Working with Type 8 students. Methodological recommendations for organizing the training of students in the VIII type S(K)OU programs. Where they give puppies kicks
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 capabilities intellectual development Such children have 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 profound mental retardation, the occupancy of such classes should not be more than 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 taught special program up to 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 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 the friendly atmosphere, psychological comfort and receiving deep knowledge- essential 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 are about high educational level the whole class.
You should definitely ask for the opinions of students and their parents. By talking to a lot of people, you can learn about the pros and cons of an organization. educational process, 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 the child will 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 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 their children’s incorrect speech, and mother, of course, will be able to “translate” children's language for an adult. 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 6 years old, before school, it is considered normal correct pronunciation and the use of cases, the ability to speak coherently and competently.
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 up his own buttons, lace up 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!
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
Personalities
Subjectivity
Choice
Creativity and success
Trust and support
Methods used:
Dialogue
Gaming
Reflexive
Ped. support
Diagnostic
1. Academic interest.
2. Goal setting.
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. Defines educational assignments, 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 practice, I use another form of training that attracts junior schoolchildren- Thisgroup work . Group work This 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 known to students with the unknown.
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:
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, 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 correctional school VIII type:
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 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
On 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 game in the classroom replenishes, deepens and expands knowledge, is a means of the comprehensive development of the child, his mental, intellectual and creativity, evoke positive emotions, fill the life of a group of students with interesting content, and promote the child’s self-affirmation. When selecting a game or task for correctional classes I take into account the interests and inclinations of the child.
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 disabilities health, because in addition to the systemic underdevelopment of all components of the language system, they have a developmental deficit cognitive activity, thinking, verbal memory, attention, poor vocabulary, insufficient understanding of the world around us.
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, exercises for the eyes, minutes for a joke, reflection, and strictly monitor students’ compliance 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 personal- oriented approach in teaching;
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
Personalities
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 works, 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 so that with a single cognitive goal and general content they differ to varying degrees 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.
By doing independent work students become the subject of cognitive activity, which fosters initiative (in in this case level selection).
The feasibility of level-by-level training 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 to 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 for more short term prepare for the lesson. 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 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 the younger child 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 a 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 most simple 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 finding 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 correct solution that the teacher is ready to listen to any child’s opinion, “right” or “wrong,” and be sure to positively evaluate any mental activity of his 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 in various ways completing 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 literary reading– formation of reading skills and instilling 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 focus allows you to include intellectual activity of a younger schoolchild 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 towards work, 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 sessions 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 issues between them conflict situations and independently look for ways to resolve them
While maintaining traditional tasks 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 them cognitive features and opportunities, 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 special design educational text, didactic and methodological material to its use, types of educational dialogue, forms of control over personal development student.
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 2013-2014 academic 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 mental development students, determine the level of development of such cognitive processes like 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 arbitrary types activities, 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, emotional condition child. 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’s logic develops, RAM, coherent evidentiary speech, 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 disabilities different levels 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.
Create favorable pedagogical conditions For the development of the student’s personality, his self-determination and self-realization, the technology of level differentiation, which I used in my lessons, helped.
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 your work, getting acquainted with the work experience of your colleagues last years, I came to the conclusion that a person-centered approach to learning and education 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 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 student-centered learning // Head teacher 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
working with mentally retarded children
Compiled by: senior teacher of the department of correctional pedagogy and special psychology of the Krasnoyarsk regional IPK and PP of education workers Popov. V.S.
Requirements for a lesson in a special (correctional) school of VIII type
1. General didactic requirements:
The teacher must be proficient in the subject and teaching methods.
The lesson should be educational and developing.
Corrective and developmental work should be carried out at each lesson.
The material presented must be scientific, reliable, accessible, must be related to life and be based on the past experiences of children.
Each lesson should provide an individually differentiated approach to students.
Interdisciplinary connections should be made in the lesson.
The lesson should be equipped with:
technical means of training;
didactic material (tables, maps, illustrations, tests, diagrams, reasoning algorithms, punched cards, punched envelopes, etc.);
all material must be correlated with the child’s level of development and connected with the logic of the lesson.
Innovative processes should be carried out in the classroom.
An introduction to computer education is needed.
During the lesson, the safety regime must be strictly observed:
conducting physical exercises (primary school - 2 physical exercises, high school - 1 physical exercise);
correspondence of furniture to the age of children;
matching didactic material in size and color;
correspondence of the educational load to the age of the child;
compliance with sanitary and hygienic requirements.
The lesson should help solve the main problems facing the school:
provide comprehensive pedagogical support to a mentally retarded child;
promote social adaptation of an abnormally developing child.
Slowness of the pace of learning, which corresponds to the slowness of mental processes;
Simplification of the structure of the knowledge of learning in accordance with the psychophysical capabilities of the student;
Implementation of repetition during training at all stages and links of the lesson;
Maximum reliance on the child’s sensory experience, which is due to the concreteness of the child’s thinking;
Maximum support on practical activities and student experience;
reliance on more developed abilities child;
Implementation of differentiated management of the child’s educational activities, providing for design, direction and regulation, and at the same time correction of students’ actions by dividing the integral activity into separate parts, operations, etc.
- choice of goal and means of achieving it;
- regulation of students’ actions;
- encouraging students to take part in activities during the lesson;
- developing interest in the lesson;
- alternation of work and rest.
It is necessary to organize educational activities in the classroom due to the inability of mentally retarded children to constantly mobilize their efforts to solve cognitive problems. Therefore, during the lesson, the teacher has to use techniques for dividing cognition into small parts, and all educational activities into small portions. This is reflected in the structure of the lesson. The lesson consists of links. Each link contains the transmission and reception of information, verification of its assimilation and correction. The role of media is the word, visuals, and practical actions. The lesson sections are also divided into verbal, visual and practical. The combination and temporary arrangement of these links make up the structure of the lesson. Due to the rotation of different units, lessons vary in type.
Depending on the tasks, in some lessons of this type the main place is occupied by the acquisition of new things, in others - the reproduction of what has been learned, in others - the repetition and systematization of what has been learned. A lesson-excursion is an exit to the place of the object of knowledge. Learning in this lesson is carried out in the form of observation, conversation, and action. The excursion is divided in content into thematic and comprehensive and is carried out on different stages training.
Any lesson, even the simplest in structure, is a rather complex activity between the teacher and the student. Each unit of the lesson has its own specific requirements. The activities of mentally retarded students in the classroom are very changeable; their motivation and performance do not always correspond to the specific learning conditions and, in connection with this, the role of matching the methods of organizing a lesson for a mentally retarded student increases.
The important correctional value of this process is to identify and take into account the unrealized cognitive capabilities of students. Due to the uneven activity of students in the lesson, knowledge is of great importance for the teacher performance phases student. In a mentally retarded student, the phase of reduced performance is too long, and the phase of increased performance is greatly reduced. The phase of secondary decline in performance begins prematurely.
3. When preparing for the lesson, you should remember:
Lesson topic.
Lesson type.
The main goal of the lesson.
Lesson objectives (educational, correctional and developmental, educational).
How all stages of the lesson will work to achieve the main goal of the lesson.
Forms and methods of teaching.
Student assessment.
Lesson analysis.
4. Types of lessons
The type of lesson is a set of essential features characteristic of a certain group of lessons, which are based on a clearly fixed time characteristic of both the media and their alternation in time, and also differ in their target orientation. In the practice of special schools of the 8th type, a distinction is made between a propaedeutic lesson, a lesson in the formation of new knowledge, lessons for improving knowledge, correction, systematization and generalization, control, practical, combined lessons, as well as an educational excursion.
1. Propaedeutic lesson.
Propaedeutic The lesson is used to prepare for the acquisition of new knowledge, to improve the level of cognitive abilities of children, to instill skills in educational activities (in the first grade), to correct the thinking, perception and speech of a mentally retarded student. Lesson on learning new knowledge: The low productivity of students in special schools of the 8th type when studying new material requires such corrective measures as reducing portions of new knowledge and a small time volume of their presentation (in primary school up to 10 minutes, in older ones up to 25 minutes).
2. Lesson on learning new material.
Lessonslearning new material- the process is long. Mastering reading and writing takes months. Due to the inertia of the mental processes of mentally retarded children, lessons - improving knowledgeny. They deepen and expand knowledge within the boundaries of the previously submitted volume. These lessons use hands-on exercises and skills-building training.
3. Lesson to consolidate knowledge.
4. Lesson of generalization and systematization of knowledge.
In order to prevent forgetting, lessonsgeneralization and systematization of knowledge. At these lessons, fragments of knowledge are combined into a single system, connections between facts are restored. In the curriculum, these types of lessons are used for repetition. These lessons correct the reduced level of distraction and generalization.
Lesson on testing and assessing knowledge.
6. Corrective lesson.
Corrective lessons are used for the practical implementation of correction of speech, concepts, coordination, actions, writing, etc. In these lessons, correction, clarification, restructuring of actions is carried out, implemented in the observation of objects or phenomena, recognition, naming, comparison, classification, description, highlighting the main thing, generalization. In this case, outdoor games and physical exercises are widely used to develop all analyzers.
Combined lesson.
Here approximate structure combined lesson, the outline of which will be given below:
- organizational moment and preparation for the lesson;
- organization of educational activities;
- checking homework;
- repetition of previously studied material;
- preparation for the perception of new material;
- learning new knowledge;
- correction in the process of acquiring new knowledge;
- consolidation of new material;
- summarizing;
- announcement of homework;
- conclusion from the lesson.
7. Non-traditional lessons.
5. Lesson steps
The teacher’s art lies (based on corrective measures) in changing the relationship between the levels of students’ performance and ensuring the student’s readiness to perform cognitive tasks with optimal activity. Taking into account the dynamics of the performance of mentally retarded students, it is recommended to use the following stages of organizing activities in the lesson:
- organizational and preparatory;
- basic;
- final.
Organizational and preparatory:
The second point in organizing a lesson is to develop the skills to properly organize your actions during the lesson. This stage not only ensures the productivity of learning, but also teaches children to be organized in any activity. Main principle The pedagogical organization of lesson work consists in constantly managing the actions of mentally retarded children, up to their complete independence. This includes training to enter the classroom in a timely manner, to sit quietly at a desk, to prepare notebooks, books, pens for educational work etc.
The teacher must teach everything: how to sit correctly, how to work with a textbook, how to place a textbook and notebook on the desk. First, the action is demonstrated; as these skills develop, you can move on to verbal instructions. In high school practice, such organization is carried out by creating a special situation for independent preparation of students for educational activities.
2. Main stage.
On mostly stage, the main objectives of the lesson are solved. At this stage, there is first didactic and psychological preparation for solving the main task of the lesson, so that mentally retarded children correlate their actions with the issues of the cognitive task. This can be a message about the topic and purpose of the lesson with a motivated explanation. The teacher explains in detail what the children will do and why it is needed. It is necessary to express the opinion that the children will cope with the task. Next, it is recommended to carry out special training to solve the cognitive problems of the lesson with an introductory conversation, or a frontal brief survey of previous material, or examination of tables, drawings, living objects to create ideas when studying new material. After such preparations, you should begin to study new material or repeat the previous one.
At this stage, the students’ successes are assessed, the results of the work are summed up, workplaces are put in order and a relaxation setting is created: games, songs, riddles, etc.
The main requirement in this part of the lesson is to ensure that students have the correct ideas and concepts. For complete perception and conscious assimilation of a learning task, several references to the same material are needed, during which knowledge and skills are clarified, and incorrectly learned material is corrected.
The final stage.
The main stage should be carried out before the twenty-fifth minute and the final stage - from the thirtieth minute of the lesson. During periods of decline in performance (twenty-fifth minute), it is advisable to carry out physical exercise minutes. When students work independently, the first fifteen to twenty minutes are the most productive. The presence of one or another lesson stage depends on its type.
6. Educational objectives:
to form (form) students’ ideas about ...;
reveal (reveal)…;
introduce, introduce, continue to introduce...;
specify…;
expand...;
generalize...;
systematize...;
differentiate…;
learn to apply in practice...;
learn to use...;
train…;
check….
correct attention (voluntary, involuntary, sustained, switching attention, increasing attention span) by doing...;
correction and development of communication oral speech(regulatory function, planning function, analyzing function, spelling correct pronunciation, replenishment and enrichment of passive and active vocabulary, dialogical and monologue speech) through execution...;
correction and development of communication writing(when working on deformed texts, essays, presentation, creative dictation)…;
correction and development of memory (short-term, long-term) ...;
correction and development of visual perceptions...;
development of auditory perception...;
correction and development of tactile perception...;
correction and development of fine motor skills of the hands (formation of manual skill, development of rhythm, smoothness of movements, proportionality of movements)…;
correction and development of mental activity (operations of analysis and synthesis, identification main idea, establishment of logical and cause-and-effect relationships, planning function of thinking)…;
correction and development of students’ personal qualities, emotional-volitional sphere (self-control skills, perseverance and endurance, ability to express their feelings...;
cultivate interest in learning and the subject;
develop the ability to work in pairs and in a team;
cultivate independence;
cultivate moral qualities (love, respect for..., hard work, ability to empathize, etc.)
9. Teaching methods:
The classification and choice of teaching methods for mentally retarded schoolchildren depends on the principles of solving the issue of teaching. The classification of teaching methods is diverse, there are up to 10 of them. In the domestic practice of oligophrenopedagogy, two traditional classifications of teaching methods are used:
St. Petersburg, considering the use of methods depending on the stages of training. This classification is as follows:
a/ methods of presenting new material;
b/ methods of consolidation and repetition.
Moscow, which proposes to divide methods into verbal, visual and practical. In practice, all three groups of methods are used in combination and at all stages of the lesson. A. Graborov called this combination “the living word of the teacher.” The specificity of teaching methods in a special school of the 8th type lies in their correctional orientation. This concept includes slow learning and frequent repetition, presentation of educational material in small portions, maximum expansion and dissection of the material, the presence of a preparatory period in learning, constant reliance on the child’s experience. For methods to work reliably and effectively, they must be selected and applied correctly.
Means of education. This is the content of training, visibility, technical means etc. Methods consist of techniques. The value of a method is realized if it provides general development a mentally retarded schoolchild, makes learning accessible and feasible, ensures the strength of knowledge, takes into account the individual characteristics of the child, and promotes the activation of educational activities of an anomalous student.
Verbal methods : story, explanation, conversation.
Requirements for the story: it should be a short and emotionally rich presentation of the educational material. For better accessibility, it is recommended to use imagery in the story. The composition of a story consists of a beginning, a build-up and a denouement.
The plot of the story should contain simple reasoning. When telling a story, it is necessary to use visual aids. A story can sometimes use a little dialogue. The duration of a story in grades 1-4-x should not exceed 10 minutes, and in grades 5-9 - 20 minutes. The plot of the story should be extremely simple with small events. Do not interrupt the story with questions to the students. Because of this, they may lose the thread of the story.
Before and after the story, explanatory and preparatory work is carried out: difficult and unknown words are sorted out, and after the story it is advisable to conduct a generalizing conversation highlighting the main idea. An explanation is a logical presentation of a topic or an explanation of the essence of educational material to identify patterns of facts in the form of a story, evidence, reasoning and descriptions.
This is done to ensure that mentally retarded students understand the content of the educational material. The explanation in junior grades is short, no more than 5 minutes; in other grade groups the duration of the explanation is up to 10 minutes. When explaining, it is necessary to focus on the main points of the content of the material, use intonation, emphasis on the main, essential in the explanation.
Valuable in methodologically is a problematic presentation in the form of questions-tasks, reasoning to find answers. Explanation must be combined with showing and demonstration. A conversation is a question-and-answer way of studying educational material. It encourages mentally retarded students to engage in active mental activity.
Conversation is a powerful tool in correcting the mental development of a student in a special school of the 8th type and acts as a correctional tool. In a conversation with a student, the teacher corrects inaccuracies in speech, agrammatisms, increases the student’s vocabulary, and demands complete, expressive answers from children.
Thanks to the conversation, it is possible to identify gaps in students’ knowledge and shortcomings in their mental development. The effectiveness of the conversation depends on the nature of the questions to students. They should be brief, extremely clear and consistent with the expected answer. Questions should awaken the thought of a mentally retarded student and be logically interconnected, one question should follow from the second. Questions not related to the topic of the educational material being studied and unnecessary words must not be. Great importance For the effectiveness of a conversation, its pace has to do with it.
The answer for a mentally retarded student is always a lot of work and children try to avoid it. Because of this, they often answer inappropriately. The slow pace of conversation matches the slow pace of thinking of an anomalous student. The effectiveness of the conversation also depends on the quality of the teacher's speech. The teacher’s speech should be expressive, clear in pronunciation, and emotional. A student of a special school of the 8th type thinks straightforwardly and he perceives what the teacher says as the truth, expressed in speech form. Therefore, the teacher needs to express his thoughts adequately, without ambiguity.
In a special school of the 8th type, verbal teaching methods are the most common (according to V.S. Lutsenko - 49.4% of all methods used). Of these, presentation is most often used and conversation is somewhat less common. The choice of teaching methods takes into account the subject of study, the content of the topic and the purpose of the lesson, as well as the capabilities of the school and the composition of the student body. The conversation encourages the reproduction of acquired knowledge.
In a conversation, children’s answers are 1.5-2 times more complete compared to an independent retelling of what they heard and read. In natural science lessons, children relatively easily learn the names of objects, objects and geographical phenomena, as well as factual information. But it is very difficult to assimilate abstract information such as: “accumulation of water over a layer of clay.”
To gain awareness of this kind of knowledge, the teacher uses comparison questions in the conversation (what is common? How are they similar? How are they different! etc.). If two phenomena are compared (a spring and a stream), then you need to find three similar and four different properties, and to reveal cause-and-effect relationships you need to help name three reasons, since only a third of the students in a special school of the 8th type can cope with this work.
It is recommended to repeat listening or reading material using different techniques or methods, such as short story, reading the text, emotional conversation, questions for comparison, generalization and establishing cause-and-effect relationships.
Visual methods:
Visual methods are methods of teaching when the reception of information and awareness of educational material occurs through sensory perceptions of the subject. These methods have a good correctional focus due to their correspondence to the visual-figurative thinking of mentally retarded children. The slogan is this: not a single geography lesson without support for clarity. Feature of the use of visual methods: dispersion throughout the entire field of the educational process. The combination of verbal methods with visual ones translates images into knowledge, objects into words, and ensures the subject-matter of concepts (how can you talk about the desert without showing a picture of it?).
Show- this is the presentation of a method of action (the river is shown on the map from source to mouth, the peninsula is shown by circling it on three sides, etc.) of different methods of work. Condition: provide mentally retarded children with the ability to see everything that is shown to them. And you need to learn to see what is shown. To do this, you need to indicate exactly what children need to look at.
Illustration- this is a visual explanation by presenting objects, their images, examples. The illustration provides an understanding of inaccessible abstractions of speech based on their subject relationship (especially the change of seasons, altitudinal zone, thermal zones, etc.). After display, the object is removed. Demonstration- showing objects in motion. Observation is the process of purposeful perception by mentally retarded children themselves during the lesson. The most common use of observation is initial course geography and especially biology. In the process of using visualization, many mental health educators recommend involving all senses and more often using questions that stimulate comparison of objects by taste, color, and size. Hands must be involved in the learning process. Everything possible should be sketched and sculpted. However, L.V. Zankov believes that the success of mastering new material depends little on participation in learning the simultaneous operation of different analyzers.
Psychological functions visual aids in teaching consist of:
-signal-informative;
- image bearer;
-stimulator in the activity of all analyzers;
- illustrations and demonstrations.
Peculiarities practical use visual aids .
Pictures complement the verbal description and give a visual image of the demonstrated object. Sinev V.N. found that the picture helps to establish causal relationships and causes an incentive to make statements.
Techniques for using the picture: it should not be shown too early to understand the content; children themselves, with the help of the teacher’s questions, should reveal the content of the picture. Before examination, a preliminary conversation is carried out. When perceiving a picture, it is necessary to direct the students’ attention to what is characteristic and essential in its content. The description of the painting must be carried out according to plan. After viewing the picture, you need to talk about this topic. You can make up a story based on the picture.
For the drawings, come up with comparison questions. It is advisable to use no more than two pictures in the process of perception. The lesson also uses other visual aids: volumetric, graphs, diagrams. They are indispensable if the teacher needs to explain during the message.
All this improves the attention and perception of the abnormal child. It is better to make drawings with colored chalks. The graphic content of the textbook can be asked to be redrawn in a notebook for the subject. This gives us concrete ideas.
For a better perception of the object of study, dummies or voluminous aids are used. When made independently, they have great didactic benefit due to the awareness of interest in perception (models made of sand, clay, plasticine, herbarium).
The most accessible is the observation of natural objects or phenomena. When observing, the perception of mentally retarded children needs to be controlled: compare one object with another, get acquainted with it, break the observation task into parts. Observation is used to transfer knowledge from the level of ideas to the level of concepts. When observing in lessons, pictures or illustrations are used as support for understanding the general idea. Exercise is the repetition of actions in order to develop skills. If the quality of the exercise improves, then mentally retarded children acquire skills; if automatism appears in the exercise, this means that the skills are developed. To develop skills and abilities when using the exercise, you need to use:
- awareness of action;
- systematic;
-diversity;
- repeatability;
- arrangement of exercises in time in the right order.
Exercise requirements:
-understanding the goal;
-brevity of instructions;
-exercises must have a practical orientation.
The main source of knowledge is the activities of students. Practical and laboratory works often associated with programmed work methods. Some methodologists believe that practical and laboratory work increases the strength of knowledge, others have a negative attitude towards them due to the low verbal activity of the learning process. Practical methods as a type of activity for mentally retarded children are used at all stages of education. This also involves making drawings, diagrams, diagrams, tracing the contours of continents, etc.
Reception is part of the method. For example, when using the exercise method, the following techniques are used: communicating the conditions of the task, recording the conditions, performing the task, analyzing the results of the task, monitoring the correctness of the task.
Features of the work of a subject teacher with students of special (correctional) classes of VIII type
It's no secret that the number of children with mental development disorders increases every year. Working in special (correctional) classes and simultaneously conducting a lesson in a class where there is a type 8 student, I encountered a problem: how to organize educational activities in such a way as to explain new material, consolidate and repeat it in a 45-minute lesson? I had some experience working with children studying under the 8th type program. I had to work with students with developmental disabilities when a special (correctional) class was opened at school.
When we started working, we encountered serious problems:
1) Lack of educational, methodological and material base at the school. The textbooks were very old, and even they were not enough. Educational programs and textbooks did not correspond to each other.
But! In class All the children studied according to this program, and the teacher planned a lesson for one category of children.
Now the situation has changed. Eat new program and new textbooks. It seems to be a good material base, but again there is a problem: the necessary methodological manuals there is no lack of methodological skills in teaching and experience in conducting lessons, when in the class at the same time there are children of the norm and children of type 8, with the latter 1 - 2, and the first 18 - 19.
2) It turned out that it is necessary not only to take into account the psychological and intellectual characteristics of children, but also to adjust teaching methods.
I had to work with methodological and psychological literature (I didn’t come across methods for teaching geography in this way in these sources), so I’m trying to use the experience of teachers of small schools in teaching in normal classes (although there is quite a bit of such experience) and the experience of teachers working in special (correctional) ) school of VIII type in geography.
Geography, being one of the most important academic disciplines in both general education and special (correctional) schools of the VIII type, has great educational, correctional, developmental and educational opportunities. The study of geographical material broadens the horizons of the world around students with intellectual disabilities; they gain knowledge about the nature, population, economy of their native land, their country and other countries, about the peculiarities of human interaction and natural environment, get acquainted with the cultural traditions of the peoples of Russia and other countries.
Geography, despite its attractiveness educational information, causes certain difficulties for schoolchildren with intellectual disabilities due to the large proportion of abstraction of the material being studied, a significant number of special terms, and the lack of adapted wall geographical maps, limited information about the world around students, etc.
To begin with, I became acquainted with the characteristics of such children. To do this, I turned to studying specialized literature, attended seminars at school, and conducted my own psychological and pedagogical observations.
I noted for myself that:
Such children have problems both in intellectual development and in psychophysiological development (characterized by increased excitability of the nervous system);
It is easier to perceive (remember) bright and colorful images;
Restless, cannot concentrate for long periods of time (requires frequent changes of activities and a variety of working methods);
Characterized by poorly developed abstract thinking, better perceive material that is based on practice and personal experience;
Have weak memory, especially long-term;
They are also characterized by impoverished speech (reluctant to answer orally);
Based on the information received, I identified the main areas of work:
1. formation at an accessible level of the simplest knowledge and skills about nature and the surrounding world, the foundations of safe life;
2. formation and development of productive activities, social behavior, communication skills;
3. development of creative skills through objective and play activities
Analyzed various technologies and teaching methods, I choose the optimal combination of forms and techniques in the lesson, I consider the possibilities of joint and mutual learning, I select tasks that would not only be interesting to children, but would also allow productive organization of work in the lesson, taking into account the characteristics of the students. As a result, the basic requirements were formulated, taking into account which I plan the lesson:
1. setting a clear goal, sequence and completeness of the lesson stages;
2. changing types of activities, relying on different analyzers;
3. availability of clarity;
4. development of speech and thinking activity;
5. clear, complete instructions;
6. reliance on life experience child;
7. use of verbal encouragement.
b) cold continent
c) dry continent
5. At the South Pole you can admire the sunrise and sunset:
a) twice a year
b) once a year
c) every day
6. Organic world of Antarctica:
c) diverse
7. The following grow in Antarctica:
b) lichens
c) both
8. On the coasts of Antarctica live:
a) polar bears
c) penguins
9. The following were discovered in the depths of Antarctica:
a) coal
b) non-ferrous metals
c) both
10. Average thickness of the Antarctic ice sheet:
(1-c, 2-a, 3-c, 4-c, 5-b, 6-a, 7-c, 8-c, 9-c, 10-a)
Topic: North America
1. North America continent by size:
2. The largest island on the globe:
3. West Coast North America washed by the ocean:
4. Mississippi tributary:
5. River with a beautiful waterfall of the same name:
6. A plant adapted to a dry, desert climate:
7. The largest lake in North America:
8. Indigenous people of North America:
9. Capital of the USA:
10. The city of Ottawa is the capital of:
2. Niagara
3. New York
7. Greenland
8. Upper
9. Indians
10. Missouri
(1-4, 2-7, 3-1, 4-10, 5-2, 6-5, 7-8, 8-9, 9-3, 10-6)
4. Tables and instructions.
In the process of teaching geography in a special school, tables are often used in the form of ordinary graphic visual aids. Such tables are drawn out in advance and shown during the explanation of the relevant material in the form of wall aids. Often tables are drawn up on the chalkboard in parallel with the explanation of new material. In the form of a table, it is also convenient to write down conclusions from the material being explained or a summary of the main content of the lesson. The construction of such a table is dictated by the content of the lesson itself. Sometimes, when you need to consolidate basic facts, it is useful to give homework - fill out simple tables. In addition, tables can be used to check students' understanding of lesson material. This requires little time. The work is as follows. Students draw a table based on the model drawn on the board. Students fill out the first column of the table under the dictation of the teacher, the subsequent columns - independently. Naturally, this is only possible if the material being studied is already quite familiar to the students and they have sufficient experience in filling out such tables.
*Write down which oceans wash each continent
CONTINUES | |
ANTARCTICA | |
AUSTRALIA | |
NORTH AMERICA | |
SOUTH AMERICA |
Instructions on the topic: “Rivers of the World.”
2. Find this river on the map.
A) the name of the river;
B) On what continent does the river flow;
B) the source (beginning) of the river;
D) mouth (end) of the river;
E) find and write down the tributaries of the river;
E) what big cities located on this river.
4*. Through which states does this river flow?
Instructions on the topic: “Oceans”.
1. Consider physical card hemispheres.
2. Find this ocean on the map.
3. Answer the following questions:
A) the name of the ocean;
B) the shores of which continents are washed;
C) what main lines (equator, prime meridian, tropics) cross the ocean;
D) find and name the seas and bays of this ocean;
4. * What straits connect this ocean with other oceans of the Earth.
Instructions on the topic: “Continents”.
1. Consider a physical map of the hemispheres.
2. Find this continent on the map.
3. Answer the following questions:
A) the name of the continent;
B) in which hemispheres the continent is located;
C) what main lines (equator, prime meridian, tropics) cross the continent;
D) what oceans and seas this continent is washed by;
D) the largest islands, located near the mainland;
E) largest rivers and mainland lakes.
4. * What mountains and plains are located on the mainland.
5. Contour maps.
Work for contour maps akh is an important economical means of studying and consolidating maps in memory, developing geographical and spatial concepts that are so necessary in practical life.
Work on contour maps corrects the spatial orientation of students with developmental disabilities, their ability to compare, contrast, draw appropriate conclusions, and select the main and secondary features of a given object or phenomenon.
Usually, the names of 1-2, or less often 3, objects are given to indicate on the contour map. Do not overload the lesson with titles. In addition, the objects studied during the course are plotted on the same map. This is done in order to create a holistic view of relative position objects, which is especially important when teaching geography to children with developmental disabilities. Students should be familiar with the requirements for the design of contour maps: they are drawn up in a simple pencil, neat handwriting, and even better - in drawing font. What exactly should be written on the outline is determined by the teacher, guided by the program.
Of all the above, I most often use letter and number tasks, tests and tables. I use these tasks (and also compose similar ones myself) at various stages of the lesson: at the beginning of the lesson to repeat the material or to determine the topic of the lesson (like a riddle), when explaining new material (if it is not difficult and the student is ready for it), at the end of the lesson to consolidate what has been learned and check the assimilation of the material.
The next stage was work on thematic planning. The problem for me as a teacher was that at the same time during the lesson I have to explain the material to the whole class (main school) and to a student from the auxiliary class. The characteristics of children are such that an individual approach to students is necessary; it is very difficult to organize independent work.
6kl The topics of the main and auxiliary school courses coincide in this class, differing in the amount of material and the order in which they are studied. For convenience in explaining the material and the effectiveness of its assimilation by students, I combine topics whenever possible. Therefore, a student in a correctional class studies the topic with the whole class, writing everything down in his notebook, and then begins to complete tasks that are specially prepared for him. This saved time on explaining and repeating material in class.
For example, when explaining the topic “Orientation on the ground”, the whole class studies the following concepts: horizon, horizon line, sides of the horizon, orientation based on local signs. Presentation used on this topic, which helps all children remember the material, especially for auxiliary school students. The guys work, giving examples from their lives. Then everyone completes their task (student of type 8 - tasks on the card, and all the rest - make up a cluster on the topic “Orientation”) to consolidate the material. Homework is also given differently to everyone, allocating individual homework for the 8th type student.
8.9 grade Unfortunately, there were practically no such opportunities in the 8th and 9th grades, but by this time the children had already developed the skill of independent work, which greatly facilitates the teacher’s work. Visual aids are used: drawings, pictures, instructions, diagrams. The emphasis is on recording and organizing the material in students’ notebooks in the form of diagrams and tables (filling out diagrams and tables that are partially filled out). In all classes, the task is to prepare short speeches (retellings) of 5-10 sentences (which are submitted in writing or orally after the lesson). In grades 8 and 9, the emphasis is on independent completion of tasks according to the algorithm. For example, in 8th grade - a description of the continent (over several lessons), in 9th grade - a description of the country according to plan (referring to the textbook text or applications for help).
With the advent of multimedia equipment and its introduction into the education system, the need arose for technical re-equipment of special (correctional) classes of the VIII type and its use for teaching mentally retarded students. Many domestic researchers in the field of special pedagogy and psychology believe that a more intensive introduction of new information technologies in educational process children with disabilities will contribute to its improvement
It is well known that teaching geography is impossible without the use of visual aids, since most objects and natural phenomena, studied in school course, due to their diversity, remoteness, large or small size and other features, cannot be observed by schoolchildren in their area in natural conditions. This will allow the teacher, using multimedia, to demonstrate to students various processes (mountain avalanches, earthquakes, floods, etc.) occurring in nature, their dynamics, explain the causes of their occurrence, and form in children correct ideas about the interrelations of living and inanimate nature, the surrounding world and person. However, at present, research devoted to studying the problem of using computer technology in the process of teaching geography to children with intellectual disabilities, there are no
The modern market of electronic educational products does not have specially created programs for teaching geography to students with intellectual disabilities, so teachers now have an urgent need to develop and use multimedia teaching aids on your own. However, the insufficient level of teacher training in this regard and the lack of methodological recommendations on the creation and use of multimedia educational presentations do not allow the desired to be realized.
Presentations on topics and videos are used (I use ready-made presentations on the Internet and create my own). This allows not only to make the lesson more interesting, but also to “relax” the children in case of reduced motivation for learning (when the children are in a bad mood or lack of strength).
But the main confirmation of the effectiveness of the work is: the friendly attitude of students towards the subject, a psychologically comfortable atmosphere in the lesson and the virtual absence of absenteeism from geography lessons without good reason.
Currently actual problem is to prepare schoolchildren for life and activity in new social economic conditions, there was a need to change the goals and objectives of correctional education for children with disabilities.An important place in the educational process that I carry out is occupied by the correctional and developmental model of education, 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 educational technologies, allowing 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, school motivation in educational educational process.
Traditional teaching technologies V correctional work are basic. 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.
I believe that one of the ways to modernize traditional technologies is to introduce into them elements of developmental education and the integration of information and developmental methods and forms of education.
I 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– unity of development opportunities gaming technologies for the formation of the personality of students is carried out by means of the reasonable organization of versatile play activities available to every child, taking into account psychophysical capabilities, through the implementation of special game programs, having 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.) in a boarding 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 me 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. Developed at school working programm elective classes “Fundamentals of Computer Literacy”, adapted for teaching children with disabilities. In my lessons, I try to actively use the knowledge acquired by students in this elective: I involve high school students in preparing events and lessons using Internet resources. I actively use computer applications that make the learning process more fun and accessible.
IN educational process I use:
- computer games as a means of pedagogical communication for the implementation of individualized learning;
-use of 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 I try to widely use Art therapy technologies.(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 of differentiation and individualization of training. 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 allows us not to reduce general level 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 their 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 strengths and weaknesses, 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.
I believe that they are no less important various types of pedagogical support in 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 I use contain a combination of innovative technologies with traditional methods and forms of training, which gives a new effect in improving the educational process, and therefore educational activities students, their knowledge acquires new qualities.