Program of individual development student material on the topic. Diagnostics of the individual development of the younger student of the implementation of the student's Individual Development Program

The main indicators of the personal development of students. Control and assessment of the personal development of students in the development of primary school students.

Pedagogy studies and identifies the most effective conditions for the development, formation and socialization of the individual in the process of learning and education. But before considering these conditions, we turn to the main concepts on the topic. Personality It is considered to be human individual as a product of social development, a subject of labor, communication and knowledge determined by the specific historical living conditions of society.

Development is a universal overall property of nature, society and man. In the development of a person inherent, phylogenesis (historical human development) and ontogenesis (development from birth to the death of an individual).

In pedagogy, under development, the quantitative and high-quality identity changes in the transition from one age step to another. During the life of a person, his biological and social development occurs, and therefore changes in the body, the psyche, intellectual and spiritual sphere of a person, due to the influence of external and internal, managed and unmanaged factors.

The driving forces of the personality development are contradictions, inherent inherent in this process. Personality is possible only in activities. The main indicator of the effectiveness of any activity is, as is known, its result.

The main neoplasms of the identity of the younger student : orientation on the group of peers; the formation of personal reflection (the ability to independently establish the boundaries of their capabilities); formation of conscious and generalized self-esteem; awareness and restraint in the manifestation of feelings, the formation of higher senses; Consciousness of volitional action, formation of volitional qualities.

Training activities requires children responsibility and contributes to its formation as a personality feature.

There is an intensive formation moral feeling Child, which at the same time means the formation of the moral side of his personality. A new internal position is strengthened. Intensively developing self-awareness. Changes in self-consciousness leads to reassessment of values, what was significantly becoming secondary. The formation of self-esteem depends on the performance and peculiarities of the teacher's communication with the class.

At the age of 7 - 11 years, there is an active development of the motivational and consumer sphere. The motives acquire the nature of generalized intentions, begin to be realized. Self-knowledge and reflection, the internal action plan, arbitrary and self-controlling is beginning.

Self-satisfaction It is produced on the basis of the criterion for assessing academic work, in assessing the activity of the child himself, in communicating with others.

Appearance self-esteem, which is largely related to confidence in training abilities.

Emotional development. There is an increase in restraint and awareness in the manifestation of emotions. The overall nature of emotions is changed - their meaningful side, their stability. Emotions are associated with a more complex social life of a child, with a more clearly pronounced social orientation of his personality. New emotions arise, but also those emotions that occurred in preschool childhood, change their character and content.

Emotions become longer, more resilient and deep. The schoolchildren has constant interests, long-term friendly relations based on these common, quite strong interests. There is a generalization of the experiences, thanks to which the logic appears.

In general, the overall mood of the younger schoolboy is usually cheerful, cheerful, light. Emotional stability is observed in a positive attitude to study; Anxiety, inconsistency, increased sensitivity is expressed in a negative attitude towards the teacher and school sessions. As a result, affective states that are manifested in rudeness, hot tempering, emotional instability are possible.

Self-consciousness and self-esteem

A child already comes to school with some self-esteem - she can be too underestimated due to the constant humiliation and discontent at home, and maybe too overestimated due to the infinite love of parents, well, and maybe quite adequate. But at school, this indicator either strengthened even more, or will drastically change.

Personal reflection. In children of younger school age, self-assessment develops due to the development of self-consciousness and feedback from those from those surrounding, whose opinion they value. High estimate is usually in children if parents relate to them with interest, warmth and love. Junior school age is the completion of the development of self-consciousness.

In accordance with the instructive methodological letter, "On the organization of the work of general secondary education institutions for monitoring and evaluating the results of students' training activities during non-paying training at the I Group of General Secondary Education" The main indicators of the personal development of students are:

the formation of the main value reference points that determine the motivational and most important basis of the individual;
formation of educational and educational interests;
the ability to consistently taking into account the position of the other;
independence of actions, judgments, critical attitude towards their own and someone else's actions;
formation of general educational skills and skills;
adequacy of self-esteem;
manifestation of creativity in various activities.

The dynamics of student development is determined by the teacher together with a school psychologist based on the results of psychological and pedagogical monitoring.

Monitoring the personal development of students should be aimed at identifying the individual dynamics of schoolchildren's development
(from the beginning of the year to its end, from year to year), taking into account the individual characteristics and personal success of students for the current and previous periods, stimulate the development of their abilities.

Personal results.

1. The main objects of assessing personal results of students are internal position, self-esteem, personal motivation of training activities, orientation for moral norms of their implementation.

2. Evaluation of the personal results of students (value orientation, interest, readiness for learning, motivation for learning and, etc.)

To assess personal development, typical techniques are applied:

Diagnosis of personal readiness for school education preschool children (self-determination, preschool self-esteem, sense-formation);

Identification of the formation of the I- concept and CO (self-relation);

Identifying the reflexivity of self-assessment in training activities;

Determination of the level formed educational and educational interest;

Identifying motivational preferences in educational activities;

Identification of the assimilation of the norm of mutual assistance;

Identification of the degree of differentiation of conventional and moral norms.

Assessment of the individual progress of the personal development of students who need special support is carried out in the process of systematic monitoring of the development of mental development in the form of psychological counseling and is conducted by a psychologist who have professional training in the field of age psychology.

In the formation of the personality, the role of self-education is great. It begins with awareness and adoption of an objective goal as a subjective, desirable motive of its actions. The subjective statement of the purpose of behavior generates conscious voltage of the will, determination of the plan of activity. The implementation of this goal ensures the development of the personality. Therefore, it is so important to attract students to the formulation of goals and the teacher himself correctly formulate them.

Objectives focused on the development of personality (based on the materials of the senior teacher Grooriro Popenyuk L.P.)

Objectives related to the development of school students of the Org. culture (culture of self-government teaching):

Ensure the development of schoolchildren to set the goal and plan their activities;

Create conditions for the development of schoolchildren to work in
time;

To promote the development of the abilities in children to carry out self-control, self-esteem and self-correction of educational activities.

Objectives focused on the development of informational cultivities of students:

Create conditions for the development of schoolchildren skill to structure information;

Provide schoolchildren the development of skills make a simple
and complex plans.

Objectives associated with the development of communicative culture of students:

Promote development in children of skills to communicate;

Provide the development of monologic and dialogue schoolchildren.

Objectives focused on the development of the reflexive culture of schoolchildren:

Create conditions for the development of schoolchildren. skill-to-report skills;

Ensure the development of schoolchildren to allocate nodal
moments of their or someone else's activity as a whole;

Promote development in children ability to remove
any of the possible positions in relation to its activities, the situation of interaction;

Provide development from schoolchildren to objectivate
Activity, i.e. Transfer from the language of immediate impressions and ideas into the language of general provisions, principles, schemes, etc.

Objectives focused on the development of personality-semantic attitudes to the learning subject:

Actualize the personal meaning of students to study the topic;

Help students to realize the social, practical and personal significance of the educational material.

Targets focused on the development of value relations
Students to the surrounding reality:

Promote awareness of students' value studied
subject;

Help students to realize the value of joint activities.

Objectives associated with ensuring development in schoolchildren of intellectual culture:

Create meaningful and organizational conditions for the development of schoolchildren to analyze the cognitive object (text, definition of concept, task, etc.);

Ensure the development of schoolchildren from the skills to compare cognizable objects;

Promote the development of schoolchildren to allocate the main thing in the cognitive facility (defining the concept, rule,
task, law, etc.);

Ensure the development of schoolchildren to classify
Cognitive objects, etc.

Objectives focused on the development of schoolchildren of research-Tel culture:

To promote the development of schoolchildren to use scientific methods of knowledge (observation, hypothesis, experiment);

Create conditions for the development of schoolchildren to formulate problems, offer ways to solve them.

Individual Development Program

Program Developer: Protopopova E.V.

english teacher

An individual study of English gives the opportunity:

1) to build an individual educational trajectory of training capable child;

2) increase the pace of study of the educational material;

3) enrich the educational material towards its deepening and increasing volume;

4) increase learning intensity; That is, to build an educational process in accordance with the main strategies for learning gifted children:

1) acceleration -training in a more fast compared to the tempo.

2) deepening - Deep learning material.

3) enrichment - Training with exit beyond the study of traditional topics by establishing connections with other topics, problems or disciplines.

4) problematization - The use of original explanations, the search for new meanings and alternative interpretations, which contributes to the formation of a personality approach to the study of various areas of knowledge, as well as a reflective plan of consciousness.

Explanatory note

Relevance.

The problem of learning and upbringing gifted children has gained particular importance on the threshold of the twentieth century. Noticeable acceleration in the political and intellectual understanding of social, technical, economic and cultural phenomena, characteristic of globalization, caused the need to create a system for supporting and protecting the interests of gifted students, changed the approaches to the training of gifted youth.

Today, the problem of learning gifted directly is related to the new conditions and requirements of a rapidly changing world, which has breeding the idea of \u200b\u200borganizing targeted education of people who have pronounced abilities in a particular area of \u200b\u200bknowledge. Among the goals and objectives of the educational policy of the entire world community, the most important is the use of intellectual personality potential, developing an intensive acquisition strategy.

At the present stage of development of science "Giftedness" mainly understood as "The potential for achievements at an extremely high level compared to other people of this age, training and social environment." Gifted and talented children are called those who evaluate experienced specialists, due to outstanding abilities demonstrate high achievements.

This individual development program is to help the child in the realization of its opportunities to fully.

The purpose of the program:

formation of favorable learning conditions for successful development intellectual and Creative Abilities Students

Tasks:

reveal gifted children by observing, questioning and testing in English;

introduce methods, forms and funds aimed at phasing in students of independence of thinking, research, reflexive, appraisal skills, initiative and creativity in the urgent and extracurricular activities;

use differentiation on the basis of the individual characteristics of gifted children;

expand the possibilities of learning and self-study;

track the personal growth of gifted children with the help of monitoring procedures.

Work is based on the following principles of pedagogical activities:

principle of individualization and differentiation of training;

the principle of creating conditions for the joint work of students with the minimum participation of the teacher;

principle of strengtheningattention to the problem of interdisciplinary ties in individual work;

principle of advanced training;

principle of comfort in any activity;

the principle of the maximum variety of opportunities provided for the implementation of students' abilities;

the principle of educational training.

Teacher's position:

initiation of the subject's exercise;

development of individuality of each child;

recognition of individuality, identity, intrinsicness of each person.

Student's position:

free selection of elements of the educational process:

self-knowledge, self-determination, self-realization.

Program implementation deadlines.

The program is designed for 2013-2015.

Intermediate results.

Results of participation in creative competitions, conferences, exhibitions, Olympiads.

Predicted result.

A) these abilities and skills will be developed:

1. Cognitive abilities and skills

Rich vocabulary.

Transfer learned to a new material.

Establishing causal relationships.

Ability to draw conclusions.

The ability to integrate and synthesize information.

The ability to capture complex ideas.

The ability to notice subtle differences.

Use alternative information search paths.

Analysis of situations.

The ability to evaluate both the process itself and the result.

The ability to reason.

Building hypotheses.

Application of ideas in practice.

Criticity in thinking.

High curiosity.

2. Creative abilities

Ability to risk.

Divergent thinking.

Flexibility in thinking and action.

Speed \u200b\u200bthinking.

The ability to express original ideas, to invent something new.

Rich imagination.

High aesthetic values.

Developed intuition.

3. Features of the emotional sphere

Realistic me-concept.

Respect for others.

Empathic attitude towards people.

Next to self-analysis.

Tolerant attitude to criticism.

Perseverance in the task.

Independence in thinking and behavior.

Competition.

Sense of humor.

Confidence in their forces and abilities.

Internal motivation.

B) research and participation in a scientific and practical conference.

C) Successful commissioning.

General features of intellectual activity of students:

concreteness of thinking and ability to abstractions;

the speed and accuracy of the tasks caused by the stability of attention and excellent operational memory;

the formation of logical thinking skills, the desire for reasoning, generalization, the allocation of the main one;

the richness of the vocabulary, the speed and originality of verbal associations.

Based on the above, students of 10 "A" class of Cherepanov Alain, Silina Elizavetu, Teshenev Daria, Abdulfaizov Irina, Hetman Janu with the highest intellectual level of development in English.

Characteristic

pupils 10 "A" class KSU Niszro "East"

Tsevel Darya

Attitude towards school is positive, the degree of awareness of the public and personal significance of its study activities is sufficient. In School, Daria attracts basically the opportunity to learn a new one, manifest their mental abilities.

It has excellent abilities in all subjects. The girl has excellent memory, the ability to classify information and categorize experience has a large vocabulary, persistent in achieving the result in the sphere that it is interesting to it. Polina has an increased concentration of attention, knows how to use accumulated knowledge, prefers intellectual games. The student can clearly plan its work, independently allocate the main thing, make generalizations and conclusions. It exists quite well self-control, shows perseverance in achieving the goal. She strives to overcome difficulties. It has good results in school. The lessons are active, always correctly and thoroughly answers the questions asked. He likes to read fiction. Inquisitive, erudite. At the moments of inspiration composes prose. Well developed speech. It is meaningful, expressive, grammatically correct.

Self-esteem is adequate. Intellectual development is high. High level of learning motivation. According to the results of sociometry, it takes a leadership position. Girl with pleasure participates in the preparation and holding of various events. She is enthusiastically taken for any business and brings it to the end. She likes the work that you can do quickly. Quickly remembers any material, it works quickly, makes a small amount of errors.

Positive reacts to praise and censure. It has a high level of empathy. In the field of interpersonal relations, it shows restraint. In the Darian team, they appreciate the erudition and ability to defend their point of view. Satisfactory health condition. Physical education lessons visits eagerly, participates in sports competitions.

Socio-domestic living conditions are satisfactory. The family lives in a well-maintained two-bedroom apartment.

Diagnostic block

I Stage - Diagnostic

purpose - In-depth psychological - pedagogical study of students and identifying children with the highest intellectual level of development in English.

(analysis of inclinations, interests, student's performance, mental qualities and the level of formation of intellectual skills)

Tasks:

Conduct psycholo - pedagogical examination of the child to determine his psychological development (Appendix 1, 2)

Priority areas:

2. Apply the results obtained into the database.

1. Characteristic of cognitive processes.

Thinking (level of development, features of intellectual activity).

Memory (level of development of memorization and reproduction of material, features of mnemonic activity)

ATTENTION (the level of development of arbitrary attention, the features of the organization and manifestation of attention).

2.Sili side of the cognitive activity of the child.

3.Look sides of the cognitive activity of the child.

4. Conclusions

Comparative analysis of diagnostic results

Tsevel Darya

Quality

The formation level

in 10th grade

The formation level

in the first half of grade 11

Caring for your school

In the class of class participates

Participates in class business, attracts to this

Curiosity

Formed

Formed to the full

Implementation of your intellectual abilities

Well learns under control

Learns without control, seeks knowledge

Organizations in the exercise

Attentive lessons

Work in the lesson and homework performs carefully and gently

Self-development

In extracurricular activities participate

Participates in contests of different levels

Goodworking

Tries

Tries to attract his classmates

Independence in labor

Works with control

Works without control by adults

Good attitude towards senior

Respects the elders, does not allow rudeness

Respects older

Friendly attitude to peers

Goodwire

Responsive to friends is an example

Self-preparation

Value level

Fully formed

Self-discipline

Basically formed

Formed completely

Compliance with rules of culture

Norms and rules of behavior mainly observes

The rules of behavior are observed

Requirement to me

Manifests himself in good actions

Strive to show yourself in good deeds and deeds and shows the example of the rest of students.

Psychological and pedagogical conclusions:

Students identified signs of intellectual giftedness.

Develop the main directions of the child's development:

Observation

Tests

Trainings

Mental qualities student

Parameters

Evaluation of student

Evaluation of parents

Class estimation

Assessment of teacher

Cognitive interest

Logical thinking

Memory

Intellectual abilities

Speech

Attention

Total assessment

Output: self-assessment of the student is underestimated compared with the estimates of parents, classmates and teachers. Consequently, she is not always confident in their power.

Task teacher – increase the self-esteem of the student and enter the work plan more tasks for the development of intellectual abilities.

(Building an individual educational trajectory)

Stage II - Correctional and Developing

The purpose of this stage is - Development and implementation of an individual program.

Individual program of development of the child is compiled based on the I phase of observations, diagnostic procedures and psychological and pedagogical conclusions. (Appendix 3)

Goals set for academic year.

Receptions and methods to achieve the goal. (Appendix 4)

Reflection

To build an individual educational trajectory, it is necessary:

Create an English language plan with a student, given the mental features and the level of its development.

Determine the topics of consultations on the most difficult and confusing issues.

Select the form of a report on the subject (tests, questions, etc.) for certain intervals.

Provide the student the thematic schedule. (Appendix 5)

To analyze the results of work, issue a table. (Appendix 6)

III Stage - Self-Development

The purpose of this stage is - Teach a child to independently extract knowledge.

Tasks:

develop activity and independence, expand the possibilities of learning and self-study;

to form the ability to learn - set goals, plan and organize your own activities;

develop reflexive and evaluative activities;

bring up a child capable of empathy;

form the culture of interpersonal relationships.

Executive block

(Summing up work)

IV Stage - self-esteem, assessment of achievements

Research and participation in the scientific and practical conference.

Writing creative thematic work.

Successful delivery of ET

Literature:

Alekseev A.A., Gromov L.A. Psychoometry for managers. Leningrad, 1991.

Amthauer R. Test Intellect Structure. Obninsk, publishing house "Printer", 1993.

Bogoyavlenskaya D.B. Intellectual activity as a problem of creativity. Rostov N / D., 1983.

Bogoyavlenskaya D.B., Bogoyavlenskaya M.E. Creative work is just a stable phrase. // Pedagogy. - 1998.- №3.- p.36.

Brushlinsky A.V. Thinking and forecasting. M., 1979.

Goncharov VS Collection of handouts didactic material on pedagogical psychology. Kurgan, 1998.- 40 s.

Gryazheva V.G., Petrovsky V.A. Gifted children: Ecology of creativity. - Moscow-Chelyabyabinsk: IPI RAO, ChGIK, 1993. - 40 s.

Matyushkin A.M. Riddles. M., 1992.

Matyushkin A.M. Problem situations in thinking and training. M., 1972.

Melhorn G., Melkhorn H.-g. Geniuses are not born: society and human abilities: KN. For Teacher: Per. With me. - M., Enlightenment, 1989.- 160 p.

Gifted children. Per. from English / under total. ed. Burmnotskaya G.V., Slutsky V.M. - M., Progress, 1991. - 383 p.

Stepanov S.S. Diagnostics of intelligence by the method of figure test.m., 1997.

Teplov B.M. Selected Works: in 2 tons - M.: Pedagogy, 1985.

Tunic E.E. Psychodiagnosis of creative thinking. Creative tests. S.-P .., 1997.- 35 p.

Chistyakova GD. Development of self-regulation of understanding at school age. // Vopr. Psychology. - 1988. - №4.

Chistyakova GD. Creative giftedness in the development of cognitive structures. // Vopr. Psychology. - 1991.- №6.- p.103.

Shumakova N.B. and others. Study of creative giftedness using P.Tower Tests from younger students. // Vopr. Psychology. - 1991.- №1.- p.27.

Shumakova N.B. Interdisciplinary approach to learning gifted children. // Vopr. Psychology. - 1996.- №3.- p.34.

Schublaned E.I. and others. Identification of gifted students as the first stage of the Longitudinal study of the development of giftedness. // Vopr. Psychology. - 1996.- №1.- S.97.

Yurkevich V.S. The problem of the diagnosis and projection of giftedness in the work of a practical psychologist. // School of Health. - 1997.- №1.- S.59.

Appendix 3.

Individual work plan Tesheva Darya (11 "A" class)

201 3-2014

201 4-2015

Event

School

Regional

Republic. International

Terms of participation

School

Regional

Republic. Intern.

Terms of participation

Study of English grammar (in Y. Golitsinsky)

During a year

according to plan

During a year

according to plan

Work in the library, Internet

During a year

Olympiad on the basics of science

November, Mart

October November

Writing (Research), creative thematic work

March

October

Scientific and practical conference

April

April, November

Competitions, festivals, forums

During a year

Consultation Day - Saturday

Appendix 5.

Routing studying the topic

Tsevel Darya (9 "A" class)

Topic Title

Topics Study Plan

Main questions

Concepts and terms he must learn

Practical works

List

necessary literature

Forms of control

Tasks for self-test

Appendix 6.

Routing analysis of the results of work

Tsevel Darya (10 "A" class)

Consultation Date and Time

The main questions under consideration

Working time with the program

Actual time spent

Additional issues not provided for by the program

Inspected questions

Causes of deviations from time

Municipal budgetary educational institution "Secondary school No. 5 with in-depth study of foreign languages"

Individual program

Development

student 5 b class

Petrova Nicholas

class leader 5b.

Polazanova Yu.S.

PROGRAM

Individual Development

"Way to success"

student 5 B class

Petrova Nicholas

Foundation for program development:

Currently, spiritual and moral potential determines the value of a person, so the formation of a creative person acquires today not only theoretical, but also practical meaning. In this regard, the role of the school, the class teacher in the education of active, initiative, creatively thinking people increases. Who will help the child to reveal his individual characteristics, will create conditions for self-determination and self-realization? Such assistance can have a cool leader. The task of the class teacher as an educator is to help navigate students in this whirlpool, help the birth of individuality.

It is these prerequisites that served as the development of individual programs of my students.

I paid more attention to my disciple Petrov Nikolai in my work. The main direction is the self-dispersion of the child as a person, individuality in the work, disclosure of leadership qualities, the ability to defend their opinion.

What was the prerequisite in my work? Firstly, these are the results of observations, secondly - the survey of different levels, the characteristic of the primary level teacher and other teachers. All this showed that Petrov Nikolai did not participate in the public life of the school, in class events, an insecure, shy, noiseless, but he is sociable, a calm boy.

Terms of implementation of the program: 3 years (2008 G -2011)

The purpose of the program : The development of a creative, independent, responsible personality and to reveal its individual characteristics, creating conditions for self-determination and self-realization.

Program tasks:

different development in child cognitive interests, creative abilities

teach self-education skills contributing to personality self-realization.

Create conditions for independent free choice by a student of the content of its formation on the basis of inclinations and abilities; educate in a child a constructive attitude to their health;

Expected results:

What can I expect from my implemented program? Of course, to assume that the boy will be an ideal for others it is utopically. But, the possible achievement of intermediate results should be served for my future work. What can we expect?

As a result of close creative work, school, family, school psychologist, child and class teacher, perhaps cognitive interests of the child will be formed and expanded, who will allow him improve the quality of knowledge , expand the circle of communication . It will contribute to the preservation of health, creative abilities will be allowed to participate in the events of various kinds, self-organization skills will be formed.. This will help the student in the future spiritual and moral growth and the full formation of a citizen of Russia.

Program implementation progress:

1 stage - diagnostic (Grade 5)

2 Stage - Correctional and Developing (5 and 6 classes) 3 Stage - Self-Development (7th grade) Main directions :

diagnosis of psychological health; study of the emotional and personal sphere, interests and inconsistencies; diagnosis of cognitive activity;Work forms : Questioning, testing, observations.
Main directions:

Creative Abilities Health Study Self-knowledge, self-developmentWork forms : Close cooperation of the class teacher and school psychologist, family.

3 Stage - Self-Development (Grade 7)

"I want to be successful" Main directions :

Independent research in scientific and practical activities; expansion of self-study; Activation of creative abilities

Participation in Sports Events of School and Cities; Formation of the culture of interpersonal relations.Work forms : Collective and creative activities, research activities, the development of organizational qualities, through classroom hours, class events.

Characteristic

student

MBOU "SOSH No. 5 with in-depth study of foreign languages"

novocheboksarsk ChR.

Petrova Nicholas

Alexandrovich

Petrov Nikolai, 10/17/97, \u200b\u200blives in Novocheboksarsk,

ul. Komsomolskaya 16-51. Brought up in a full family. Relationships between family members are smooth, calm, respectful.

In this school, Petrov Nikolay is trained from the 1st grade. Over the years of study, the school showed average abilities and good behavior. Learn mainly to evaluate "3" and "4". Attitude towards school is positive, the degree of awareness of the public and personal significance of its study activities is sufficient. At school, it attracts mainly the possibility of communication, in second place is the study. Loves objects: Russian, literature. It is difficult to provide such objects like mathematics and English.

It does not exercise self-control, does not show persistence in achieving the goal. It does not seek to overcome difficulties.

In public life, Nikolai does not accept active participation. He does not like to be in the center of attention, is low-effective. Nikolai has a permanent public commissioner - a member of the editorial board. From temporary orders, Kolya never refuses and performs them in good faith.

The team to Nicholas is respectful. He has regular friends: Petrova Karina, Krasnova Evgenia, Tarasov Dmitry, Vasilyev Dmitry. In the field of interpersonal relations, it is sincerity, responsiveness, goodwill. With adults polite, friendly. The criticism reacts adequately. Does not enter conflicts.

Health is satisfactory, physically developed. Physical education lessons visits eagerly. It believes that it is not prepared for the competition.

During his studies in elementary school, the mugs attended: "Batik", ecological circle "Muranticist" at CTDIU.

Disciplined, accurate, sociable, fulfills all requirements for students, forgetting.

Socio-domestic living conditions are satisfactory. The family lives in a well-maintained two-bedroom apartment.

Map of psychological and pedagogical support

Full Name:Petrov Nikolay Alexandrovich Date of Birth:October 17, 1997 Place of Birth:novocheboksarsk Chuvash Republic Home address:skomsomolskaya d.16 sq.51

Main directions

Program implementation

1 stage - diagnostic (grade 5)

Research of the emotional personal sphere

Methodik

The indicators of this test provide a submission as a general anxiety

emotional state of a child associated with various forms of its inclusion

the life of the school and the private types of school anxiety.

Methodik

Methodik

Stage 2 - Correctional and Developing (5 and 6 Classes)

Program performance indicators

The student defines the objectives of their own development

CONCLUSIONS:

There is a positive dynamics of the student's personal growth.

Given the positive feedback, I believe that the program presented is effective .

Purpose: The development of a creative, independent, responsible personality, revealing individual characteristics, is achieved.

During the implementation of the program the following tasks are solved:

A personal-oriented attitude towards studying

clears the initiative B. public affairs and creative activity;

raised self-esteem;

intensified interest in sporting events;

Appendix No. 1.

School Anxiety Test Phillips

FULL NAME. _____________________________ Class ___________
1. Do you hold on to the same level of knowledge with the whole class?2. Do you worry when the teacher says. What is going to check how much do you know the material?3. Is it difficult to work in the class as the teacher wants this?4. Do you take at times that the teacher is furious from the fact that you do not know the lesson?5. Did anyone from your class be bil or hit you?6. Do you often want the teacher to be in a hurry when explaining a new material. While you do not understand what he says?7. Do you all worry when answering or performing a task?8. Does it happen to you that you fear to speak out in the lesson, because you are afraid to make a stupid mistake?9. Did you get the knees when you are called to answer?10. Are your classmates laugh at you when you play different games?11. Does it happen that you put a lower rating than you expected?12. Do you care about whether you will not leave you for the second year?13. Are you trying to avoid games in which the choice is made, because you are usually not chosen?14. Like at times. What are you all trembling when you are called to answer?15. Do you often have a feeling. What no one of your classmates want to do what you want?16. Do you worry before starting to perform the task?17. Is it difficult to get such marks that parents are waiting for you?18. Are you afraid of at times that you will be bad in the classroom?19. Will your classmates laugh at you if you do a mistake when answering?20. Are you like your classmates?21. By completing the task, do you worry about whether it coped with him well?22. When do you work in the classroom, are you sure that you will remember everything well?23. Do you sometimes dream that you are at school and can not answer the question of the teacher?24. Is it true that most guys treat you in a friendly?25. Do you work more diligently if you know that the results of your work will be compared in the class with the results of your classmates?26. Do you dream about less worrying when you ask you?27. Are you afraid of annoying with a dispute?28. Do you feel that your heart begins to fight hard when the teacher says that it is going to check your readiness for a lesson?29. When you get good marks, does any of your friends think? What do you want to heal?30. Do you feel good with those from your classmates to whom the guys are with special attention?31. Does that some guys in the class say something that hurts you?32. What do you think, do the location of the rest of the students who do not cope with their studies?33. Does the fact that most of your classmates do not pay attention to you?34. Are you afraid to look ridiculous?35. Are you satisfied with how teachers treat you?36. Does your mom help in organizing evenings like other moms your classmates?37. Did you ever worry about what they think about you?38. Do you hope in the future to learn better than before?39. Do you think that you dress up to school as well as your classmates?40. Is it often answering the lesson, you think about what others think about you at this time?41. Does the capable students have some special rights that other guys in the class do not have?42. Are some of your classmates trying when you manage to be better than them?43. Are you satisfied with your classmates?44. Do you feel good. When do you stay alone with a teacher?45. Do you raise classmates from your appearance and behavior?46. \u200b\u200bDo you think that you are worried about your school matters more than other guys?47. If you can't answer when you are asked. Do you feel. What is about to pay?48. When in the evening you are lying in bed, do you think sometimes with anxiety about what will happen tomorrow at school?49. Working on a difficult task, do you sometimes feel that completely forgot things that knew well before?50. Was there a slightly hand, when do you work on the task?51. Do you feel that you are getting nervous when the teacher says that the task is going to give class?52. Did you scatter your knowledge in school?53. When the teacher says that the task is going to give class, do you feel the fear that you will not cope with him?54. Have you ever seen that your classmates can do what you can't you?55. When the teacher explains the material, do you think that your classmates understand it better than you?56. Do you worry on the way to school that the teacher can give a class check job?57. When do you perform the task, do you usually feel that you do it bad?58. Was her hand slightly, when the teacher asks to make the task on the board in front of the whole class?

Appendix No. 2.

Test to determine the level of self-esteem.

FULL NAME. _________________________ class _________

Judgments

Appendix No. 3.

Test to determine the level of pupil

FULL NAME. _____________________ class __________

Indicators Pupils

I. Freedom of personality

Rated on a 5-point system.

High level- 5 points (pronounced and there is a desire for this).

Above average - 4 points (generally manifests).

Average level - 3 points (manifests limited, not enough).

Low level - 2 points (not manifested at all).

Appendix No. 4.

Profile of school motivation

N.G. Luskanova

FULL NAME. __________________________ class ________1. How do you feel at school? 1. I like school 2. I don't really like school 3. I do not like school2. What mood is you going to school in the morning? 1. With a good mood 2. It is on -nyy 3. I want to stay at home3. If they say that tomorrow at school it is not necessary to come to all students, how would you do? 1. would go to school 2. Do not know 3. It would be good at home4. How do you feel about what you have canceled lessons? 1. I do not like when cancellation lessons 2. Different in different ways 3. I like when canceling lessons5. How do you feel about homework? 1. I would like homework tasks2. I do not know, I find it difficult to answer3. I would like home tasks to be6. Would you like the school to have some changes? 1. No, I would not want2. Do not know 3.De, I would like to go to school some changes7. Are you talking about school to your parents or friends? 1. I'm talking often2. I'm talking rare3. I do not talk at all8. How do you feel about your class teacher? 1. I like our cool leader2. I know, I find it difficult to answer3. I would like us to have another cool leader9. Do you have friends in the classroom? 1. I have a lot of friends in the classroom2. I have few friends in the classroom3. I have no friends in the classroom10. How do you feel about your classmates? 1. I like my classmates2. I don't really like my classmates3. I don't like my classmatesThe maximum possible estimate is equal to 30 points.5 main levels of school motivation are established.5-level. 25-30 points. The highest level of school motivation, training activities.4th level. 20-24 points. Good school motivation.3rd level. 15-19 points. Positive attitude towards school, but the school attracts more extracurricular sides.2nd level. 10-14 points. Low school motivation1st level. Below 10 points. Negative attitude to school, school decatination.

Literature

Derekleyeva N.I. "Classroom teacher. The main activities. ", M.," Verbum ", 2001.

2. Stepanov E.N. "Development of individuality in the process of upbringing." / Magazine "Class Leader", Moscow, 2006./

3. Miroshnichenko T. A. "The organization of the class teacher in an educational institution." Volga, 2008.

4. E.G. Koblik "For the first time in the fifth grade", Moscow, 2003

5. Shilova T. A. Diagnosis of psychological and social disadaptation of children and adolescents: a practical manual. M.: Iris press, 2004.

6. Friedman L.M. and others. "Studying the personality of the student and student teams",M., "Enlightenment", 1988.

"Difficult" child is not the one
With whom it is difficult, and to whom it is difficult. "

Explanatory note

In recent years, processes related to the stabilization of life occur in Russia, but the effects of the events of previous years have not yet been overcome. The social background of the education of children in modern Russia continues to be unfavorable.

Each year is growing children's neglect, carelessness, crime, drug addiction, the trend of increasing the number of children with deviant behavior is traced. Deviations in the behavior of the child are the result of socio-economic, environmental instability of society, changes in the content of value orientations of youth, disadvantaged family-household relations, lack of control over behavior, excessive employment of parents.

Students of my class are in most cases teenagers from prosperous, good families. But there is from difficult, crisis families. And most often it is the situation in the family, one way or another, is the root cause of a teenager's problems at school, with friends, with adults, as well as with parents. The asocial state of family relationships, the lifestyle and education of the teenager in the family are direct factors for the formation of the personality of each teenager. In this situation, the school is increasingly becoming the School as a social institution is obliged to be raising.

This individual development program involves the creation of conditions that ensure the development of the personality of the study, ensuring psychological, social assistance and support, the formation of a common culture, the assimilation of the main norms and rules of conduct. Forming such a person, we, first of all, should see in it a person with an original personality, which has the unity of spiritual and moral and legal debt

The purpose of the program: To form a socially adapted personality that can realize its abilities in the study, and in the future in professional activities, to raise an intellectual, spiritually rich and healthy citizen who is capable of social work, creating conditions for its self-knowledge, self-education and self-realization.

Program tasks:

Create favorable conditions for the mental, moral, physical, aesthetic development of the identity of the child.
To form at the student adequate modern level of knowledge and the level of learning step by a holistic picture of the world, adapting the personality to life in society.
To form law-abiding behavior, respect for national and cultural heritage, civil liability, love for homeland and to the family.
Create conditions for the conscious choice of profession and continue in-depth study of items.
Provide socio-legal protection, psychological and pedagogical assistance.
The formation of the desire for a healthy lifestyle as one of the main life values.

Justification:The individual development program is designed for the following reasons:

The student is brought up in a full family, where family scandals sometimes occur.
The student was part of the Risk Group, often missed school classes.
The student is capable of higher rates in the development of his personality and study.

The program is designed for 2 years.

Member of the Program - 10th grade student

Program principles:

1. Personally oriented principle:

a) the principle of adaptation (the student must feel at school as at home, find his place in the class team);

b) development principle (holistic identity development: physical, intellectual, spiritual);

c) the principle of psychological comfort (removal of all stress-forming factors; creating an atmosphere of destruction, discrepancy, the atmosphere of success, the feeling of moving forward, achieve the goal).

2. Differentiation principle:

(a) Accounting for age features and specifics of working with students;

3. The principle of dialogue:

a) the positions of the adult and the teenager are considered equal;

4. The principle of sequence and systematicity.

5. The principle of humanization of relations in the class team.

6. Principle of complexity (Social teacher, teacher Subject, Administration, Classroom)

Methods of work when implementing the program

individual conversations
observation
testing
method of unfinished sentences
questioning of parents and students
portfolio of students
analysis of the participation of the student in events

Terms and stages of the program implementation:

Stage 1- organizational (beginning of training in grade 10)

drawing up an individual map of the student (Appendix No. 1);
study of housing conditions and the compilation of a social card; (Appendix No. 2)

2 stage - Implementation of the program (10-11 class)

The implementation of the program is carried out in the following main directions:

1) "I and my family".

formation of respect for family members;
education of a family man who loving his parents;

2) "I and the law".

streamline the knowledge of the criminal responsibility of minors;
develop students' presentings about the kinds of crimes;
bring up a sense of responsibility for their actions;

3) "I and my personality."

formation of the need for self-education, upbringing its moral and moral qualities of personality (conscience, respect, honesty, sympathy, assistance)
creating self-knowledge conditions with subsequent self-realization;

4) "I and my knowledge."

education of a conscious attitude towards studying, the development of cognitive activity, the formation of readiness for the conscious choice of profession;

5) "I and culture."

education of the feeling of excellent, the development of creative thinking, artistic abilities;
formation understanding of the importance of art in the life of every person.

6) "I and my fatherland."

education of conscious attitudes towards the public dominance, loyalty to the traditions of the older generation, loyalty to the dedication;
education of the sense of responsibility and pride in their country.

7) "I and my health."

upbringing a healthy lifestyle and high level of physical culture;
education of the desire for improving physical health.

Program Implementation Activities (Appendix No. 3)

3 stages - Monitoring the implementation of the program (1 half year grade 11)

analysis and diagnostics of the level of educational and training (Appendix No. 4)
map of successful student (Appendix No. 5)

Expected result of activity

Successful formation of a student as a versatile-developed personality.
The assimilation of the student of patriotic, civil, moral concepts and norms of behavior.
The development of academic disciplines in the amount provided for by the selected general curriculum.
Earn the ability to self-realization and habits to control yourself.
The desire for a healthy lifestyle.
Teach to build your life according to the laws of harmony and beauty.

The person is always interested in his nature, which will be in his life in a distant future. A well-developed student self-development program is very relevant for the younger generation. It contains specific tasks that allow achieving successful results when teaching in high school, building a career in the future and the formation of a harmoniously developed personality.

People learn all their lives, mastering certain skills at each of the development stages. But training in higher educational institution differs from scholasticism to acquire life experience scientific validity and systematic use of cognition methods.

The statement that the ability to learn is formed by the school desk - rashly. The school learning system is significantly different from the "university". Former schoolchildren now need to be ready for independent educational and research activities.

For example, to organize educational work, students in universities need to learn to set specific tasks, plan the progress of tasks and find rational ways to solve them. In addition, the student self-development program should include analysis and evaluation of work.

From the system of knowledge, skills and skills, which meets a specialty person, depends on the development of it as a professional. The future specialist learns to combine a creative approach with accurate and unmistakable actions. However, professional skills relies on high motifs, moral and psychological qualities of a person. Therefore, it is important for students to pay attention to both the formation of knowledge and skills and individuals in general.

Self-development student - multifaceted process requiring a conscious approach. This article proposed a scheme of self-development. Her points will serve as a guide for harmonious development, disclosure of potential and life implementation.

Step 1. Dream as a reference point: creating an ideal image of the desired future.

The habit of "not to make in advance and act in terms of the situation" has rooted in modern society. As a result, young people began to perceive the dreams and building plans as an unnecessary deal. The modern student has expanded the choice. We can say that he became excessive. And this, in turn, gives rise to anxiety, and the desire will protect against it in the form of infantality.

The student understands that in any situation, it will be a reasonable choice and it scares it even more. But how to overcome the problem of uncertainty? It is the understanding of the essence of his dreams that helps a person in this, it becomes the basis for further choice.

Dreaming helps to express priorities in their activities, makes it possible to increase the effectiveness of the professional development of the student. A person who has a dream makes sense to live today, aware of the needs of tomorrow and sees the connection between the present and future. Creation of the image of the desired I and the "adjustment" of itself is real under this image.

The individual is important to consciously approach their dreams, use visualization methods. There is a well-known effective technique - creating a dream collage. It allows you to see a visual bright inspirational image that you want to navigate.

Adults miss their desires through a "filter" of common sense. In some situations, this inner censor warns about something important, but sometimes he dries a timid voice. Therefore, it is important to learn to listen and hear yourself.

Step 2. Definition of vital tasks. Proper statement and streamlining goals.

The goal is an important tool for managing your own life. If dreams are a figurative idea of \u200b\u200bthe desired, then goals are clearly formulated aspirations. The search and definition of its goals, their specific formulation and understanding - the mandatory process on the way to success. All successful people know where they go, clearly see the "destination point."

The self-development of a student without setting specific tasks does not happen. It is important that the settings are personal, and not imposed by society or individual people. It is necessary to determine the main goal and aimed, as well as the means of achieving them.

If a person lives aimlessly, he becomes a victim of a case and circumstances. Therefore, you need to hear the internal urge to determine the true aspirations, and then correctly formulate the task. At the same time, attention should be paid to the realism of plans. If you want everything and immediately need to highlight the main thing, as resources may not be enough.

Step 3. Analysis of the strengths and weak sides of his own personality. Resource Management Skills.

Resources - These are the values \u200b\u200bof the individual and means that help him save them and increase in order to achieve goals. The ability to manage resources is an integral descending order. The self-development of the student includes the formation of the following skills: the concentration of resources on vital purposes and dreams and their accumulation (using their experience and borrowing from outside).

In other words, each person has certain potential. Knowing its strengths and using them, the student is able to effectively carry out the tasks. To become a competent specialist, the individual will be learned to manage the resources that are laid in it, and use external funds.

You can allocate 5 resource groups:

personal (resilience, optimism, etc.);
energy (properly distributing energy, we acquire time, knowledge and money);
objective material (house, machine, income, clothing);
objective intangible (social ties, information);
social resources (Image, position, position in society).

Our failures and successes - This is an opportunity to get a lesson, new knowledge. Analyzing your weak and strengths, the personality understands which resources can be used, and which is numbered to develop. Anyone seeks to save and multiply resources. This desire can become a powerful personal motivator.

Step 4. Professional formation. The development of individually mental and personal qualities.

Getting higher education, students become competent in a certain sphere. On the other hand, this process of obtaining new skills, knowledge and "rebagging" of the old, continues after the end of the institute. To achieve a career success, a person needs to possess professionally important skills and skills.

Harmonious personal growth and ripening affect professional formation. Students need to strive to approach their activities consciously, with interest and enthusiasm. In this case, training and work will bring to him satisfaction, and society is beneficial.

Step 5. Self-supply: Scheme of the self-development of the student's personality. Formation of effective habits.

Self-improvement is the main task of each person. Internal and external transformation and the desire to it depends on higher spiritual needs, interests and worldview as a whole.

The self-development of the student's personality begins with the analysis of the merits and shortcomings. It is important to focus on the strengths, make a list of your abilities and talents. However, "gaps" also require an objective assessment.

Compilation of a self-improvement plan - an important stage. The student needs a clear step-by-step guide. The program of the student's self-development involves the development of the current (for a day, a week), operational (per 1 year) and promising (for 5 or more years) plans.

It is necessary to determine the obstacles to the desired, and which way they can be eliminated. The main barriers faced by a person with personal self-improvement are: lack of responsibility for their lives, the underdeveloped ability to self-knowledge, the influence of the formed installations and stereotypes and obstacles created by other people.

The effective student self-development program must include: a list of necessary resources and specific actions for their receipt, a list of missing qualities and methods for their development. Awareness that the educational program and the life of the institute can give to achieve the goal will make it possible to treat learning differently. Therefore, the student should reflect on this topic and include its conclusions in the general plan of self-improvement.

We are what we do every day, so it is important to translate useful things in habit. The famous sociologist Yen Doychman as a result of the research found that people can quickly change their habits under the fear of survival, but soon they still return to the previous lifestyle.

It is necessary to improve the efficiency of their actions gradually and systematically, with time increasing the "dose". At the same time, you should not forget about love for yourself, since excessive self-criticism can undermine faith in your strength. It is better to enlist the support of one or more allies. The student self-development program must contain a plan for the development of effective habits.

Step 6. Working with interference. How to prevent risks?

The Chinese, the word "crisis" consists of two hieroglyphs denoting "danger" and "favorable opportunity." Any interference can be a platform for a new jump - both professional and personal, if a person knows how to work with difficulties. Obstacles are internal and external. The individual student self-development program should include ways to manage possible risks.

After the student drew a dream, decided on the objectives and compiled a plan of self-development, he needs to go to action. But before you need to soberly assess the situation and understand that even when drawing up the perfect program, everything is smooth only on paper. Therefore, work with interference is no less important.

Basic tools overcoming obstacles are planning and risk management. It is necessary to act obviously, according to a timely prepared plan. It is necessary to provide a possible interference in advance and find a way to reduce this probability. For example, in order not to be late for a lecture, it is better to get out of the house "with a margin of time."

Step 7. Comparison of I-real and I-ideal. What universal personal qualities will help achieve success?

In adolescence, a person begins to realize himself separated from the surrounding people. This period is not an easy for person, since the detected remoteness creates a sense of loneliness and awareness that no one can understand you like you. Often, this should attempt to balance the total "separation" and relationship with close and important people.

Student age - more conscious. The individual grows, studies its abilities, character qualities and over time he makes up an idea of \u200b\u200bitself. But, in addition to the presentation of a person about how it is now, there is a desired image. If I do not match the ideal and I do not match, the personality is tested, which is called cognitive dissonance.

Often, the same character trait can become a strong or weak side depending on the goal that is persecuted. However, there are universal personal qualities to help achieve success in almost any sphere. Optimism and perceived level of control over their lives are such.

The optimist consider a person who notices and bad and good, but also does not take his vitality, but increases it. It uses any situation to increase its potential. Such a type of people should be inflicted from favorable events, and unfavorable perceive as a lesson and incentive to improve.

The question arises: optimists are born or is it possible to develop in yourself? According to the famous psychologist Martin Seligman, in order to increase the level of optimism, it is necessary to learn from understanding that all the circumstances are temporary and the magnitude of the consequences relative, and also not to identify their behavior with a person as a whole.

The level of perceived control over his life increases when the student grows a sense of responsibility for his actions. It begins to see how you can influence the situation to achieve a favorable outcome, works with difficulties. A person who does not see these opportunities, avoids solving complex tasks and as a result of its potential decreases.

Step 8. The influence of the group (collective) on the formation of a person.

The society has an impact on the formation of personality, choosing and achieving its goals. Everyone seeks to find "his" circle of communication, where he will be interested and easy. However, there are groups of people with whom the individual cannot but interact. The primary influence is family members, secondary - classmates, fellow students and others.

Evaluation of others affects self-perception and self-esteem. Therefore, after the student discern that he was inside, he needs to look around. "Infectious" can be like bad habits and useful (for example, self-control). It is important to surround yourself by the people who will stimulate it with their behavior to life success, and inspire new accomplishment.

Step 9. Motivation and Development of Will Force. How to go from the intention to action?

Motivation is an internal motivation to action, the distance between "scary" and "boring." Man should be from the inside out, proceeds to specific actions, not

staying on thoughts and decisions. If the student's self-development program remains only a scheme on paper, it means that he does not motivate himself enough.

The level of motivation must be "normal" and comply with the situation. If he encourages, the person may not start acting from fear and importance, and with not high motivation, it is not serious.

The student must stimulate himself to change. Many perceive changes as a danger, because they can disrupt the psychological comfort and the adjacent lifestyle. But in order to increase the level of welfare and satisfaction with life, you need to go beyond the usual borders.

The path of change is not easy, despair and informed pessimism may occur. Therefore, the student is important to develop the power of the will to have the ability to move from the decision taken to real actions.

From the self-development of the student's personality depends on his success in school and future career. He must be engaged in self-education, be able to control and evaluate himself, to know about his individual characteristics, be able to properly distribute their working hours for independent training.

Personal and professional self-improvement requires effort, self-evaluating and systematic work on themselves. The student self-development program in 9 steps is a guide to personal success.