.

In student-centered learning, the student’s position changes significantly. He does not mindlessly accept a ready-made model or teacher’s instructions, but actively participates in every step of learning - accepts a learning task, analyzes ways to solve it, puts forward hypotheses, determines the causes of errors, etc. A sense of freedom of choice makes learning conscious, productive and more effective. In this case, the nature of perception changes, it becomes a good “helper” for thinking and imagination.

Stage 1. Diagnostic

In the 2013-2014 school year, I worked with 3rd grade students. The different levels of development of students influenced the low ability of children to assimilate knowledge. In this regard, my goal was to develop cognitive abilities in younger schoolchildren as the main mental new formations in the structure of personality. This became the basis for work on introducing a person-centered approach in the process of teaching primary schoolchildren.

With the help of a school psychologist, a psychological and pedagogical diagnosis was carried out in the classroom according to the following criteria:

· cognitive sphere of the child (perception, memory, attention, thinking);

· motivational sphere of students;

· emotional-volitional sphere (level of anxiety, activity, satisfaction);

· personal sphere (self-esteem, level of communication, value orientations);

Its results showed:

· ready for training 4 people (30.7%)

· ready at an average level 6 people (46.1%)

· ready at a low level 3 people (23%)

Psychological diagnosticscognitive sphere made it possible to identify the background level of mental development of students and determine the level of development of such cognitive processes as attention and memory.

Based on the survey results, the following groups were identified:

Group 1 – high age norm: 3 people (23%)

These are children with high psychophysical maturity. They are characterized by well-developed skills of self-control and planning, self-organization in voluntary activities, and have a flexible grasp of images and ideas about the world around them. For them, the level of work is accessible, both according to the model and according to verbal instructions. They have a fairly high rate of mental activity. They are interested in the content side of learning and are aimed at achieving success in educational activities.

Group 2 – stable middle: 7 people (53.8%)

They are characterized by developing control and self-control skills and stable performance. These children cooperate well with adults and peers. The voluntary organization of activity is manifested when they perform tasks that are interesting to them or inspire confidence in the success of their completion. They often make mistakes caused by lack of voluntary attention and distractibility.

Group 3 – “risk group”: 3 people (23%)

These children show partial slippage from the proposed instructions. There is no skill of voluntary control over one's own activities. What the child did, he did poorly. They find it difficult to analyze the sample. Characterized by uneven development of mental functions. No motivation to study. In addition to studying the cognitive and motivational sphere of the child, the interests and hobbies of students, relationships with peers, character traits, and the emotional state of the child were studied. The following techniques were used: “My portrait in the interior”, “10 of my “I”s” and others.

The information I received as a result of psychological and pedagogical diagnostics allowed me not only to assess the capabilities of a particular student at the current moment, but also made it possible to predict the degree of personal growth of each student and the entire class team.

Stage 2. Practical application of personality-oriented learning methods.

Based on the results of these diagnostics, recommendations were given in which the main focus was on the development of students’ independent cognitive activity (this included knowledge and skills of goal setting, planning, analysis, reflection, self-assessment of educational and cognitive activity).

All these points, in general, constitute the formation of educational and cognitive competence. And since literacy lessons occupy a significant place in the 3rd grade curriculum, I decided to develop educational and cognitive competence in Russian language lessons, through the technology of student-centered learning. The purpose of this training is to create conditions for the formation of cognitive activity of students.

Having processed a large amount of literature with tasks for the formation of educational and cognitive interests, I made a selection of exercises for grade 3 that can be used in literacy lessons.

Let me give examples of some of them:

1. Exercises of a verbal and logical nature.

Based on these exercises, children develop their logic, working memory, coherent evidentiary speech, and concentration. They are a specially composed text corresponding to the topic studied. This text serves as the basis for the lesson. Based on its content, all subsequent structural stages of the lesson can be carried out: a minute of penmanship, vocabulary work, repetition, consolidation of the studied material. Students perceive the text by ear. Initially, these texts are small in volume.

2. Exercises to develop thinking, the ability to draw conclusions by analogy.

Birch-tree, violet-...; bream-fish, bee-... etc.

3. Creative exercises.

Use key words or pictures to compose a story.

4. Didactic game.

Didactic games have a great influence on the development of students’ cognitive activity. As a result of its systematic use, children develop mobility and flexibility of mind, and develop such qualities of thinking as comparison, analysis, inference, etc. games built on material of varying degrees of difficulty make it possible to implement a differentiated approach to teaching children with different levels of knowledge. (“The letter got lost”, “Living words”, “Tim-Tom”, etc.) This is just a small example of what can be used in Russian language lessons in 3rd grade.

The connection between student-centered learning and the problem of differentiation of children.

Since the definition of student-centered learning emphasizes the need to take into account the characteristics of its subjects, the problem of differentiating children becomes relevant for the teacher.

In my opinion, differentiation is necessary for the following reasons:

· different starting opportunities for children;

· different abilities, and from a certain age and inclination;

· to ensure an individual development trajectory.

Traditionally, differentiation was based on the “more-less” approach, in which the volume of material offered to the student only increased - the “strong” ones received more tasks, and the “weak” ones received less. This solution to the problem of differentiation did not solve the problem itself and led to the fact that capable children were delayed in their development, and those lagging behind could not overcome the difficulties that arose in solving educational problems.

The technology of level differentiation, which I used in my lessons, helped create favorable pedagogical conditions for the development of the student’s personality, self-determination and self-realization.

Let me summarize the ways of differentiation:

1. Differentiation of the content of educational tasks:

· by level of creativity;

· by level of difficulty;

· by volume.

2. Using different methods of organizing children’s activities in the classroom, while the content of the tasks is the same, and the work is differentiated:

· according to the degree of independence of students;

· by the degree and nature of assistance to students;

· by the nature of educational activities.

Differentiated work was organized in different ways. Most often, students with a low level of success and a low level of learning (according to diagnostic results) completed tasks of the first level. Children practiced individual operations that were part of the skill and task based on the example examined during the lesson. Students with an average and high level of success and learning – creative (complicated) tasks.

In my work, I use another form of teaching that attracts younger students - group work. Group work is a full-fledged independent form of organizing the education of younger schoolchildren. As students master the skills of working together in pairs, I involve them in working in groups. Group work is most effective when the learning material connects what students know with what they don't know.

This encourages children to interact with each other: asking for help, discussing a guess.

I usually use group technologies (work in pairs and small groups) in revision and generalization lessons. I’m thinking about the composition of the groups, their number. Depending on the topic and goals of the lesson, the quantitative and qualitative composition of the groups may vary. You can form groups according to the nature of the task being performed: one may be numerically larger than the other, may include students with varying degrees of development of skills and abilities, and may consist of “strong” if the task is complex, or “weak” if the task does not require creative approach.

· Stage 3. Identification of the level of cognitive activity.

The diagnostic results helped me plan work with students with different motivations for cognitive activity and different levels of involvement in the learning process.

In an effort to transfer students from level 0 to situational activity, I resort to “emotional stroking” techniques:

I address the student only by name;

I don’t skimp on praise and approval;

If necessary, I touch the child soothingly and approvingly;

Indicators of levels of development of cognitive interest

2nd half of 2013

1st half of 2014

Short

Average

High

While working on this topic, I came to the conclusion that I had chosen the right direction. After analyzing my work and getting acquainted with the work experience of my colleagues in recent years, I came to the conclusion that a person-centered approach to teaching and upbringing brings satisfaction to both students, teachers, and parents.

APPLICATION

Memo

Teacher’s activities in the lesson with a personality-oriented orientation

1) Creating a positive emotional mood for the work of all students during the lesson.

2) A message at the beginning of the lesson not only about the topic, but about the organization of learning activities during the lesson.

3) Use of problematic forms of communication (monologue, dialogue, polylogue) taking into account the specific goals of the lesson.

4) Carrying out comprehensive pedagogical supervision of each student in the process of his individual (age) development and personal formation.

5) The use of tasks that allow the student to choose the type, type, and form of the material (verbal, graphic, conditionally symbolic).

6) Discussion with the children at the end of the lesson not only about what we “learned”, but also about what we liked (didn’t like), why, what we would like to do again, and what to do differently.

7)Giving students the opportunity to ask questions without restraining their activity and initiative.

8) Stimulating students to actively take action to assimilate.

9) Evaluation (encouragement) when questioning in class not only the student’s correct answer, but also an analysis of how the student reasoned, what method he used, why and where he made mistakes.

10) The mark given to the student at the end of the lesson must be argued based on a number of parameters: correctness, independence, originality.

11) When assigning homework, not only the topic and scope of the assignment are named, but it is also explained in detail how to rationally organize your academic work when doing homework

Requirements for a student-centered lesson:

• the use of various forms and methods of educational activities that help identify the student’s subjective experience;
• creating an atmosphere of interest for each student in the work of the class;
• creating a positive emotional mood for work throughout the lesson;
• encouraging the student to find his own way of working and choose a more rational one;
• assessment of the student’s activities not only by the final result, but also during its achievement;
• use of problematic creative tasks;
• creating pedagogical communication situations in the classroom for more complete self-expression of each student.

During the course of personality-oriented lessons, students should develop the ability to independently apply responsible decisions; plan your activities, evaluate their results; build relationships with students through collaboration. The main forms of work should be general class and individual. The main methods are partially search and problem-based.

Main stages of a student-centered lesson:

• checking the mastery of previous material;
• presentation of new material;
• practical work under the guidance of a teacher;
• independent work of students;
• self-control and self-assessment of results;
• summing up the lesson;
• homework information;
• control over students' knowledge acquisition.

Algorithm for designing a student-centered lesson in elementary school:

• Statement of the purpose of the lesson.
• Analysis of the psychological and pedagogical characteristics of the class, including data about each student.
• Analysis of written work completed by students in the previous lesson and creative homework assignments.
• Specifying the purpose of the lesson, taking into account the results of the previous analysis (points 2, 3).
• Dividing the lesson into stages subordinated to a single goal, and specifying this goal at each stage.
• Choosing ways to achieve and maintain a high level of motivation at each stage of the lesson.
• The choice of forms of work and the nature of interaction between participants in the educational process at each stage of the lesson.
• Choosing a way to present new material.
• Selection of teaching material that meets the objectives of the lesson.
• Designing an educational dialogue (or other methods) that allows identifying and “cultivating” the subjective experience of students (advanced analysis of probabilistic versions).
• Selection of methods and means for diagnosing the educational process and its results at each stage of the lesson.
• Designing probabilistic changes during the lesson and their correction.
• Preparation of individual creative homework aimed at maximizing the use of the student’s subjective experience.
• Designing forms of reflection of the lesson.

The use of modern pedagogical technologies in a special correctional school VIII type contributes to the improvement of the entire educational process, its transition to a fundamentally new qualitative level that meets modern requirements.

LIST OF LITERATURE STUDYED:

1. Bespalko V.P. Components of pedagogical technology. – M.: Pedagogika 1999. 192 p.

2. Beetle. N. Personality-oriented lesson: technology of implementation and evaluation // School Director. No. 2. 2006. – p. 53-57.

3. Kurachenko Z.V. Personality-oriented approach in the system of teaching mathematics // Primary school. No. 4. 2004. – p. 60-64.

4. Lezhneva N.V. Lesson in personality-oriented education // Head teacher of primary school. No. 1. 2002. – p. 14-18.

5. Lukyanova M.I. Theoretical and methodological foundations of organizing a personality-oriented lesson // Head teacher. No. 2. 2006. – p. 5-21.

6. Razina N.A. Technological characteristics of a personality-oriented lesson // Head teacher. No. 3. 2004. – 125-127.

7. Yakimanskaya I.S. Personality-centered learning in a modern school. – M.: September, 1999. – 96 p.

8. Rozhkov M.I., Bayborodova L.V.. Theory and methods of education, 2010.

9.S. Yu. Ilyina, A. S. Chizhova. The use of personality-oriented technologies in teaching the Russian language to children with intellectual disabilities // Special Education, 2013 No. 2, pp. 38-47.

10.http://www.pandia.ru/text/79/088

From the experience of a primary school teacher at a special school

Features of working with children in correction classes

A correction class is by no means a terrible sentence that most parents are so afraid of; on the contrary, it is an opportunity for a child to receive knowledge in the amount that he is able to perceive. After all, the occupancy of the correction class is almost 2 times less than in a regular class. It is here that the teacher has more time to thoroughly find out this or that reason for the child’s lagging behind, and use an individual approach to each student.
A teacher in a correction class performs two roles: the role of a teacher and the role of a psychologist. The role of the teacher is to create a work program taking into account all the characteristics of his students, as well as to structure the lesson in such a way that the material is accessible to everyone. The role of the psychologist is to create a favorable emotional microclimate for learning in a given class.
As V.A. wrote Sukhomlinsky, “When you think about a child’s brain, you imagine a delicate rose flower on which a drop of dew is trembling. What care and tenderness are needed so that when you pick a flower, you don’t let a drop drop.” In the correction class we must exercise this caution with greater force. After all, due to certain circumstances, the children studying here have even more gentle and subtle natures than in ordinary classes.
When teaching children in a correction class, we should not resort to certain stereotypes and cliches; the teacher should be guided by the method of choice, deciding and selecting what will be more effective and efficient.
Training should be based on general didactic principles:
1. Systematicity
2. Continuity
3. Perspective

4. Consistency
But we also make due use of:
1. Material availability
2. Visibility when presenting it
3. Connection of learning with life
4. Consciousness in mastering the material.
In his work, a teacher of a correction class must rely on generally recognized programs, but also resort to correctional and developmental programs for general educational institutions by S. G. Shevchenko, which will allow the teacher to specifically distribute hours on a particular topic to achieve more significant results.
Flexibility of thought processes and speech development in children of the correction class are at a low level. Switching from one mental operation to another is difficult for them; rest is necessary. Without certain clarity and templates, it is difficult for children to perceive the material. Each lesson should be accompanied by visual material for the student to more effectively master a new topic. For clarity, the work may include both presentations containing the main points of the new topic and printed diagrams.
The speech of children in correction classes is not developed. As a rule, they cannot express their thoughts independently. Here, the teacher’s job is that he must listen to the children’s arguments and answers, even if they are incorrect, and give other children the opportunity to correct their classmates’ answers. Work on speech development should take place not only in Russian language and literary reading lessons, but also in other subjects.
Test cheating is an integral part of lessons in the correction class. It allows children to develop spelling vigilance and also correct deficiencies in calligraphy. A great find for competent writing is a copying book, in which children write down their favorite poems from literary reading, important rules from the Russian language, and the most interesting facts from the world around them. This allows you to develop attentiveness, visual memory, and develop the skill of competent writing.
A new topic should be started with repetition. We briefly repeat the rules for the section, thereby giving the student the opportunity to accumulate a certain base from which new provisions will emerge.
In his work, a teacher of a correction class must pay great attention to independent work in students' lessons. Nowadays, a teaching method that takes into account the level approach has become very popular. The student should receive tasks that he can do. Because the main reason for the reluctance of children to learn is that a student with weak abilities is offered tasks for which he is not yet ready, while a stronger one, having completed the task, is already bored. It follows that children need to be given tasks of varying degrees of difficulty. It is very good to use cards for this. The rationality of level-by-level teaching is determined by the teacher’s desire to create more favorable conditions for the creative development of each student, with an individual approach to each.
A favorable emotional climate in the classroom is determined primarily by productive communication, the interaction of the child with the teacher, as well as with peers.
It is friendly communication with the teacher in correction classes that allows the child to form a positive attitude towards his personality. Exceptional trust in the teacher makes the student want to engage in educational activities.
The teacher also needs to monitor each child’s relationships with peers. After all, conflicts with classmates are often the cause of reluctance to study. Fear of ridicule interferes with the desire to respond in class. This leads to a decline in academic performance. The teacher must be able to prevent all conflicts in a timely manner.
Working in a correction class is quite complex and painstaking work, which requires a lot of endurance from the teacher, as well as knowledge and skills. But it is very interesting because it is a constant search for effective teaching methods, the ability to understand all the subtleties and features of any child’s character and behavior.
The most important, what a teacher working in a correction class must understand is that the basis of the work here is a humane attitude towards the child, the ability to see him as an individual, a respectful attitude towards his problems and the individual characteristics of his behavior and character.

N.D. Ustyantseva

E.G. Smirnova

Chernogorsk, GBOU RH "Chernogorsk special (correctional) boarding school"

Features of educational work with students of S(K) OU 8th type.

The article discusses the problem of educational work with students of a special (correctional) school - type 8 boarding school

Based on the basic principles of education, a special (correctional) boarding school strives to solve general and special problems of raising children with disabilities. This process is carried out according to directions, taking into account the fact that any educational activity in a boarding school must have a corrective focus and have a corrective effect on the student’s personality. The general and main task of the school is the comprehensive development of students in order to prepare them for independent life and work.

This problem is solved by carrying out a system of corrective measures aimed at mitigating the shortcomings of mentally retarded children, at forming their personality and social adaptation. It is purposeful and systematic educational activities that most ensure the formation and development of personality.

For the formation of personality and the correction of developmental defects in students, certain favorable conditions are necessary, among which the most significant are:

Implementing an individual approach to students based on their studies;

Systematic carrying out detailed explanatory work on each assigned task;

Ensuring the feasible participation of pupils in various types of activities;

Carrying out careful and systematic control;

Adherence to a daily routine that provides for a reasonable alternation of different types of activities and contributes to the formation of cultural behavior skills.

All of the above conditions are implemented in a children's team, organized on the basis of the principles of partial self-government and self-service. In the process of education, the development of the most complex aspects of the personality of a mentally retarded schoolchild occurs, in particular, the ability to work and live in a team is formed, i.e. The primary task of the teacher is to organize the children's team.

The development of activity and independence is the most important task in the formation of a student’s personality. The following conditions can be identified that contribute to the development of activity and independence in mentally retarded students: the involvement of all children in practical activities and the development of their interest in this activity; constant and gradual complication of assignments; creation of a permanent system of pedagogical stimulation of active activity of schoolchildren; monitoring students’ performance of duties and skillful pedagogical guidance.

Our school implements an integrated approach to education, i.e. ensures close unity of mental, moral, labor, aesthetic and physical education.

The mental education of students is carried out mainly in the learning process. With the help of educational activities carried out outside school hours and the inclusion of students in socially useful work, they develop positive motives for activity that help consolidate the success of mental development.

Moral education is one of the most important components of personal development and is aimed at developing moral consciousness, feelings, social behavior skills and moral qualities. In the process of moral education, students develop patriotism, a sense of love for the Motherland, a respectful attitude towards work, collectivism, a sensitive attitude towards people, as well as skills and habits of moral behavior.

An integral part of the educational process is legal education. It is aimed at mastering the legal requirements and moral and ethical standards accepted in Russian society. Legal education is one of the crime prevention measures. Therefore, it is necessary to promote the assimilation by students of elements of legal knowledge: basic rights and responsibilities, norms of public order.

Labor education is aimed at developing labor skills and abilities, preparing students for work, developing stable volitional and moral qualities: discipline, conscientious attitude to assigned work, perseverance and ability to work, respect for working people. Labor education of schoolchildren helps them choose a profession that suits their capabilities and interests.

The auxiliary school pays great attention to aesthetic education, which is aimed at developing the ability to fully perceive and understand beauty in art and in reality. Violations of the emotional and volitional sphere in students of the auxiliary school delay the development of their perception of painting, music, and the beauty of nature. Excursions and walks into nature have a beneficial aesthetic effect on students, when the teacher, drawing children’s attention to the surrounding beauty, teaches them to see the beautiful and listen to the sounds of nature. Children's observations of various natural phenomena enrich their feelings, thinking, and speech. The teacher connects excursions with classes on speech development, modeling, appliqué, drawing, and working with natural materials.

A mandatory component of the education system is physical education, which contributes to the comprehensive development of the individual. Physical education is aimed at improving health, physical development of students, improving motor skills, accuracy and speed of movements, dexterity, courage, speed of motor reactions. Our children are characterized by underdevelopment of motor skills, caused primarily by anomalies in their neuropsychic status. Their movements are slow, irregular, insufficiently clear and coordinated; the purposefulness of motor actions is impaired; they do not know how to use their motor experience and quickly adapt. As a result of special work, partial correction of deficiencies in the physical development of students is carried out.

Literature:

Mozgovoy V.M., Puzanov B.P. Experience in legal education and training of students. Support work in special schools. – M.: 1977

Porotskaya T.I. The work of a auxiliary school teacher. - M.: 1984

Municipal autonomous educational institution

"Lena Secondary School"

“Pedagogical technologies used when working with children studying in class VIII type”

Completed:

Arapova N. N.,

technology teacher.

Lensk - 2015

Currently, an urgent problem is preparing schoolchildren for life and activities in new socio-economic conditions; there is a need to change the goals and objectives of correctional education for children with disabilities.

An important place in the educational process is occupied by the correctional-developmental teaching model, which provides schoolchildren with complex knowledge that performs a developmental function.

As a result of correctional and developmental education, overcoming, correcting and compensating for impairments in the physical and mental development of children with intellectual disabilities occurs.

When working with children with disabilities, special correctional and developmental pedagogical technologies are used to achieve positive dynamics in training and education. A competent combination of traditional and innovative technologies ensures the development of students' cognitive activity, creative abilities, and school motivation in the educational process.

Traditional teaching technologiesin correctional work are fundamental. They are based on constant emotional interaction between teacher and students. Traditional technologies make it possible to enrich the imagination of students, causing them an abundance of associations associated with their life and sensory experiences, and stimulate the development of students' speech.

We believe that one of the ways to modernize traditional technologies is to introduce into them elements of developmental training and integration of information and developmental methods and forms of training.
We use explanatory and illustrative technologies in the classroom system and in extracurricular activities. The result of their use is saving time, preserving the strength of the teacher and students, and facilitating the understanding of complex knowledge.

Gaming technologies– the unity of the developmental capabilities of gaming technologies for the formation of the personality of students is carried out by means of the reasonable organization of versatile gaming activities available to every child, taking into account psychophysical capabilities, through the implementation of special gaming programs that have both a general developmental and specialized nature. In domestic pedagogy and psychology, the problem of play activity was developed by K. D. Ushinsky, P. P. Blonsky, S. L. Rubinstein, D. B. Elkonin.

Personality-oriented technologies(Yakimanskaya I.S., Amonashvili.Sh.A.) at school are aimed at organizing the educational process, taking into account the individual characteristics, capabilities and abilities of students. The use of this technology allows us to form adaptive, socially active traits in students, a sense of mutual understanding, cooperation, self-confidence, and responsibility for their choices.

Innovative technologies. To keep up with the times, students with disabilities need to master the basics of computer literacy. The school can develop a program of elective classes “Basics of Computer Literacy”, adapted for teaching children with disabilities. During the lessons, actively use the knowledge acquired by students in this elective: involve high school students in the preparation of events and lessons using Internet resources. Actively use computer applications that will make the learning process more fun and accessible.

In the educational process you can successfully use:

Computer games as a means of pedagogical communication for the implementation of individualized learning;

Using multimedia presentations in lessons and extracurricular activities;

Test technologies (presentations);

Audiovisual technologies;

Computer simulators.

The advantages of computer technologies are: individualization of the educational process, activation of independent work of students, development of self-control skills, development of cognitive activity, especially thinking processes.

In educational, correctional and developmental classes, you can use technologies

Art therapy(music therapy, phototherapy, play therapy, isotherapy, fairy tale therapy, origamitherapy). The effectiveness of using art-pedagogical technologies in correctional and developmental work with children with intellectual disabilities has been proven by many teachers, in particular, M. S. Valdes-Odriozola, L. D. Lebedeva, E. A. Medvedeva, etc.

These technologies are associated with the influence of various means of art on students; they allow, by stimulating artistic and creative manifestations, to correct disorders of psychosomatic, psycho-emotional processes and deviations in personal development.

Technologies for differentiation and individualization of learning. Differentiation of learning is the creation of conditions for the learning of children with different abilities and problems by organizing students into homogeneous groups.

The use of this technology has the following advantages:

equalization and averaging of children is excluded;

the level of learning motivation in strong groups increases;

in a group containing children with equal abilities, it is easier for the child to learn;

favorable conditions are created for the weak;

the teacher has the opportunity to help the weak and pay attention to the strong;

the absence of lagging behind in the class makes it possible not to reduce the overall level of teaching;

it becomes possible to work more effectively with difficult students who do not adapt well to social norms;

The level of the student’s self-concept increases: the strong are confirmed in their abilities, the weak get the opportunity to experience academic success and get rid of the inferiority complex.

An individual approach is a principle of pedagogy, according to which, in the process of educational work with a group, the teacher interacts with individual students according to an individual model, taking into account their personal characteristics.

An individual approach is carried out to one degree or another in all existing technologies.

Technologies of compensatory training. The compensating elements (means) of the rehabilitation space include, first of all: love for the child (care, humane attitude, warmth and affection); understanding children's difficulties and problems; accepting the child as he is, with all his advantages and disadvantages, compassion, participation, necessary help, teaching the elements of self-regulation (learn to learn, learn to control yourself). This is even more important when working with orphans; often a simple gentle touch calms the child and activates his learning activities.
We believe that no less important are various types of pedagogical supportin acquiring knowledge:

learning without coercion (based on interest, success, trust);

a lesson as a rehabilitation system, as a result of which each student begins to feel and recognize himself as capable of acting intelligently, setting goals for himself and achieving them;

adaptation of content, purification of educational material from complex details and excessive diversity;

simultaneous connection of hearing, vision, motor skills, memory and logical thinking in the process of perceiving the material;

use of an indicative basis for actions (reference signals);

additional exercises;

optimal tempo from the standpoint of complete assimilation, etc.

The correctional and developmental technologies we use contain a combination of innovative technologies with traditional methods and forms of teaching, which gives a new effect in improving the educational process, and consequently, the educational activities of students themselves and their knowledge acquire new qualities.

Bibliography

1. Durova, A.I. Modern technologies in the educational process./ A.I.

Durova, A.A. Vakhrushev. // Elementary School. – 2005. – “12. – P.49 – 51.

2. Komarova, I. The use of information technology in improving the education system./ I. Komarova.// Public education. – 2006. - No. 2. -WITH. 157 – 159.

3. Krivobok E.V., Saranyuk O.Yu. Research activities of junior schoolchildren: program, classes, student work - Volgograd: Teacher, 2009- 138 p.

4. Selevko G.K. Encyclopedia of educational technologies (Moscow: Research Institute of School Technologies, 2006)

5. Sergeev I.S. How to organize student project activities. Practical guide for employees of educational institutions. -3rd ed., rev. and additional - M.; Arkti. 2006 80 p..

6. Sokolova, T.E. Nurturing the cognitive interests of younger schoolchildren using new information technologies / T.E. Sokolova // Primary school. - 2004. - No. 3. - P. 21-23.

7. Tsvetanova-Churukova L.Z. Information technology.//Primary school.- 2008-№8, pp. 84-88

Special educational institutions are designed to educate people with various developmental disabilities. There are eight types of such schools in total. Correctional institutions of the 1st type have been created to educate deaf children. Special schools of the 2nd type are designed to educate children who are hard of hearing, have partial hearing loss and varying degrees of speech underdevelopment. Correctional schools of the 3rd and 4th types are organized for training, education, and correction of developmental deviations and disorders. Such educational institutions accept blind and visually impaired children, children with amblyopia, strabismus, complex combinations of visual impairments, and those suffering from eye diseases leading to blindness.

Correctional schools of the 5th type are intended for children with severe speech pathologies, children with severe general speech underdevelopment, and stuttering. Special educational institutions of the 6th type were created for the training and education of children with any developmental disorders of the musculoskeletal system, with cerebral palsy, and deformities of the musculoskeletal system. Special schools of the 7th type are intended for the education and upbringing of children with mental retardation. With intact intellectual development capabilities, such children experience attention, memory, increased exhaustion, insufficient tempo of mental processes, emotional instability, and lack of formation of voluntary regulation of activity. Corrective educational institutions of the 8th type were created for the training and education of children with mental retardation.

Correctional schools of the 8th type

The purpose of creating special educational institutions of the 8th type is the correction of developmental deviations, as well as socio-psychological rehabilitation for further integration into society. In such schools, classes are created for children with severe mental retardation; the number of people in such classes should not exceed 8 people. Pupils from Type 8 schools have irreversible developmental disorders and will never be able to catch up with their peers, therefore, to a greater extent, education in these educational institutions is aimed at developing their life competence for adaptation in society, allowing them to avoid catastrophes of a social nature. They are given a small amount of academic knowledge, which is used to maintain socialization. Children with intellectual disabilities are educated in a special program until the 9th grade. Those of them who can master a blue-collar profession are subsequently engaged in low-skilled labor.

Tip 2: How to determine whether a child is in a good class

There is no exact definition of “good class”. For some, this is a specialized class with in-depth study of subjects, for others, an individual approach to the child, and for others, strict discipline. Determine the criteria for a good class based on your preferences. Although a friendly atmosphere, psychological comfort and gaining deep knowledge are integral features of a good class.

First of all, a good one should be focused on the learning process. At the same time, it is important that children receive deep and lasting knowledge in a comfortable environment. To find out whether a child is in a good class, you can turn to public opinion. To do this, you should find out the technical equipment, teaching staff, the performance of students in the class as a whole, as well as their participation and victories in various Olympiads. At the same time, we must remember that the regalia of teachers does not always indicate their human qualities, and victories at the Olympiads of individual students do not always indicate the high educational level of the entire class.

You should definitely ask for the opinions of students and their parents. After talking with a large number of people, you can learn about the pros and cons in organizing the educational process, the advantages and disadvantages of teachers.

In many ways, the environment and atmosphere in the classroom depend on the teacher. Therefore, it is necessary to get to know the teachers and class teacher personally. It is very important what style of education is preached in the family (strict or democratic). A teacher with a similar approach to educational work will make the child feel more comfortable.

It is worth visiting the classroom during school breaks and seeing what the children are doing. Perhaps self-government is encouraged in the class or patronage of older students over younger students is accepted. All this disciplines and has a positive effect on the child.

The design of the classroom, the presence of stands, visual aids, and wall newspapers can tell a lot. Class traditions and joint events (hiking, celebrating birthdays, etc.) speak about the cohesion of students.

Various training programs are now being introduced in schools. You should find out which one is taught in the class where. This could be the developmental education of the Zankov system, the Rostock program, or a regular traditional program. The child must be educated according to the system preferred by the parents.

Tip 3: What speech problems can be avoided before your child enters school?

Alas, most parents notice that their child does not pronounce certain sounds only when enrolling him in first grade. And then the drill begins, daily classes both with the doctor and at home, just to have time to “pull up” the child before September.

Firstly, this is a burden on children - in 3 months to master what it took 5-6 years to learn.

And secondly, such problems could be avoided if parents came with their child to a speech therapist at least once a year. Because only a specialist will notice in time the violations in the child’s speech development. This may be dyslalia - a violation of the pronunciation of individual sounds. Phonetic-phonemic disorders - when a child not only pronounces, but also perceives incorrectly the sounds of his native language. And, finally, general underdevelopment of speech, when pronunciation, perception, grammar, poor vocabulary and coherent speech are impaired.

What should a child be able to do?

At 3 years old, a child has every right to distort sounds and construct sentences incorrectly. The main thing is that he understands the speech addressed to him and is able to convey his thoughts to others. If the child is able to fulfill your simple requests, and you understand him, despite the porridge in his mouth, everything is in order. The help of a specialist is needed by silent three-year-olds and those children who do not understand your simplest requirements. At 4 years old, a child should already speak in such a way that he can be understood not only by his parents, but also by strangers. By the way, for mothers and fathers this is a kind of criterion for the “correctness” of the development of their son or daughter. Parents get used to the incorrect speech of their children, and the mother, of course, will be able to “translate” the child’s language into adult language. But if the kindergarten teacher or neighbor asks your child several times, he may need to work with a speech therapist.

At 5 years old, a child may still not be able to pronounce the sound “r”. And at the age of 6, before school, correct pronunciation and use of cases, the ability to speak coherently and competently are considered the norm.

Very often, children who speak poorly for their age also eat poorly. As a rule, it’s a real problem for them to eat an apple or a carrot, not to mention meat. This is caused by weakness of the jaw muscles, which, in turn, delays the development of movements of the articulatory apparatus. Therefore, be sure to force your child to chew crackers and whole vegetables and fruits, bread with crusts and chunks of meat.

To develop the muscles of the cheeks and tongue, show your child how to rinse his mouth. You need to learn to puff out your cheeks and hold the air, “roll” it from one cheek to the other.

What does it mean to develop fine motor skills? This means that the baby should work as much as possible with his naughty fingers. No matter how tedious it may seem to you, let the baby button his own buttons, lace his shoes, and roll up his sleeves. Moreover, it is better for the child to start training not on his own clothes, but first to “help” the dolls and even the parents get dressed. As the child's fingers become more agile, his language will become more and more understandable not only to his mother. It is very useful for children to sculpt. Just don’t leave your baby alone with plasticine in order to stop his desire to taste the molded ball in time. Many mothers do not trust their child with scissors. But if you stick your fingers into the rings of scissors along with your children’s and cut out some figures, you’ll get an excellent workout for your hand.

Finger games for children

Assistant

Our assistant washes the dishes

(they rub their palms together - “wash the dishes.”

Washes fork, cup, spoon.

I washed the saucer and glass,

(extend the fingers from the fist, starting with the little finger).

And he closed the tap tighter.

(perform an imitating movement).

Bread

Flour was kneaded into the dough,

(clench and unclench fingers).

And from the dough we made:

(clap with palms, “sculpt”).

Pies and buns,

Sweet cheesecakes,

Buns and rolls -

We will bake everything in the oven.

(fingers are straightened one by one, starting with the little finger. Both palms are turned upward).

Delicious!