Characteristics of a student with poor health. Characteristics of a student: sample. Other sample characteristics

Pedagogical characteristics for a weak student

Full name: Bogoryadskikh Dmitry Denisovich

born -----------year ----------
The child's family consists of eight people. Mother__________________________________________ father_____________________grandmother, five children.

Live at the address: Vladivostok city, Main house-10--, apt.---6-.

The schoolchild's daily routine is not followed. There are absences from classes for unexcused reasons. Keeps his own and those lent to him in proper order.
He is unsociable with his peers and prefers quiet games.

There are no violations in play activities; the child knows how to obey the general rules of the game. The boy is polite and tactful with others.
Educational activity is at a low level. Experiences difficulties in mastering program material, reveals insufficiently developed basic educational skills and abilities, and low performance in the Russian language and mathematics. The overall pace of activity is average. Situations of success evoke positive emotions in the child. The predominant type of mood is calm, balanced.
Cognitive interests in the educational sphere are not fully formed. The boy does not actively participate in the lesson because he is unsure of the correctness of his answers. There is low attention activity and increased fatigue at the end of the school day. He is always calm in class.
The schoolchild's visual and figurative thinking predominates, while verbal and logical thinking is not yet fully developed. Dmitry has a slow perception and comprehension of new educational material. He requires constant organizing help from the teacher in the form of leading questions, hints, and reliance on visual material.
Memory strength is low. Reproduction of educational information (rules, texts, multiplication tables, content of problems) is incomplete and inaccurate. Cannot independently apply the learned material in class. Makes a lot of mistakes and does not notice them when checking. During a collective discussion and explanation of any tasks, the meaning is not grasped. In his notebooks, the tasks were completed incorrectly, even if the same tasks were completed on the board and checked.
Understands the material better only after individual additional lessons.
The child’s speech development level does not correspond to the age norm. The student has a delay in the development of phonemic perception: the student cannot analyze the sound and syllabic composition of a word, allowing omissions, rearrangements, and additions of letters.
Based on the text he listened to, the student answers questions in monosyllables, cannot form a common sentence, or carry out a consistent, accurate retelling. He has insufficient clarity of speech, a quiet and uncertain voice, low speech activity and a pale emotional coloring of independent statements. The speech contains few adverbs, complex prepositions, definitions, and additions. The student composes simple, uncommon sentences with a given word or based on a picture, but finds it difficult to complicate the structure of the original sentence based on questions, or to add a few words to an unfinished sentence.
The child reads slowly, inexpressively, without interest, and often shows insufficient understanding of what he read. Reading with errors, “by guess.” The reading method is syllable by syllable. When reading, he makes mistakes: letter substitutions, omissions, letter rearrangements. The student finds it difficult to retell what he has read. Poems by heart Dmitry copies short printed and handwritten texts with a small number of errors. When writing from dictation, he makes persistent specific errors: he does not put a period at the end of a sentence, confuses and skips letters, does not use 1st grade spelling rules, and writes prepositions together. All this is due to insufficient mastery of sound analysis, spelling errors associated with the inability to apply the learned rules. Often adds or leaves out elements of letters. Performs independent work very slowly and incompletely.
Doesn't know the multiplication table well; makes mistakes when adding and subtracting two-digit numbers; cannot solve problems independently; does not know the names of the components of numbers in addition, subtraction, multiplication and division; cannot cope with composing inverse problems; finds it difficult to perform geometric tasks; There are many errors related to the numbering of numbers.
The boy loves to draw, sculpt from plasticine, and enjoys participating in physical education lessons.

Characteristics of a low-performing student of grade 3 “--”
(Last name, First name) has been studying at secondary school since 1st grade.
During his studies, he showed weak abilities in the Russian language, due to a violation of the normal pronunciation and use of speech sounds. He was brought up in a complete, prosperous family, which consists of 4 people; he has a twin brother with the same problems in his studies. Physically (student’s name) is normally developed, neatly dressed, well-groomed. The grandmother takes an active part in teaching and upbringing, but the children do not listen to her well. The father works on a rotational basis and is constantly on business trips; the mother comes home from work late, so she mainly tries to pay attention on weekends and in the evening; this schedule has led to difficulties for the children in learning. There are 25 people in a class with boys. The class is efficient; before this period there were no underachievers. During lessons (student's name) is passive, does not take part in educational activities, accepts the educational task of the lesson, but does not retain it. His knowledge is mosaic, his range of interests is somewhat narrowed relative to age norms. Spatial orientation is present. Reading syllabically, perceives texts after repeated reading. Retells short texts only on leading questions, because vocabulary is poor. Expressive speech has signs of underdevelopment. The grammatical structure is truncated, participial and adverbial phrases are not used. From the point of view of pronunciation, dyslalia is difficult. Poorly remembers poetry or refuses to learn, expressive reading is absent. Reading technique is poor. Logical thinking is poorly developed, but sometimes makes basic conclusions. The level of independent proficiency in computing operations is average. I have mastered table multiplication and division, but it takes a very long time to calculate, going through tens and relying on clarity. The meaning of the problems is not always understood; the help of a teacher or parent is required to solve them. He does not make neat notes in his notebook, and writes dictations with many errors. He has difficulty learning the rules of the Russian language and cannot apply them in practice. Makes a lot of mistakes and does not notice them when checking. During a collective discussion and explanation of any tasks, the meaning is not grasped. In his notebooks, the tasks were completed incorrectly, even if the same tasks were completed on the board and checked. The notebooks are in very poor condition; he does his homework with the help of his parents. He doesn’t know how to write expositions and essays have no pattern or meaning. I have poorly mastered the parts of speech. Morphology and phonetics are incomprehensible. He answers questions in monosyllables and does not give detailed answers. Doesn't have time to write assignments from dictation. He does not have time to complete tests together with the whole class and constantly needs individual help and additional time. Can complete a simple task based on a model, however, the transfer of knowledge is difficult, especially in the Russian language. In the Russian language for the second quarter he will have an unsatisfactory grade. He tries to organize his educational activities, but does it slowly, falling behind the class. Shows no interest in any subjects. Treats failures passively. Cannot work on educational material independently. Mechanical memory. To memorize the material, he repeats it many times without analysis or comprehension. Forgets material if not repeated for a long time. Memory capacity does not correspond to conventionally accepted age norms. Attention is short-term, unstable, long-term concentration, takes a long time to switch to other tasks. Social and everyday skills are developed according to age, but he does not operate well with scissors. The teacher used various types of assistance to overcome the identified difficulties; the most effective was the simplification and individualization of tasks (without time restrictions). Thinking: visually effective. A psychological examination revealed a low level of verbal-logical and visual-figurative thinking. Experiences difficulties in establishing logical connections and generalizations. Sometimes he does not respond to the teacher’s requests and comments. The diary is submitted to the class teacher for grading and testing in rare cases and only for a good grade. He does not know how to control his behavior, this is especially noticeable in the lessons of technology, physical education, music, art and during breaks. Prefers mindless running around the corridor or playing on a cell phone. In difficult situations, impulsiveness and aggressiveness are possible, which are not always protective in nature. Closed in communication with peers. Prefers playful activities and is emotionally immature. Prone to conflicts. Self-esteem is adequate; does not always comply with accepted rules and regulations. Doesn't always fulfill the teacher's requests and instructions. Participates in class and school events to the best of his ability and desires. (Student's name) prefers individual forms of work and rest. The relationship between mother (last name, first name, patronymic of mother) and teachers is friendly and tactful. After several individual conversations with the class teacher and the involvement of a school speech therapist, psychologist, and seeking medical help, there were improvements in the work and grades of (student’s name), but the problem for this quarter remains at the same level. The boy is making progress, it feels like (student’s name) has started studying at home more often, there is a certain routine in his studies. Mom became more interested in her son’s studies, devotes time to the child, and tries to help with everything.
Class teacher: _________________/full name/

Let's give description of signs of possible student delays. They belong to those academic subjects that are characterized by a large proportion of creative activity based on knowledge, primary skills and abilities.

1. The student cannot say what the difficulty of the problem is, outline a plan for solving it, solve the problem independently, or indicate that something new was obtained as a result of its solution. The student cannot answer questions about the text or say what new things he learned from it. These signs can be detected by solving problems, reading texts, and listening to a teacher explain.

2. The student does not ask questions about the essence of what is being studied, does not attempt to find or read additional sources to the textbook. These signs appear when solving problems, perceiving texts, and at those moments when the teacher recommends literature for reading.

3. The student is not active and distracted at those moments of the lesson when there is a search, mental tension and overcoming difficulties are required. These signs can be noticed when solving problems, when perceiving the teacher’s explanation, in a situation of choosing a task for independent work.

4. The student does not react emotionally (with facial expressions and gestures) to successes and failures, cannot evaluate his work, and does not control himself.

5. The student cannot explain the purpose of the exercise he is performing, say what rule it is based on, does not follow the instructions of the rule, skips actions, confuses their order, cannot check the result obtained and the progress of the work. These signs appear when performing exercises, as well as when performing Actions as part of more complex activities.

6. The student cannot reproduce definitions of concepts, formulas, proofs, and cannot, while presenting a system of concepts, depart from the finished text; does not understand the text based on the studied system of concepts. These signs appear when students ask relevant questions.

Thus, under Underachievement is understood as a situation in which behavior and learning outcomes do not meet the educational and didactic requirements of the school.

Poor progress is expressed in the fact that the student has poor reading and counting skills, poor intellectual skills of analysis, generalization, etc.

Systematic underachievement leads to pedagogical neglect, which is understood as a complex of negative personality qualities that contradict the requirements of the school and society. This phenomenon is extremely undesirable and dangerous from a moral, social, and economic point of view. Educationally neglected children often drop out of school and join risk groups. Failure to perform is a complex and multifaceted phenomenon of school reality, requiring versatile approaches to its study.

All underachieving schoolchildren are characterized, first of all, by poor self-organization in the learning process: lack of established methods and techniques of educational work, the presence of a persistent incorrect approach to learning .

Underachieving students do not know how to learn. They do not want or cannot carry out logical processing of the topic they are learning. These schoolchildren do not work systematically in lessons and at home, and if they find themselves faced with the need to prepare a lesson, they either do it hastily, without analyzing the educational material, or resort to repeated reading of it in order to memorize it, without delving into the essence of what they are learning. These students do not work on systematizing the knowledge they are acquiring and do not establish connections between new material and old. As a result, the knowledge of underachievers is unsystematic and fragmented.

This approach to teaching leads to systematic intellectual underload, which in turn leads to a significant decrease in the rate of mental development of these schoolchildren and further increases their lag behind their classmates.

Low self-organization of underachieving schoolchildren It also manifests itself in a low level of mastery of such mental functions as memory, perception, imagination, as well as in the inability to organize their attention; as a rule, poor schoolchildren are inattentive in class. When perceiving educational material, they do not seek to recreate it in the form of images or paintings.

Public school teachers are well aware that children who persistently do not master the school curriculum have negative character traits and behavioral disorders.

A comprehensive study of the characteristics of the mental development of underachieving schoolchildren is necessary:

· diagnostic psychological experiment,

· detailed biographical study,

Observation of behavior in lessons and extracurricular activities,

· Conversations with parents and teachers.

This will allow us to identify a number of conditions that contribute to the formation of distortions in the development of children’s personality.

The first and most important factor in the development of negative character traits is reluctance to learn, the aversion of an underachieving child to all kinds of academic work. Persistent difficulties in mastering the material, a constant feeling of failure naturally lead to the fact that such children avoid the very process of preparing lessons, tear up notebooks, hide textbooks, and cry in response to school demands. They begin to skip classes, lie at home, deceive, say that “nothing is assigned,” and at school they say that “I forgot my notebook at home,” etc. In these actions, emotional distortion and the beginnings of negative character traits begin to be seen already in the first six months, during the first year of study. Such behavioral characteristics are formed very quickly and by the second half of the year such children are very noticeable in public school.

By this time (that is, to the second class), the following factor is added - conflictual relationships with teachers. At first glance, it seems that these relationships are negative; there is even an opinion that teachers are biased towards low-achieving children. Teachers treat them rudely, shout at them, make insulting remarks, complain to parents, discuss with each other openly, in front of other students. At the same time, conversations and careful observation make it possible to understand that this behavior of teachers is caused by helplessness, inability to work with such children, special attention to them, and minimal academic success. All available means are used here. With a raised tone, notations and moralizing, teachers try to attract the attention of low-performing students, include them in academic work, and force them to study.

A persistent conflict situation leads to the fact that, after a short time, underachieving children begin to respond insolently, be rude to the teacher, defiantly leave lessons, and disrupt the educational process. In underachieving schoolchildren, various negative character traits arise and become permanent - conflict, anger, affective excitability.

Similar problems arise for persistently underachieving children in relation to their parents. Parental behavior is even more complex and contradictory. Most often, parents of underachieving students have complaints about the school, blame teachers (“they teach poorly”), and the curriculum, but when observed in an informal setting, it is clearly visible that these same parents constantly blame their children for academic problems. Tired children are put to work on homework right after school, sit with them, hire tutors, often use physical punishment, shout “mediocre... lazy people,” etc. Thus, parents completely lose the trust of their children, aggravate the home environment with constant conflicts, and their underachieving children begin to go to the “street.” Leaving home becomes a constant, returning home late in the evening; children lie in every possible way, trying to get out of the current situation. This happens by the end of third grade.

At primary school age, it is clearly seen that negative character traits and behavioral disorders are formed over time, with an interval of six months after learning difficulties, conflicts with teachers and parents.

Naturally, after conflicts with teachers and parents, underachieving children themselves become aggressive, pugnacious, uncontrollable, and spiteful towards their peers. It is noticeable that in the first grades, more developed and intelligent peers (seeing how teachers and parents treat underachievers) also begin to demonstrate their hostility at every opportunity. This is expressed more subtly, in the form of mockery, offensive nicknames, and ignoring low-performing students.

The responses of underachieving children appear somewhat delayed in time (after 6 months - 1 year), but they manifest themselves very rudely. Underachieving schoolchildren fight, use foul language, steal, and skip school. Already by the fourth grade, all the behavior of these children is permeated with negative character traits and behavior.

Further observations show that by the 5th-6th grades, schoolchildren do not attend public school for several months; they cease to worry about poor performance. Rejection of an underachieving child by teachers, parents, and peers leads to persistent social maladjustment. Already by adolescence, they are formed antisocial behavior– theft, hooliganism, vagrancy, alcoholism.

By the age of 12–14, due to minor offenses, teenagers attract the attention of the police, they are registered in the children's rooms of the police. The behavior of underachieving teenagers becomes so psychopathic that they end up in teenage wards of psychiatric hospitals.

Personality characteristics of schoolchildren who have entered the 5th grade, such as indiscipline, irresponsibility, weak will, lack of hard work, noted as the causes of academic failure, constitute the conditions for the occurrence of lag. All these features are associated to a certain extent with age characteristics. Failure to complete independent work, refusal to answer the teacher’s questions, and distractions in the lesson can be caused by indiscipline and an irresponsible attitude to business. Weak will and lack of hard work cause such elements of retardation as the desire to avoid difficulties and passivity when faced with them.

These same personality traits of schoolchildren can cause careless performance of work, and in particular, the fact that the student does not use the methods of self-control known to him. This may also be facilitated by a certain overestimation of one’s capabilities, characteristic of this age, and the inability to sensibly assess the difficulties of the work undertaken. Having tuned in to completing the work quickly and easily, without anticipating difficulties, the student relatively easily gives up efforts as soon as he encounters difficulties. Patience and endurance are not enough. A certain superficiality, frivolity, and restlessness are characteristic of adolescence, and this is reflected to one degree or another in the success of learning, especially in such academic subjects as mathematics and languages.

One of the prerequisites that causes lag is the instability of aspirations characteristic of adolescence, the tendency to extracurricular activities and hobbies. The presence of diverse and strong extracurricular interests of adolescents is associated, as experts note, with the most important features of adolescence: an excess of unspent energy, a desire for active activities, a disposition to joint activities and games, an ever-increasing desire for independence, liberation from adult supervision. It has been established that the presence of strong extracurricular interests in combination with a negative attitude towards school characterizes long-term underachieving schoolchildren.

In case of episodic failure and in cases of lag, it is typical indifference to school. The student perceives schoolwork as an inevitable duty, fulfills the requirements of teachers, participates to some extent in work and even sometimes shows activity, but all this is only in order to avoid getting into trouble and not attracting the attention of adults. Such a student has formed a rather strong position regarding school and lessons: he is sure that all this is boring, that the elders need it, but he personally does not need it.

It is not only negative attitudes towards school and forced learning that cause middle school students to fall behind. The great evil is studying just for the sake of a grade, when obtaining a good or satisfactory grade (“at least a C”) becomes the only goal and leading motive of work, this paralyzes the student’s evaluative activity and creates indifference to the content of educational activities. Successes and failures in learning do not cause emotions in themselves, but only in connection with the possibility or impossibility of getting the desired grade. The joy of learning something new, the pleasure of teamwork, the satisfaction of overcoming difficulties - everything is obscured by the mark. Damage is caused not only to academic performance, but also to the entire moral education of the student. For some students, the goal of getting a grade acts as a means of self-affirmation, self-esteem satisfaction, and a means of receiving the reward promised at home (“earning A’s” for a bicycle, a camera, a watch). In all these cases, extracurricular motivation takes place, and this hinders the development of cognitive interests, the emergence of a desire to improve one’s skills and abilities, deepen and expand knowledge, and interferes with the formation of a value-based attitude towards education.

Material on issues of types of academic failure is available in a number of works. A. A. Budarny distinguishes, for example, two types of academic failure. He points out that failure is a conditional concept, the specific content of which depends on the established rules for transferring students to the next grade. Since the school transfers to the next grade those who meet the minimum requirements corresponding to a score of “3,” failure to perform is expressed by grades of “2” and “1.” This one “absolute” failure, which correlates with the minimum requirements. They also put forward another concept that correlates not only with the minimum requirements, but also with the capabilities of individual students. This is the so-called relative underachievement - insufficient cognitive load of those students who could exceed the mandatory requirements of the school.

The definition of types of underachievement is also contained in the work of A. M. Helmont, who identified three types of failure depending on the number of academic subjects and the stability of the gap:

1 – general and deep lag – in many or all academic subjects for a long time;

2 – partial, but relatively persistent failure – in one or three of the most difficult subjects (usually Russian and foreign languages, mathematics);

3 – episodic failure – sometimes in one or another subject, relatively easy to teach.

In all cases A.M. Helmont has in mind fixed underachievement: he classifies as underachieving those students who “come to the end of the quarter with a burden of unsatisfactory grades.”

Using the same criteria, Yu.K. identifies types of academic failure. Babansky. Here, too, we mainly mean fixed, established underachievement, the types of which are associated by the author with the causes that give rise to it.

student from an educational organization

Ivanov Ivan Ivanovich, born ______, student of the 7th grade of MBOU Secondary School No. 7, lives at the address ______, arrived from MBOU Secondary School No. __ at the beginning of the 2014-2015 academic year in the 5th grade. I did not stay for a second year of study.

He was brought up in a single-parent family, relationships in the family are complex. Ivan is provided with everything he needs.

Living conditions are satisfactory.

Knowledge about the environment is formed at the everyday level, knows information about himself, orients himself in the phenomena and objects of the surrounding life.

Overall performance: Ivan is focused on cognitive activity, but does poorly in basic subjects. The level of training is low, so the prevailing grades are threes. Reasons: impaired attention, low level of concentration and distribution.

There are absences from classes without a valid reason.

Development of educational skills in mathematics. Practically does not work in lessons: he does not know the multiplication table well, has the ability to perform arithmetic operations for addition and subtraction with integers, multiplication and division causes difficulties, and he has difficulty performing operations with fractional numbers. When solving equations, he does not know the rules for finding the components of the equation. The ability to solve word problems is low, poorly oriented in the terms of the problem and finding a solution. It is necessary to additionally repeat, explain, and prompt when completing the task. Having difficulty doing homework. The material on the main sections of mathematics in grades 5 and 6 has not been mastered.

Proficiency in written language: Experiences difficulties in mastering program material, reveals insufficiently developed basic educational skills in the Russian language. Graphically confuses the spelling of some letters (for example, E-E), writes proper names with a small letter. When copying, he makes mistakes in words written on the board. Omits letters, sometimes entire syllables in words. Makes a large number of errors in the spelling of an unstressed vowel, checked by stress. When writing essays, the text itself often does not correspond to the topic, and grammatical and speech errors are made. The handwriting is illegible. Ivan finds it difficult to work independently; he cannot find his way around and solve the problem. The teacher's constant assistance is required in the form of leading questions and tips based on visual material. Cannot find and correct errors in his work. He tries to learn the rules, but cannot independently apply the learned material in class. Writing speed is not up to standard. When writing, he makes spelling mistakes. Calligraphy skills are poorly developed. The pace of work is low. Quite often he does not complete his homework in Russian.

Ivan has difficulty retelling literature because he doesn’t read attentively at home.

The student’s speech development level does not correspond to the age norm. The student answers the questions in monosyllables based on the text he listened to. He rarely learns poems by heart; more often he talks about his unpreparedness for the lesson. He does not submit written works on literature.

During lessons, Ivan constantly tries to attract the attention of the teacher and students in the class. Frequent lateness to lessons, shouting from the seat, giggling and games at the desk distract from the educational process. When difficulties arise, he quickly gives up and therefore needs additional help and support from the teacher.

Ivan emotionally balanced. Good-natured, ready to help a friend. Self-esteem is adequate, tries to comply with accepted rules and regulations. Relationships with classmates are generally friendly. Shows respect towards adults. Always responds to requests.

Head of educational organization /E.G. Kondrashkina/

Teacher's signature /L.A. Badakwa _____/

1. Student's name.
2. Date of Birth.
3. Health status.
4. Parents (full name, year of birth, place of work, education).
5. Family conditions of low-achieving students.
6. Family relationships. Family type:
   • plump, prosperous, parents pay enough attention to the child, are interested in his successes at school, help with homework, the child has everything he needs, parents take care of the child’s health, organize his rest;
   • single-parent family, parents are divorced, parents are negligent in raising the child, are not interested in academic performance, authoritarian family, child abuse, indifferent attitude towards the child, do not provide, pedagogically bankrupt family.
7. Features of educational activities:
   • Student performance.
   • Attitude towards learning: positive, negative.
   • Motives for learning: genuine interest in subjects, understanding the importance of studying at school age, the desire to get a grade, to earn the praise of adults, the desire to avoid punishment.
8. In what.
   • low motivation to study, low performance;
   • inability to concentrate for long periods of time;
   • hyperactivity, increased fatigue;
   • poor health and absenteeism;
   • poor memory, speech problems;
   • interests outside of school.
9. Position in the class team, attitude towards the team:
   • The student’s position in the team: leader, follower, rejected.
   • Who in the class is he friends with?
   • Relationships with other classmates: businesslike, smooth, friendly, warm, conflictual, does not communicate with anyone.

10. Manner and style of communication with others:

• dominant style (self-confidence, desire to impose one’s opinion, often interrupts during a conversation, but does not allow oneself to be interrupted, refuses to admit one’s wrong);
• non-dominant style (shy, compliant, easily admits being wrong);
• extrovert (constantly focused on communication, easily comes into contact with peers and adults, curious, open)
• introvert (closed, finds it difficult to communicate, does not share his experiences)

11. Personal self-esteem: adequate, overestimated, underestimated.

12. Features of behavior: absenteeism, tardiness, violation of discipline in the classroom, refusal to work in class.

13. Attitude to social activities and socially useful work.

(positive, negative, conscientious, dishonest, takes an active part in school and class events, refuses to participate in events)

14. Attitude to physical labor:

• Positive (he enjoys working, often prefers physical work to mental work);
• Indifferent (does not like physical work, does not refuse it, but does it without initiative, reluctantly);
• Negative (shirks from any work, does not want to work, if he works, it is in bad faith, lazy).

15. Bad habits: smoking and alcoholic beverages.