International studies assessing the quality of education. Educational complex "School of Russia" in the context of international studies
PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS
3rd grade student
MKOU ______________ secondary school
_________________________________,
200___g,
residing at:
_______________________________________________________
Studying at home (PMPC decision dated May 25, 2012)By work program, developed on the basis of the Special (Corrective) Program educational institutions VIII species, edited by V.V. Voronkova.
Living conditions. Features of family education
Raised in a single-parent family. M ama, ___________________________________, is a housewife, devotes a lot of time to her son, and tries to cooperate with the teacher. The family’s social and living conditions are satisfactory, their financial situation is average.
Other information about the child (any additional information)
The child has an insufficient level of knowledge about himself, his family, and the world around him. My horizons are limited.Spatial orientation skills are not fully developed, poor orientation in the basic concepts of time, and difficulty in establishing cause-and-effect relationships between phenomena of reality.
When entered the institution, what program he studied in, academic performance
Arrived at MKOU _________________ secondary school from MKOU ___________ secondary school _____ November 2014.Poorly masters program material in writing, reading, and mathematics. Academic knowledge and skills do not correspond to age norms. But During his studies, the boy experiences certain dynamics in the development of cognitive activity.
Attitude to activities, behavior
_________________’s educational motivation is not fully formed; there is no desire to learn.
Reactions to academic success and failure
She is sincerely happy about her academic success. Sometimesexperiences the slightest failure or mistake very painfully, in these cases he abruptly goes into an irritable state (may refuse to work, throws a pen, ruler, lies down on the table)
Relationships with peers and elders
By nature, the boy is kind, freely and easily comes into contact with the teacher, and shows joy when meeting him.
Lexicon poor, limited
Formation of speech
There are pronunciation defects in speech. The sentences used by the child are not widespread and incomplete. Constructs statements with the help of the teacher, cannot make a simple logical conclusion. Finds it difficult to make sentences based on a picture.
Study skills
Has difficulty mastering program material, reveals insufficiently developed basic educational skills.
Focus
IN educational activities needs organizing help and approval from the teacher at all stages of the lesson.
Cannot plan his activities, has difficulty correcting a mistake, even if it is pointed out.
Attention involuntary, unstable, switches from one type of activity to another with great tension. During lessons, he is distracted by any external stimuli.
Performance low. There is a high physical activity, restlessness. Accepts educational instructions, but cannot work on them independently. If he sees that there is no adult nearby, he stops working. The ability to exert volition is reduced, he often does not complete the work he has started, and is lazy.
Memory mechanical, the volume is insignificant. To assimilate even small material it takes a lot of time.Storing information is difficult. When reproducing material, he constantly forgets details and needs leading questions.
Thinking
Operations of comparison and generalization are possible only with the constant organizing and accompanying help of an adult. Cannot establish cause-and-effect relationships. Does not relate the material being studied to the proposed supports.
Mathematical knowledge and skills
He has mastered direct counting within 20, but has difficulty counting backwards. Names the next and previous number only based on the number series. Does not know the composition of the numbers of the first ten, solves examples of addition and subtraction within ten using a ruler and counting sticks. Able to compare single and double digit numbers. Knows geometric figures, can independently draw segments of a given length without the help of a teacher.
With the help of the teacher, solves problems of finding the sum and remainder.
Compliance of reading technology with the requirements of the school curriculum
Reads syllable by syllable, reading technique – 5 words per minute. When reading long words with consonant clusters, he has great difficulty. Learns poetry by heart with with great difficulty, quickly forgets.
Retelling with and without plan
Can't retell what he read.
Understanding the Text
The text read is reproduced based on leading questions.
Writing technique
Poorly developed fine motor skills handsMakes notes in notebooks carelessly. Does not comply with calligraphy standards. Forgets to spell individual letters. Learned to translate from printed text to written text. But at the same time there is a mechanical write-off. From dictation I learned to write open syllables, individual two-syllable words that do not have consonants. Grammatical categories are not mastered.
05.201___
Head teacher ________________ ________________
Teacher _________________ ________________
General information about the child:
Full Name.
Date of birth, age.
08/09/03, 10 years.
Home address: R.p. Severo - Yeniseisky, st.
(registered: st.)
Grade 4, homeschooled.
Program. General education.
Family characteristics:
F.I. brought up in a single-parent family. Mother - full name, works... .
The mother is responsible for raising the child. The relationship between mother and child is confidential and respectful. Appearance The child is neat and always has the necessary school supplies. The teacher's demands are always met by the parent. E-na T.A. she is raising her son, however, she is too protective of her child, trying to ensure that he does not need anything, while he does not have certain clear responsibilities that he must fulfill, or be responsible for something.
Purpose of contacting PMPK: Continue studying at home.
Mathematics: When entering 3rd grade, I knew ordinal counting within 100, I knew numbers. Reading and writing numbers within 1000 was difficult: he did not know how to distinguish digits, determine the number of units of each digit, pronounce and read hundreds. Addition and subtraction within 10 was mastered, within 20 he did it with difficulty (counting one at a time), and did not know the multiplication table. Could compare quantities (more, less, same). Knew mathematical signs (+, -, =, >,<). На настоящий момент умеет складывать и вычитать устно в сотне, умеет выполнять сложение и вычитание многозначных чисел в столбик, умножать многозначное число на однозначное столбиком, знает алгоритм решения деления многозначного числа на однозначное. Таблица умножения и соответствующие случаи деления до автоматизма не доведены, при решении пользуется таблицей Пифагора. Понимает слова, обозначающие пространственные направления и отношения (верх, низ, право, лево, над, под, меньше). Однако, при выполнении письменных работ в тетради не умел правильно оформить запись, с трудом считал клетки в любом из направлений (вверх – вниз, вправо – влево). Понимал смысл арифметических действий (сложения, вычитания, умножения, деления), но взаимосвязь между действиями (сложение – вычитание, умножение – деление) не находил. Смысл арифметических задач понимал только при решении задач на нахождение суммы и остатка конкретных предметов в пределах 20. Запись решения задач оформить не мог. Способен решать простые задачи, изученных видов, составные задачи – под руководством учителя. Ориентируется в решении задач с применением изученных формул, во взаимосвязях между величинами, однако формулы наизусть не знает. Знает единицы измерения длины, массы, времени, способен выполнять перевод из одних единиц измерения в другие, действия с именованными числами -совместно с учителем.
Reading: Knew how to read. The reading technique at the beginning of the year was 20 words, today it is 34. When reading, I made and still makes mistakes: replacing letters; replacement, distortion, addition of words or parts of words; slow pace of reading, prolonged hesitation, loss of space in the text, inaccurate reading of phrases, rearrangement of words in a sentence. I couldn't work on the text. Able to guess the theme of the text based on the content of the title and illustration; retell the text in separate fragments (what I could most clearly imagine, what made the impression). As the reading progresses (reading with the teacher, in turn), he presents pictures of what he read, expresses his attitude, including to the artistic side of the text (what he liked and why), while the answers are compressed or consist of a set of individual words according to the content.
Letter: Writes with his right hand. When mastering writing, difficulties were observed in writing letters. Copying was impaired, mainly independent writing was impaired. The student could highlight words in a sentence and write separately. Knew fragmentary program material. He knew how to write from dictation with clear pronunciation of each sound.
The program material has been mastered: on the topic of a word, the student is able to distinguish the presence of a common root both on the basis of the variability of the letter composition of the roots (when alternating), and based on the similarity of meanings, he forms related words; is able to find and highlight parts of a word; can find and explain the spelling of studied spellings; on the topic of part of speech: distinguishes parts of speech according to their main features, is able to characterize each part of speech (using leading questions, and sometimes without them). Copies the text and checks what has been written; takes dictation slowly.
The child entered 3rd grade with very poor knowledge of the subjects. Gave relatively sufficient dynamics during the learning process.
Characteristics of learning ability: D. is taught individually. For the effectiveness of learning, positive motivation is created every day at the beginning of classes, otherwise the student does not begin educational work. Laziness, disorganization, lack of self-regulation, distraction by minor stimuli (extraneous noise, writing on the board, an open monitor window, etc.) create certain difficulties in conducting classes. However, it should be noted: today the student has a fairly high cognitive activity, this is facilitated by an individual form of training. D. has no inner speech, he feels a constant need for an interlocutor, the teacher for him is both an informant and a coordinator of his actions. The productivity of work at the beginning of individual training was 5-10 minutes each lesson, now from 40 minutes to 15 - 20 minutes. All types of work are carried out under the guidance of a teacher. The student independently completes tasks from practical and test work only after a preliminary analysis of each type of task. The student needs regular supervision when performing work, because constantly distracted, very poor organization of activities. During training sessions, motor discharges are required.
Nature of behavioral disorders: Violates academic discipline mainly due to a lack of understanding of educational norms. He cannot behave correctly during classes if he is present: he jumps up without permission, moves around the class, answers a question from his seat if he is not even asked, speaks outside the topic of the lesson, interferes with the children, and unintentionally. He knows the rules of behavior at school and public places, but he does not follow them, cannot accept them for himself, cannot apply them in a specific situation: he familiarly addresses adults and strangers; without embarrassment or inconvenience, he can call a classmate, classmate, or person names if he sees something comical in his appearance or behavior, while he takes pleasure in repeating these words many times; interferes in conversations, pesters others. He may scream loudly, run aimlessly, and try to climb somewhere if one of his peers is nearby. At the same time, he does not respond to comments, because... does not understand that he is violating the rules of behavior, which offends a person’s dignity. The effectiveness of various measures of pedagogical influence: there is an effect from comments and explanations, but it is short-lived. No friends.
Special problems - dysfunctions: motor disinhibition, restlessness, constantly distracted, impaired fine motor skills, very poor handwriting; gets tired quickly, very low pace of activity. During individual lessons, he never sits quietly: he is fussy, squirms in his chair, always twirls something in his hands, moves his legs, drops it, picks it up, turns his head. Speech is most often explosive, loud, as if there is not enough air. The child experiences enormous difficulties in organizing his educational activities, avoids tasks that require prolonged mental effort, does not complete the work on his own, and is easily distracted by minor irritants. Danil often loses his things, although everything is always collected and lies in place, he does not take care of his things on his own: he can throw them at any place along the way.
Child's emotional state: Constantly excited, talks a lot. He behaves very directly and does not control his emotions. The mood is unstable. Always strives to attract attention. There are attacks of bad mood (he justifies his reluctance to study: bad day, weather; went to bed late, could not sleep; someone ruined his mood, someone said something wrong, etc.); sometimes there are causeless attacks of irritation and indignation towards not only others, but also towards oneself. Anger and aggressiveness can be caused when communicating with a certain circle of people: classmates, whom he recognizes only as his personal offenders, enemies; in such cases, his behavior becomes uncontrollable: he does not hear anyone, screams loudly, rushes at the offender or throws an object that comes to hand at him.
The child must: be consulted by a psychologist, speech therapist, speech pathologist, child psychiatrist, all specialists, provide him with assistance, and continue individual education at home.
Head teacher:
PMPK (PEDAGOGICAL DIRECTION AT PMPK)
General information about the child:
Full Name.
Date of birth, age. 08/12/07, 8 years old.
Home address.
Class. 2nd grade.
Program. General education.
Family characteristics:
F.I. lives in a complete family. Father - full name, mother - full name. and a younger sister. Parents pay great attention to the upbringing and education of their daughter, provide her with the necessary educational supplies, regularly attend parent-teacher meetings, work closely with the class teacher, and follow the teacher’s recommendations and requirements.Homework is always completed conscientiously and to a high standard.
Purpose of contacting PMPK : learning difficulties.
Compliance of the volume of school knowledge, skills and abilities with the requirements of the program:
Mathematics:
I came to school knowing serial counting within 10, counting backwards with errors, and was able to count objects within 10, although I did not know all the numbers. I could compare quantities (more, less). Without much difficulty, I learned to indicate quantities with numbers. Learned to understand mathematical signs (+, -, =, >,<), но допускала ошибки при их применении. Понимала слова, обозначающие пространственные направления и отношения: верх, низ, право, лево, над, под, меньше. Однако, трудно даётся понимание: перед, после. Понимает смысл арифметических действий сложения, вычитания, умножения, деления. Считает в пределах 20 устно по линейке и в отдельных случаях по памяти. Выполняет сложение и вычитание, используя письменные приёмы вычислений в пределах 100. According to the algorithm, it performs actions in expressions with and without brackets in 2-3 steps. Able to solve equationsfinding the unknown minuend and subtrahend. Understands the meaning of simple and compound arithmetic problems (2 steps) to find the sum and remainder, writes down their solution. Cannot solve other types of problems according to the program. Does not understand the meaning of multiplication and division problems. Knows partial multiplication tables and corresponding cases of division. Knows geometric figures, draws segments of a given length. The program requirements in mathematics have been mastered at a reduced level.
Literary reading.
I entered first grade not knowing all the letters, not knowing how to combine them into syllables, not knowing how to read. I learned to read in first grade. By the end of the second grade, he reads at a pace of 35-45 words, depending on the complexity of the text. When reading, he makes mistakes: omissions, substitutions of letters, distortions of parts of words. Able to find information expressed explicitly in the text and draw simple conclusions. Doesn't know how to retell. Always learns and recites by heart the poems provided for in the program. The program requirements for literary reading have been mastered at a reduced level.
Letter, Russian language.
Writes with his right hand. I came to school unable to write in block letters (only my name, some simple words). Difficulties were observed when mastering writing: in connecting letters, when it was necessary to convert a printed letter into a written one, she did not follow the line. In the second grade, he copies texts without errors or with a small number of errors (2-3 errors). Does not take dictation independently: does not isolate the sequence of sounds. Writes individual words from dictation, the spelling of which she remembers or distinguishes all the sounds in them. It cannot indicate the softness of consonants in the letter ь, replacing the vowel with the letter i. With the help of the teacher, he writes texts from dictation, with preliminary preparation and clearly pronouncing each sound out loud. Distinguishes between vowels and consonants, but does not perform sound-letter analysis of words, there are great difficulties in placing stress. The program requirements for the Russian language have not been mastered at the required level.
Other items. Doesn't respond verbally in outside lessons. Performs independent work in the workbook, tests and quizzes independently and with the help of the teacher. The results can be different: good, satisfactory, and unsatisfactory. Moreover, the reason for success or failure does not always depend on the complexity of the tasks, the volume and pace of work. In art lessons , Technologies performs all work from start to finish creatively and with imagination. Physical education group exercise therapy.
S. entered first grade with a low level of preparation (results of initial diagnostics). Over the past period, the dynamics in the learning process have been insufficient.
Characteristics of learning ability.
At the end of the first year of study, based on the results of final work within the framework of monitoring educational achievements, she showed a low level of training in the Russian language and literary reading, and basic training in mathematics.Types of help used by the teacher in the lesson: explanation, hint, leading questions, direct demonstration. Additionally, individual work was carried out throughout the year: writing from dictation. There is a positive trend, but results in core subjects remain below the basic level requirements. In the classroom he works independently and with the help of the teacher. The girl tries to do the required amount of work in class.
The nature of behavioral disorders.
There are no violations of academic discipline, but the child does not participate in educational interactions and is not active. Able to work in a group. During changes she is moderately active and does not provoke conflicts. Reacts adequately to comments.
Special problems – dysfunctions: cannot identify sounds in words, pronounces sounds unclearly; does not know how to place stress or divide words into syllables; does not take dictation; does not highlight parts of a word; does not distinguish parts of speech; does not highlight words in a sentence; does not recognize the grammatical basis of a sentence; does not respond verbally; shows a low level of reading comprehension; does not retell, cannot compose a text of 3-4 sentences; does not understand the meaning of arithmetic problems and cannot solve them; low pace of activity.
Emotional state of the child.
Mainly favorable, even mood. Shy, easily lost when asked by the teacher. Sometimes indifferent, self-absorbed.
What positive character traits do the child have?
Neat. Tries to fulfill the teacher's requirements when preparing homework or outside of educational activities. Interesting and distinctive in content and design creative works in fine art and technology.
Presumable conclusion of the teacher:
It is necessary to consult with PMPC specialists to ensure read assistance in learning in the classroom.
Teacher:
Head teacher:
Olkhovik Elena Vladimirovna
Last name First name
Middle group
He has been visiting the garden since he was three years old, and quite often suffers from colds, especially in the autumn-winter period. He eats poorly and falls asleep easily and calmly.
Cognitive activity in classes is of a long-term nature, he is attentive, hears questions, but does not always answer them willingly, sometimes gets tired in class, prefers to remain silent if he is not sure of the correct answer.
Quickly and easily gets involved in the educational process, masters the program satisfactorily. Memorizes short poems. Easily masters the required amount of knowledge. Vocabulary is age appropriate. He masters the program with ease, but is not always assiduous and does not complete the task. Easily navigates the relationship between objects by size, shape, and color. Attention is not stable enough.
From the quantities he independently distinguishes “big - small”, height, length. Has no difficulty in classifying objects or selecting generalizing words. Knows such general concepts as “vegetables”, “fruits”, “clothing”, “dishes”, “furniture”, “pets”. Uses to name the sequence of seasons. The development of fine motor skills corresponds to the age norm.
He is disciplined and reacts calmly to adults’ comments. He has good self-care skills, but is not always willing to clean up toys after himself.
Sociable and friendly towards peers. Willingly joins the game, plays calmly without conflicts. Prefers role-playing games and enjoys fantasizing.
He does not avoid contact with the teacher and willingly communicates with him.
The family is complete, the mother is balanced and proactive. Always takes an active interest in working with children and conscientiously follows teachers’ recommendations.
Teacher's signature
Manager's signature