Personal growth of Grigoriev and Stepanov. III
transcript
1 Personal growth (method of D. V. Grigoriev, I. V. Kuleshova, P. V. Stepanov) Purpose: to identify the nature of a teenager’s relationship to people, nature, homeland, work, etc. The teacher addresses the pupils with the words: “You will offered a number of statements. Please read them and determine how much you agree or disagree with them. The degree of agreement or disagreement can be assessed in points (from "+4" to "4"); "+4" definitely yes (very strong agreement); "+3" yes, of course (strong agreement); "+2" in general, yes (medium agreement); "+1" rather yes than no (weak agreement); "0" is neither yes nor no; "1" rather no than yes (weak disagreement); "2" in general, no (medium disagreement); "3" no, of course (strong disagreement); "4" no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no "right" or "wrong" assessments here. It is only important that they reflect your opinion. You can enter your assessments in a special form next to the serial number of the questionnaire approval. Thanks!" Methodological principles The main difficulty in resolving the issue of the results of education is the need to simultaneously observe two important conditions: First, these results must be clearly defined, realistic and diagnosable. Secondly, the definition of the results of education and the process of diagnosing them should reflect a respectful attitude towards the personality of the pupil. In our opinion, it is unacceptable to define the standard of upbringing that a child must meet. Some children cannot reach this standard through no fault of their own, such as difficult family circumstances. It is unacceptable to compare pupils with each other “one is better, the other is worse” (such a comparison, by the way, is precisely what is supposed to be introduced by the introduction of the standard of upbringing). You can compare a child not with another child, but only with himself, thereby emphasizing the positive or negative changes that have occurred in him for one or another
2 time interval. It is also unacceptable to make a direct assessment of the child's personality "you are bad" or "you are good." You can evaluate actions, views, but not the children themselves. In our opinion, the above conditions will be met if we consider the child's personal growth as a result of humanistic education. What is this personal growth? Personality is a person who freely and responsibly determines his attitude to the world, to people, to himself. Such relations can be value (positive), non-value (indifferent) and anti-value (negative). Therefore, a person should not be considered only with a positive sign. The same can be said about the development of personality; it can be progressive, or it can be regressive. Also, education cannot be understood only in the context of a positive impact on the child. It is known that it can be both orienting the child to positive values, and orienting him to negative values. However, the status of education as a socially valuable human activity and the need for a public assessment of the goals and results of this activity require the introduction of a concept that defines precisely the positive direction of personality development. Such a concept can become “personal growth”. It seems to us that personal growth is the development of a person's value attitude to those objects of reality that are recognized as a value within the framework of the civilization with which the person himself identifies. The attitude to these objects as anti-values will testify to the regressive development of the personality. In modern Russian society, which thinks of itself within the framework of the so-called global (or rather European) civilization, humanistic values are recognized as priority. Thus, personal growth should be considered as the development of humanistic value relations of the individual to the world, to people, to himself. What exactly objects of the reality surrounding us are recognized as values in our society? That is, the development of which particular value relations will testify to the personal growth of the child? Here we relied on the opinion of V.A. Karakovsky, who believes that in modern society such phenomena as Man, Family, Fatherland, Earth, Peace, Knowledge, Labor, Culture can be recognized as values. This series attracted us by the fact that it is precisely objects of a value relation that can be “grabbed”, objectified in reality, in contrast to, say, such phenomena as Good, Truth, Beauty, which are also understood by many people in different ways.
3 Since we are talking about humanistic values, more attention should be paid to the fundamental value of humanism, the value of the Person. It can manifest itself in two forms: as the value of another person and as the value of one's own self. The development of the child's value attitude to these phenomena will testify to his personal growth. Let's present this in the form of a table, where, for greater clarity and a better understanding of our idea of "personal growth - personal regression", let's oppose to each other indicators of the value and anti-value attitude of the individual to certain values-objects. Objects of relation Attitude to the world What is the value attitude of the individual to these objects (indicators of personal growth) What is the anti-value attitude of the individual to these objects (indicators of personal regression) Family for the continuation of life Fatherland citizenship, patriotism narrow-mindedness and social dependency Earth love for nature, careful attitude to its riches consumer attitude to nature and its riches World peacemaking and rejection of militarism violence, pacifism Labor industriousness, striving for laziness creativity Culture intelligence lack of culture, rudeness and vandalism Knowledge curiosity ignorance Attitude towards other people Man as such (same humanity as I myself) Man as Other, as alter-ego altruism (not I) Man as tolerance cruelty selfishness xenophobia, nationalism, racism
4 Other (not the same as I) Attitude towards oneself I - bodily care of one's health, the desire to lead a healthy lifestyle I - mental self-acceptance and mental health addiction to bad habits and the gradual destruction of the body inferiority complex I - spiritual Freedom as the main characteristic spiritual life of a person, including independence, self-determination, self-realization of a person, the transformation of a person into a "social pawn" country, labor, etc.), and not its compliance with any standard, standard, norm. Such an approach allows us to evaluate the efforts of even a poorly educated child to become a little better, without classifying him as “abnormal”, “deviant” However, in our opinion, for a full description of the personal growth of the child is not enough only one characteristic of his value relations to the world, to people, to himself. To assess the personal growth of the child, it is also necessary to assess the stability of these relationships. We consider it possible to single out three types of relationships: 1. Situational relationships, characterized by the variability and determinism of a particular life situation in which a person finds himself. The situational nature and instability of personality relationships are clearly manifested in the so-called periods of spiritual quest of adolescents and young men (girls). This is a fairly common phenomenon, which can be assessed negatively only when they turn into unscrupulousness, a conscious rejection of one's own self. 2. Stable relationships, characterized by relative resistance to various life situations. Stable, conscious, reflective attitudes of the individual to the world, others and himself are fixed in position. But position
5 is not once and for all formed. Critical life situations, strong emotional experiences can contribute to a change in the already established attitudes of the individual to certain phenomena of the reality surrounding him. The position will change. A person must each time assert himself as a person, choosing and defending his own position in a particular act. 3. Unshakable relationships, characterized by constancy, invariability. There are not many examples of this in the history of mankind. The carriers of such relationships, as a rule, are very bright, outstanding personalities. These are either fanatics or ascetics, who in different cultures are revered as teachers or saints. The former tend to build a personal value hierarchy, where any one value dominates all others. Fanatics (such as, for example, Robespierre) evaluate and comprehend the world, others, themselves through the prism of this single value of the fetish. In the life of the latter, on the contrary, any hierarchy of values disappears, giving way to a feeling of a deep substantial connection I-Other-World. The ancient Greeks came up with the concept of "microcosm" for this, Russian religious philosophy "God-man, in modern Russian psychology they talk about man as the Universe. An example would be such personalities as Siddhartha Gautama, Francis of Assisi, Sergius of Radonezh, Mahatma Gandhi. Evaluation of the effectiveness of the upbringing process by the dynamics of the personal growth of schoolchildren forces us to turn to the issue of diagnosing this dynamics. What is the essence of personal growth diagnostics? Let's start with the fact that we offer two versions of the diagnostic questionnaire for students in grades 6-8 and for students in grades 9-11. The structure of these two questionnaires, the ways of processing them and interpreting the results do not fundamentally differ from each other, only some wording of the questions differs. Each of the questionnaires consists of 91 statements, to which adolescents can express their attitude. To do this, they must decide for themselves how much they agree (or disagree) with the statements contained in the questionnaire, and assess the degree of their agreement (or disagreement) in points from “+4” to “4”. The number of statements (91) is explained as follows: for each of the 13 values (more precisely, objects of value attitudes) presented in the table, we developed 7 statements that reveal the attitude of schoolchildren to these values. Here it is important to note one problem associated with the large number of statements contained in the questionnaire. As practice has shown, work with such a questionnaire will not cause any special difficulties for high school students and will take only one lesson. But it will be difficult for schoolchildren of 6-8 grades to work with a large amount of information. Therefore, in these classes, we recommend that diagnostics be carried out in two days, dividing the questionnaire in half accordingly. So the problem will be solved.
6 Principles for selecting materials for the diagnostic questionnaire: the statements contained in the questionnaire should encourage the teenager to demonstrate his attitude to the world, to other people, to himself; the wording of statements should be understandable for schoolchildren and perceived by them unambiguously; the text of the questionnaire should be drawn up in such a way as to avoid possible conformal behavior of schoolchildren, attempts to “guess” the answer, “correctly” relate to this or that thesis. To do this, adolescents must be given the right to anonymously fill out a questionnaire; the theses of the questionnaire should be formulated in such a way that one or another answer does not look in the eyes of the student as obviously socially approved. Of course, the questionnaire can be used to assess the current (static) state of the adolescent's value relations to the world, to other people, to himself. But since personal growth is a dynamic phenomenon, the developed questionnaire must be used, in our opinion, to identify the dynamics of the student's personality development - his personal growth or personal regression. In this regard, in our opinion, it is advisable to conduct the survey twice during the academic year - at the beginning, at the start of educational activities and at the end. This will allow teachers to see not only the nature of the relationship of students to the world, to other people, to themselves, but also the change in these relationships, that is, to trace the possible dynamics of personal growth. This method of conducting the survey has one disadvantage: if the questionnaire is presented to the same children more than twice, they may develop a habit of using it, which reduces the reliability of the results. However, it seems that a creative teacher will be able to find a way out of this difficulty. Another scheme for conducting the survey is also possible: the first time among sixth graders, the second among eighth graders, the third among ninth graders and the fourth among the same schoolchildren, but already in the eleventh grade. In this case, the dynamics of personality development becomes even more obvious. You can trace what changes have occurred in the development of your pupils over several (!) years. But this method also has a drawback: the percentage of sixth-graders who completed their studies in a particular school and a particular classroom team up to the eleventh grade may turn out to be low. However, this difficulty can also be overcome.
7 Questionnaire for students 6-8th grade 1. I like it when our whole family goes to visit, celebrate some holiday or just get together at a common table. 2. Those who criticize what is happening in the country cannot be considered true patriots. 3. Stray dogs must be destroyed because they can be dangerous. 4. Any quarrels can be settled without resorting to fights. 5. I am able to happily do a variety of work. 6. What adults call the cultural values of the past, in fact, often turns out to be old junk. 7. Even if something is not clear to me in the lesson, I will not ask clarifying questions to the teacher, because this is not so important. 8. A person who has committed a crime will never be able to become good in the future. 9. It is foolish to take risks for the sake of another person. 10. Even the strangest people with the most unusual hobbies should have the right to defend themselves and their views. 11. Sports activities are a necessity for the health of every person. 12. Most of my peers prefer to communicate with beautiful people. 13. I strive to solve my problems on my own, on my own. 14. When I become an adult, I can live happily without creating my own family. 15. I am lucky that I live in Russia. 16. It is better to go to the forest for a Christmas tree, because there you can choose the most fluffy one. 17. People who oppose the war are probably just cowards. 18. Only losers are engaged in physical labor. 19. Appearance is an indicator of respect not only for yourself, but also for others. 20. I like to learn the meanings of words I don't know. 21. Our country will be a better place if we get rid of all mentally ill people. 22. I feel sorry for helpless people and want to help them. 23. There are peoples who do not deserve to be treated well. 24. I think that smoking and alcohol help people relax and relieve stress after hard work. 25. I am often dissatisfied with the way I live. 26. I am not afraid to make a mistake when I choose something in my life. 27. It's good when a person does not have a family and children, so he feels more free. 28. When I grow up, I will try to protect my homeland from enemies. 29. Keeping animals in mobile menageries is inhumane. 30. Action movies with gunfire and gore help kids become brave and
8 courageous. 31. The job of a janitor is no less important than any other job. 32. Obscene expressions in communication are a sign of lack of culture. 33. Study lesson for abstruse "nerds". 34. If for the sake of justice it is necessary to kill a person, this is normal. 35. I like to give gifts to my friends, relatives, acquaintances. 36. Most of the crimes in our city are committed by people who came to us from other places. 37. I believe that one dose of drugs can not become a drug addict. 38. I am very worried about any of my failures, even the smallest ones. 39. I am ready to argue with the teacher if I think that he is wrong. 40. I am proud of my last name. 41. Victory Day (May 9) is not a holiday for everyone, but only for veterans and the elderly. 42. Trade in animals listed in the Red Book is a good way to make money. 43. Prisoners of war can be treated cruelly, because they are our enemies. 44. I would like to work in my free time if it does not interfere with my studies. 45. If a child abruptly interrupts the conversation of adults, there is nothing wrong with that; the child also has the right to speak out. 46. A person cannot know everything, so I do not worry about the fact that I do not know many important things. 47. It is better to release 10 criminals than to execute one innocent person. 48. People who beg are likely to be lazy and deceitful. 49. Refereeing against “ours” at international competitions is often unfair, because no one likes Russians. 50. All famous, famous people try to keep in good physical shape. 51. It is hard for me to meet new people, I am often shy and embarrassed at the same time. 52. I want to know why and for what I live. 53. Looking at old family photos is a weird thing to do. 54. I don't like it when our anthem is played, it's boring and you have to get up all the time. 55. Cleaning up someone else's garbage in tourist sites is a stupid thing to do. 56. To yield in a dispute means to show one's weakness. 57. Good study is also an important and serious work. 58. On the walls of the entrance, you can draw and write whatever you like. 59. I like to delve into encyclopedias, magazines, dictionaries: you can find a lot of interesting things there. 60. I feel bad when people around me are upset about something. 61. I will help another person even if I am very busy.
9 62. It is unfair to put dark people in leadership over white people. 63. I like outdoor games, sports or fishing more than sitting in front of a computer or TV. 64. I feel awkward in unfamiliar company. 65. My actions often depend not on myself, but on other people. 66. It is not necessary for a person to know something about his ancestors or relatives. 67. It happens that I feel strong excitement, a sense of pride when I hear songs about my homeland. 68. It's okay if, after washing your hands, you didn't turn off the faucet in the school cafeteria, because our country has the largest water reserves in the world. 69. A strong military power, including Russia, should be respected and feared by other countries. 70. Subbotnik to clean up the territory of the house or school is a useless exercise. 71. If an adult swears, there is nothing wrong with that, because he is already an adult. 72. I think that even without getting good knowledge I will be able to get a good job in the future. 73. Even notorious criminals do not deserve torture and bullying, because they are also people. 74. I am ready to help an elderly person only for a fee. 75. Refugees from Asia and Africa should be banned from entering our country, as their influx increases the level of crime. 76. I think that health is not the most important thing for a person today. 77. I don't feel sad or sad when I'm alone. 78. I most often agree with the opinion of the majority. 79. It upsets me that I do not do everything for my parents that I could. 80. I would like to travel to other countries, but I want to live in my own country. 81. I believe that it is imperative to feed homeless animals and wintering birds. 82. It seems to me that our country has too many weapons and it is bad that their number could be reduced. 83. If necessary, I can even do the work that I do not like. 84. I can offend a person if I don't like him in some way. 85. TV is necessary for entertainment and relaxation, and not in order to learn something new from it, there is a school for it. 86. All homeless people and beggars must be caught and forced to work by force. 87. A person will never do anything if it is not profitable for him. 88. People of a different race or nationality can be normal people, but I would prefer not to take them as friends. 89. The taste of food is more important than its usefulness. 90. It seems to me that there is more bad in me than good. 91. When I do bad things, my conscience torments me.
10 Answer sheet
11 Last name, first name (You can specify if you wish) Processing the results Teenagers' answers are distributed on 13 scales: they correspond to 13 lines in the answer form filled in by the respondent. The results are obtained by adding up the scores for each scale. 1. The nature of the adolescent's relationship to the family is shown by his assessments of statements 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions 1, 40, 79, the sign does not change. In the answers to questions 14, 27, 53, 66, the sign is reversed. 2. The nature of the adolescent's relationship to the Fatherland is shown by his assessments of statements 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions 15, 28, 67, 80, the sign does not change. In the answers to questions 2,41, 54, the sign is reversed. 3. The nature of the adolescent's relationship to the Earth is shown by his assessments of statements 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions 29, 81, the sign does not change. In the answers to questions 3,16, 15, 68, the sign is reversed. 4. The nature of the adolescent's relationship to the world is shown by his assessments of statements 4, 17.30, 43, 56, 69, 82. At the same time, in the answers to questions 4, 82, the sign does not change. In the answers to questions 17,30,43, 69 the sign is reversed.
12 5. The nature of the adolescent's relationship to work is shown by his assessments of statements 5, 18, 31, 44, 57, 70, 83. At the same time, in the answers to questions 5, 31, 44, 57, 83, the sign does not change. In the answers to questions 18, 70, the sign is reversed. 6. The nature of the adolescent's relationship to culture is shown by his assessments of statements 6,19,32,45, 58, 71, 84. At the same time, in the answers to questions 19, 32, the sign does not change. In answers to questions 6, 58, 71, 84, the sign changes to the opposite, 7. The nature of the adolescent's attitude to knowledge is shown by his assessments of statements 7, 20, 33, 46, 59, 72, 85. At the same time, in answers to questions 20, 59 sign does not change. In the answers to questions 7,33, 72, 85, the sign is reversed. 8. The nature of the adolescent's relationship to the person as such is shown by the assessments of statements 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions 47, 60, 73, the sign does not change. In the answers to questions 8,21, 34, 86, the sign is reversed. 9. The nature of the relationship of a teenager to a person as an Other is shown by the assessments of statements 9, 22, 35, 48, 61, 74, 87. At the same time, in the answers to questions 22, 35, 61, the sign does not change. In the answers to questions 9,48, 74, 87, the sign is reversed. 10. The nature of the adolescent's relationship to a person as an Other, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements 10, 23, 36, 49, 62, 75, 88. At the same time, the sign does not change in the answer to question 10. In the answers to questions 23, 36, 49, 62, 75, 88, the sign is reversed. 11. The nature of the adolescent’s relationship to his bodily “I” is shown by his assessments of statements 11,24, 37, 50, 63, 76, 89. At the same time, in answers to questions 11, 50, 63, the sign does not change, while in answers to questions 24 ,37, 76, 89 the sign is reversed. 12. The nature of the adolescent's relationship to his inner world, his spiritual "I" is shown by his assessments of statements 12, 25, 38, 51, 64, 77, 90. At the same time, the sign does not change in the answer to question 77. In the answers to questions 12, 25, 38, 51, 64, 90, the sign is reversed.
13 13. The nature of the teenager's relationship to his spiritual "I" is shown by his assessments of statements 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions 13, 26, 39, 52, 91, the sign does not change. In the answers to questions 65, 78, the sign is reversed. Analysis of the results The description of the levels of development of the child's attitude to a particular value, which is offered to your attention, gives an approximate, typified picture of what is behind the answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection. In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of answers over four levels. Make the big picture multifaceted, note especially outstanding results for yourself. In the case of individual diagnostics, be extremely attentive to the answers. When carrying out factor analysis, pay attention to what answers the child “falls out” of his own individual “norm”. Perhaps this is the point of his personal growth (or regression). In both variants of diagnostics, even if there is a negative trend, try to emphasize all the positive points that are available. If you need to make the survey results public, please be extremely tactful. Remember: you don't judge, you meditate!
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DIAGNOSTICS METHOD FOR SCHOOL ANXIETY PHILLIPS The purpose of the methodology (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age.
Methodology for diagnosing the personal growth of schoolchildren Personal growth can be defined as the development of humanistic value relations of a person to the world, to other people, to himself. With the help of this technique, these relationships are diagnosed. The principles for compiling the questionnaire are as follows:
The wording of statements should be understandable for students and be perceived unambiguously;
The abstracts of the questionnaire should be formulated in such a way that one or another answer does not look in the eyes of the student as obviously socially approved;
In order to avoid comfortable behavior, attempts to guess the answer, to treat this or that thesis correctly, adolescents must be given the right to fill in anonymously.
This questionnaire can be used to assess the current state of a teenager's value relations. And also to identify the dynamics of the development of the student's personality, his personal growth or regression.
Methodology for studying the level of development of the children's team. In educational work, it is important to study the level of development of the children's team, as well as the nature of the relationship of adolescents in the children's team. The school uses the well-established diagnostic technique “What kind of team we have” by A.N. Lutoshkin. The purpose of this diagnostic technique is the degree of cohesion of the children's team. After all, the personal development of a student entering a particular team largely depends on this. The children's team is one of the most important conditions for this development. The methodology allows you to study the children's team, determine how satisfied the students are with their team, how much they consider it strong, united. The essence of the diagnosis is as follows. The teacher explains to the students that any team in its development goes through a number of stages, and invites them to familiarize themselves with the figurative description of the various stages of the development of the team. Next, the teacher asks to determine at what stage of development their team is. Based on the answers, the teacher can determine the degree of satisfaction with his class team, find out how schoolchildren evaluate its unity in achieving socially significant goals. At the same time, it is possible to identify those adolescents who underestimate or overestimate the level of development of the team.
Sociometry. The methodology of sociometry is aimed at studying interpersonal relationships in a group. It allows you to determine the informal structure of the children's community, the system of internal likes and dislikes, to identify leaders, types of leadership and outcast members of the group. Sociometry allows you to understand how much the team surrounding the student favors his personal development, how the members of the team are disposed towards him, how much the student himself is located towards the members of the team. Sociometry allows you to reveal a holistic picture of relationships, mutual and unilateral choices and deviations. As well as the groupings existing within the group of students and the connections between them.
Methodology for determining the index of group cohesion. The method of K. Sishore is used at school to determine group cohesion, which is an important parameter. This parameter shows the degree of integration of the group, its cohesion into a single whole. This technique consists of 5 questions and is easy to process.
Expert methodology for monitoring the quality of educational opportunities. Monitoring the quality of educational opportunities is based on expert methodology (V.A. Yasvin). Expertise as a research method is focused primarily on the competence and experience of experts. At the same time, a number of diagnostic techniques are also used in the examination process, which can be used to obtain structured quantitative information necessary for system analysis (comparison, ranking, identifying the dynamics of certain processes, etc.). The whole set of various information obtained from various sources is generalized and comprehended by the expert group, characteristics are given and models of various components of the educational, organizational and social subsystems of the school are built.
Building a model of such a complex and multidimensional reality as a school organization allows you to display it in a visual and structured form, as well as to reveal a number of hidden internal properties in it, which is extremely important for effective management of its quality. The initial examination of the school organization, carried out as part of monitoring the quality of educational opportunities, includes the construction of the following models: models of the management and pedagogical system; models of the content of the educational plan of the school; models of the school environment of the school with an analysis of its perception by various members of the educational community (leaders, teachers, students and parents); models of organizational culture of the teaching staff. Psychological diagnostics of the subjective attitude towards the school of various categories of members of the educational community and an analysis of the ideas of the director and his deputies about the state and development of the school are also carried out.
I. Purpose of monitoring
II. Subject of monitoring
The personality of the pupil himself is the main indicator of the effectiveness of the upbringing process.
The children's team is one of the most important conditions for the development of the child's personality.
The professional position of a teacher is one of the most important conditions for the development of a child's personality.
Organizational conditions that ensure the effectiveness of the upbringing process.
Expertise
III. The study of the student's personality as the main indicator of the effectiveness of the upbringing process
1. Diagnosis of personal growth of schoolchildren
What is this personal growth?
What is the essence of personal growth diagnostics?
Questionnaire for students in grades 6 - 8
Questionnaire for students in grades 9-11
Results processing
Interpretation of results
2. Individual diagnostic interview
Situation 1.
Situation 2.
Situation 3.
Situation 4.
Situation 5.
Situation 6.
Situation 7.
Situation 8.
Situation 9.
Situation 10.
IV. The study of the children's team as a condition for the development of the student's personality
1. Methodology for studying the level of development of the children's team "What kind of team do we have"
Progress
Figurative description of the stages of team development
Processing of received data
2. Sociometric study of interpersonal relationships in a children's team
Questionnaire
Processing of the received results
An example of a sociometric table
Interpretation of the results
V. The study of the professional position of the teacher as a condition for the development of the student's personality
1. Diagnostics of the professional position of the teacher as an educator
How diagnostics is carried out
Questionnaire No. 1
Questionnaire No. 2
Processing of results.
Interpretation of results.
2.Methodology for studying the professional guidelines of the teaching staff in the field of education
Questionnaire
Processing and interpretation of results
VI. Analysis of some organizational conditions of the upbringing process
Children's associations
Bodies of student self-government
School education concept
School education programs
Plan of educational work of the class teacher
Literature
The book presents a system of monitoring school education developed on the basis of modern scientific achievements; contains specific methodological recommendations for such monitoring; as well as full descriptions of specially designed diagnostic procedures to identify the effectiveness of the process of education in school. This methodological manual is written from the standpoint of humanistic pedagogy, which puts a person above all kinds of concepts, programs, technologies of education and is built on the basic principle of “do no harm”.
It is addressed to school teachers, administration of educational institutions, methodologists of the IPC and IUU, employees of education departments.
Personal growth is a search for oneself and realization. This is a movement forward towards your destination. This is a constant self-improvement and self-development of the individual. These are daily victories over yourself, over your fears and other negative emotions. Personal growth is the path to happiness and success.
Control and assessment of the level of mastering the content of education by students is an integral part of the educational process. When checking and evaluating the learning activities of students, “feedback” is carried out, the teacher receives information about the state of this learning activity. The experience of creative activity is also evaluated. However, using only this approach, the teacher cannot always fully assess the level of students' competence and their personal potential. The rating system of assessment comes to the rescue, which is carried out according to four indicators: study and creative achievements; responsibility and initiative in educational work. But even she is not able to show the abilities and possibilities that are often dormant in the student. In the conditions of the educational process of our gymnasium No. 73 "Lomonosov Gymnasium", primary school teachers turned to such an actual form of evaluating personal results as a portfolio. This form of student assessment helps not only to supplement the traditional assessment, but also to become an incentive for the child's personal development. As you know, there are two types of achievement motivation - the motivation to achieve success and the motivation to avoid failure. Each student has one or another type of motivation. The portfolio of achievements allows you to adjust the attitude towards your achievements and set the child up for success motivation, because. captures and presents only the best results of its activities.
Any work of children is a lot of work, and students are well aware of the price of its result in the form of portfolio documents.
Filling in the portfolio has not become an end in itself for the children; with its help, children become more self-confident and receive support from their classmates.
Personal growth is a kind of going beyond what has already been achieved. Personal growth is the development of a person's value attitude to those objects of reality that are recognized as a value within the framework of the civilization with which the person himself identifies. Tasks for the teacher:
1. Create optimal conditions.
2. Stimulate logical mechanisms, intuition, insight.
3. Form independence.
4. Be emotionally flexible.
We especially note that evaluating the results through the category of personal growth, we emphasize the importance for the upbringing of the positive dynamics of personality development (that is, the development of the child’s value attitude towards people, his fatherland, work, etc.), and not its compliance with any standard, standard, norm (to be by all means a humanist, patriot, creator, etc.). This approach makes it possible to evaluate the efforts of even a poorly brought up child to become a little better, without classifying him as “abnormal”, “deviant” children.
Revealing the positive in the student and relying on it, relying on trust, the teacher, as it were, anticipates the process of formation and elevation of the personality. Education based on the positive is most fully and consistently revealed in the formula of A. S. Makarenko: a person must be approached with an optimistic hypothesis, even if with some risk of making a mistake.
One of the main tasks of education and upbringing in elementary school in the framework of the introduction of a new educational standard is to identify and develop the individual creative abilities of the child:
- creating a situation of success for each student, increasing self-esteem and confidence in their own abilities;
- maximum disclosure of the individual abilities of each child;
- development of cognitive interests of students and the formation of readiness for independent knowledge;
- formation of an orientation towards creative activity and skills of creative activity, development of motivation for further creative growth;
- the formation of positive moral and ethical qualities of the individual;
- acquisition of reflection skills, the formation of the ability to analyze one's own interests, inclinations, needs and correlate them with the available opportunities ("I am real", "I am ideal");
- the formation of life ideals, stimulating the desire for self-improvement.
The absolute value of the portfolio lies in the fact that it helps to increase the student's self-esteem, maximize the disclosure of the individual capabilities of each child, and develop motivation for further creative growth. Therefore, it is extremely important to learn for yourself and explain to the child that compiling a portfolio is not a race for diplomas and all kinds of certificates! The process of participation in educational activities or creative work is important, and not its result.
Portfolio goals:
The portfolio is introduced with the aim of objectively recording the individual achievements of schoolchildren. Portfolio - A collection of a student's work and results that showcases their efforts, progress, and accomplishments in various areas.
Individual cumulative assessment (portfolio) - a set of documents, assessment of subject, meta-subject and personal results, individual achievements, which is the basis for determining the educational rating of a primary school graduate.
The main direction of the new educational standards is the formation of universal educational activities, both subject and meta-subject.
For the successful formation of UUD of primary school students, it is necessary to monitor, make the necessary adjustments, and plan further work to develop the actions of students. For this purpose, primary school teachers in gymnasium No. 73 "Lomonosov Gymnasium" collect materials such as:
1) monitoring the formation of the UUD class as a whole;
2) student observation cards, which have the following pages:
survey of parents;
study of the developmental features of a preschooler;
his readiness to study at school;
Diagnosis of the primary adaptation of the child at school;
Diagnosis of the formation of UUD.
We will focus in more detail on the diagnosis of personal UUD.
Personal UUD provide value-semantic orientation of students:
Knowledge of moral standards;
The ability to correlate actions and events with accepted ethical standards;
The ability to highlight the moral aspect of behavior.
The main characteristics of the personal development of elementary school students:
1) self-determination
2) meaning formation
3) moral and ethical orientation
For the diagnosis by the primary school teachers of our gymnasium, the following methods and techniques were chosen:
Questionnaire,
observation method.
Let us consider in more detail the specifics of the survey methodology.
Purpose: revealing the formation of the internal position of the student, his motivation for learning.
Estimated UUDs:
Actions aimed at determining your attitude to school
Actions that establish the meaning of the doctrine
Evaluation method: individual conversation.
Based on the criteria, we evaluate the level of formation of self-determination and meaning formation.
Evaluation criteria:
1. A positive attitude towards school, a sense of the need for learning.
2. The manifestation of special interest in the new, school content of assignments.
3. Preference of classroom lessons to individual lessons at home, a social way of assessing knowledge (marks)
Assessment levels:
0. Negative attitude towards school.
1. A positive attitude towards school, but also the preservation of preschool orientation.
2. The emergence of an orientation towards meaningful aspects of school reality.
3. Combination of orientation to social and own aspects of school life.
The results of the diagnostics are entered in the general table for the class and separately in the development map of each student. The next diagnosis at the end of the school year (see Appendix No. 1-4).
During the year, a lot of intermediate work is being done to form the UUD.
Meeting the requirements of the Federal State Educational Standard, each teacher plans the results for the formation of UUD, analyzes the results and draws up a work plan for the next year.
Naturally, some difficulties may arise during the conduct of a particular survey or questionnaire. Our teachers also met with them:
1. The diagnostic results were not always accurate and objective, because they are influenced by many factors: the mood, the well-being of the child, his desire to cooperate at the moment, the purely individual characteristics of each.
2. It is very difficult for one teacher to conduct an individual conversation with each of the 30 students, meeting the time frame of the lesson.
And now let's move on to the method of observation, as the most accessible and widespread method of studying students in pedagogical practice.
Purpose: to identify the personal characteristics of children in the process of educational activities.
Estimated UUDs:
internal position of the student;
development of skills of cooperation with adults and peers;
awareness of human responsibility for the general well-being;
development of ethical feelings as regulators of moral behavior;
orientation in the moral content and meaning of both one's own actions and the actions of people around;
· empathy is understanding the feelings of other people and empathy with them.
Evaluation method: observation according to a given observation map (see Appendix No. 5, 6, 10).
Evaluation criteria:
1. Attitude towards school and motivation for learning.
2. Evaluation of one's own activities and the level of formation of cooperation with adults and peers.
3. Attitude to a common cause, a way of communicating in a team.
4. Moral and aesthetic attitude to one's own work and to the activities of others.
Assessment levels:
1. Negative attitude towards school, towards the results of a common cause, etc.
2. Mostly indifferent attitude, but sometimes shows interest in a common cause.
3. In half of the cases he shows interest in the common cause, a positive attitude towards the school, in half - a negative attitude, without interest in the common cause.
4. Basically a positive attitude towards the school, towards the common cause, only sometimes a negative attitude is manifested.
5. In all cases, only a positive attitude towards the school, interest in the common cause.
The results of the observation are recorded in the observation card, the result is summed up three times during the academic year: in November, February and May. Then, based on the results of evaluating personal UUD obtained during the survey, observation, self-assessment, the level of formation of personal UUD is summed up.
The benefits of monitoring are:
· It is possible to judge many details of the "live" pedagogical process in their dynamics.
· Allows you to record events and manifestations directly at the time of their occurrence.
We get factual information, not the opinions of others.
The disadvantages of this method are:
· The presence of elements of subjectivism in the analysis and evaluation of facts by the observer.
Inaccessibility of some aspects of activity - motives, emotional state.
· Observation of a small number of children in order to obtain high-quality results.
Therefore, in order to fill in the data that cannot be obtained during observation, we supplemented them with the diagnosis of learning motivation and the diagnosis of the student's self-assessment after completing the work (see Appendix No. 7,8,9).
Thus, due to observation in the process of educational activities and the use of questionnaires from parents and students in parallel with it, we get a picture of the personal ULD of each child as close as possible to reality.
We bring to your attention a system for evaluating personal UUD, which were described in detail above, presented sequentially in a number of applications No. 1-10.
Methodology for diagnosing personal growth
Questionnaire for students in grades 5 - 8
Before you are several different statements. Please read them and think - do you agree with these statements
or not. If you agree, please rate it positively.(+1, +2, +3 or +4) on a special form with number of this statement. If you don't agree with some statement, then put a negative mark on the form(-1, -2, ~3, or -4).
"+4" -
"+3" -
"+2" -
"+1" -
"O" - neither yes nor no;
"-one" -
"-2" -
"-3" -
"-4" - no, absolutely wrong (very strong disagreement). Try to be honest. There can be no "correct" here And "incorrect" ratings. It is only important that they express only your personal opinion. Thank you in advance!
3. Stray dogs must be destroyed because they can be dangerous.
4. Any quarrels can be settled without resorting to fights.
6. What adults call the cultural values of the past, in fact, often turns out to be old junk.
7. Even if something is not clear to me in the lesson, I will not ask clarifying questions to the teacher - after all, this is not so important.
8. A person who has committed a crime will never be able to become good in the future.
9. It is foolish to take risks for the sake of another person. .
10. Even the strangest people with the most unusual hobbies should have the right to defend themselves and their views.
11. Sports activities are a necessity for the health of every person.
14. When I become an adult, I can live happily without creating my own family.
15. I am lucky that I live in Russia.
17. People who oppose the war are probably just cowards.
18. Only losers are engaged in physical labor.
19. Appearance is an indicator of respect not only for yourself, but also for others.
20. I like to learn the meanings of words I don't know.
21. Our country will be a better place if we get rid of all mentally ill people.
22. I feel sorry for helpless people and want to help them. 23. There are peoples who do not deserve to be treated well.
24. I think that smoking and alcohol help people relax and relieve stress after hard work.
25. I am often dissatisfied with the way I live.
26. I am not afraid to make a mistake when I choose something in my life.
27. It's good when a person does not have a family and children - this way he feels more free.
28. When I grow up, I will try to protect my homeland from enemies.
30. Action movies with gunfire and gore help children become brave and courageous.
31. The job of a janitor is no less important than any other job.
33. Studying is an occupation for abstruse "nerds".
34. If for the sake of justice it is necessary to kill a person - this is normal.
35. I like to give gifts to my friends, relatives, acquaintances.
36. Most of the crimes in our city are committed by people who came to us from other places.
37. I believe that one dose of drugs can not become a drug addict.
38. I am very worried about any of my failures, even the smallest ones.
41. Victory Day (May 9) is not a holiday for everyone, but only for veterans and the elderly.
42. Trade in animals listed in the Red Book is a good way to make money.
43. Prisoners of war can be treated cruelly, because they are our enemies.
44. I wanted I would like to earn extra money in my free time if it does not interfere with my studies.
45. If a child abruptly interrupts the conversation of adults, there is nothing to worry about - the child also has the right to speak out.
46. A person cannot know everything, so I do not worry about the fact that I do not know many important things.
47. It is better to release 10 criminals than to execute one innocent person.
48. People who beg are likely to be lazy and deceitful.
50. All famous, famous people try to keep in good physical shape.
51. It is hard for me to meet new people, I am often shy and embarrassed at the same time.
52. I want to know why and for what I live.
54. I don't like it when our anthem is played - it's boring and you have to get up all the time.
56. To yield in a dispute means to show one's weakness.
57. Good study is also important and serious work. 58. On the walls of the entrance, you can draw and write whatever you like.
60. I feel bad when people around me are upset about something.
61. I will help another person even if I am very busy.
63. I like outdoor games, sports or fishing more than sitting in front of a computer or TV.
65. My actions often depend not on myself, but on other people.
66. It is not necessary for a person to know something about his ancestors or relatives.
67. It happens that I feel strong excitement, a sense of pride when I hear songs about my homeland.
68. It's okay if, after washing your hands, you didn't turn off the faucet in the school cafeteria, because our country has the largest water reserves in the world.
69. A strong military power, including Russia, should be respected and feared by other countries.
70. A community work day to clean up the territory of a house or school is a useless exercise.
71. If an adult swears, there is nothing wrong with that - after all, he is already an adult.
72. I think that even without getting good knowledge I will be able to get a good job in the future.
7Z. Even notorious criminals do not deserve torture and bullying, because they are also people.
75. Refugees from Asia and Africa should be banned from entering our country, as their influx increases the level of crime.
76. I think that health is not the most important thing for a person today.
77. I don't feel sad or sad when I'm alone.
78. I most often agree with the opinion of the majority.
80. I would like to travel to other countries, but I want to live in my own country.
81. I believe that it is imperative to feed homeless animals and wintering birds.
82. It seems to me that our country has too many weapons and this is bad - their number could be reduced.
8Z. If necessary, I can even do the work that I do not like.
84. I can offend a person if I don't like him in some way.
85. TV is necessary for entertainment and relaxation, and not to learn something new from it - there is a school for this.
86. All homeless people and beggars must be caught and forced to work by force.
87. A person will never do anything if it is not profitable for him.
88. People of a different race or nationality may be normal people, but I would prefer not to take them as friends.
89. The taste of food is more important than its usefulness.
90. It seems to me that there is more bad in me than good.
91. When I do bad things, my conscience torments me.
Answer sheet
Last name, first name
Questionnaire FOR STUDENTS 9th - 11th grades
You will be presented with a series of statements. Please read them and Decide how much you agree or disagree with them. You can evaluate the degree of your agreement or disagreement in points (from"+4" to "-4"):
"+4" - definitely yes (very strong agreement);
"+3" - yes, of course (strong agreement);
"+2" - in general, yes (medium agreement);
"+1" - rather yes than no (weak agreement);
"O" - neither yes nor no;
"-one" - rather no than yes (weak disagreement);
"-2" - in general, no (medium disagreement);
"-3" - no, of course (strong disagreement);
"-4" - no, absolutely wrong (very strong disagreement).
Try to be sincere. Here not may be "correct" And "incorrect" ratings. It is only important that they reflect your personal opinion. You can enter your scores on a special form next to with serial number of the questionnaire approval. Thank you!
1. I like it when our whole family goes to visit, celebrates some holiday or just gathers at a common table.
2. Those who criticize what is happening in the country cannot be considered true patriots.
3. Stray dogs must be destroyed, as they can be dangerous.
4. Any conflict can be settled without resorting to force.
5. I am able to happily do a variety of work.
6. What many call the cultural values of the past, in fact, often turns out to be primitive old junk.
7. Do not ask the teacher with questions during the lesson: they distract from main.
8. A person who has committed a crime can never change for the better.
9. It is foolish to take risks for the benefit of another person.
10. Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.
11. Sports activities are a vital necessity for every person.
12. Most of my peers prefer to communicate with beautiful people.
13. I strive to solve my problems on my own, on my own.
14. I can live happily without creating my own family.
15. I owe a lot to my country.
16. It is better to go to the forest for a Christmas tree, because there you can choose the most fluffy one.
17. People who oppose war are actually cowardly.
18. Physical labor is the lot of losers.
19. Appearance is an indicator of respect not only for yourself, but also for others. .
20. I strive to learn the meanings of unfamiliar words.
21. It will be easier for the country if we get rid of from mentally ill people.
22. I feel sorry for helpless people and want to help them.
23. There are nations and peoples who do not deserve to be treated well.
24. I believe that smoking or alcohol can help me relax and relieve stress.
25. I often feel disappointed from life.
26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.
27. Without a family and children, a person feels more free.
28. I am ready to defend my homeland in case of serious danger.
29. Keeping animals in mobile menageries is inhumane.
30. Action movies with gunfire and gore build courage.
31. A housewife can also be a creative person.
32. Obscene expressions in communication are a sign of lack of culture.
33. Study is an occupation for "nerds".
34. If for the sake of justice it is necessary to kill a person, then it's ok.
35. I experience strong positive emotions when I give someone a gift.
36. Most of the crimes in our city are committed by visitors.
37. From one dose of drugs, I will not become a drug addict.
38. I am very worried about any, even minor, failures.
39. I am ready to argue with the teacher if I think that he is wrong.
40. I am proud of my last name.
42. Importing rare exotic animals from abroad is a normal way to make money.
43. Prisoners of war should not be subject to human rights.
44. I would like to work in my free time if it does not interfere with my studies.
45. What communication without a bottle of Klinsky!
46. A person cannot know everything, so I do not worry about my ignorance of some important things.
47. It is better to justify 10 criminals than to execute one innocent.
48. People who beg for alms are most likely lazy and deceitful.
49. Refereeing against “ours” at international competitions is often unfair, because no one likes Russians.
50. All people who have taken place in life try to maintain good physical shape.
51. It's hard for me to meet new people.
52. It is important for me to find the meaning of my own life.
53. Looking at old family photos is a weird thing to do.
54. Once abroad, I will try not to be perceived as a Russian.
55. Cleaning up someone else's garbage in tourist sites is a stupid thing to do.
56. To make concessions means to show weakness.
57. Good study is also serious work.
58. Manifestation of vandalism is one of the forms of youth protest.
59. I like to delve into encyclopedias, magazines, dictionaries: you can find a lot of interesting things there.
60. I can't feel good when people around me are depressed about something.
61 . I can sacrifice my well-being to help a stranger.
62. It is unfair to put people with dark skin color in leadership over white people.
63. I prefer active rest to sitting at the TV or computer.
64. I feel awkward in unfamiliar company.
65. My actions often depend on external circumstances.
66. It is not necessary for a person to know his family tree.
67. It happens that I experience great excitement when I hear songs about my Motherland.
68. Taking into account all the pros and cons, the storage of foreign nuclear waste in Russia will bring more financial benefits than environmental harm.
69. We are a strong military power, and that is why we must be respected.
70. Subbotnik to clean up the territory of a house or school is a relic of the past.
71. I can't imagine colloquial Russian without swearing.
72. I think that even without getting good knowledge I will be able to make a good career in the future.
73. Even notorious criminals do not deserve torture and bullying, because they are also people.
74. I am ready to help an elderly person only for a fee.
75. The authorities should deny access to our country to refugees from economically backward states, as their influx increases the level of crime.
76. I think that health is not the most important thing in life today.
77. Temporary loneliness does not depress me.
78. I most often follow the opinion of the majority.
79. It upsets me that I do not do everything for my parents that I could.
80. I would like to travel to other countries, but I prefer to live in my own.
81. I think that wearing natural fur coats is immoral.
82. It seems to me that there are too many weapons in our country.
83. I can force myself to do work that I don't like.
84. I can be rude to a person if I don’t like him for something.
85. Television should be primarily a means of entertainment and recreation, and only secondarily a source of information about events in the country and the world.
86. All homeless people must be caught and forced to work.
87. It is human nature to never do anything without regard to one's own benefit.
88. True religion can only be one single religion.
89. The palatability of food products, in my opinion, is more important than their usefulness.
90. Deep down I know that I value myself low.
91. When I do wrong, my conscience torments me.
Last name, first name
Form FOR answers
Form FOR answers
Results processing
Schoolchildren's answers are distributed on 13 scales: they correspond to 13 lines in the answer form filled in by the respondent. The results are obtained by adding up the scores for each scale.
- The nature of the student's relationship to the family is shown by his assessments of statements Nos. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions Nos. 1, 40, 79, the sign does not change. In the answers to questions 1, 14, 27, 53, 66, the sign is reversed.
- The nature of the student's relationship to the Fatherland is shown by his assessments of statements Nos. 2, 15, 28, 41, 54, 67, 80. At the same time, in answers to questions Nos. 15, 28, 67, 80, the sign does not change. In the answers to questions Nos. 2, 41, 54, the sign changes to the opposite.
- The nature of the student's relationship to the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions Nos. 29,81, the sign does not change. In the answers to questions Nos. 3, 16, 42, 55, 68, the sign changes to the opposite.
- The nature of the student's relationship to the world is shown by his assessments of statements Nos. 4, 17, 30,43,56, 69, 82. At the same time, in the answers to questions Nos. 4, 82, the sign does not change. In the answers to questions Nos. 17, 30, 43, 56, 69, the sign changes to the opposite.
- The nature of the student's attitude to work is shown by his assessments of statements Nos. 5, 18, 31,44,57,70,83. At the same time, in the answers to questions No. 5, 31, 44, 57, 83, the sign does not change. In the answers to questions Nos. 18, 70, the sign changes to the opposite.
- The nature of the student's relationship to culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32, the sign does not change. In the answers to questions Nos. 6.45, 58, 71, 84, the sign changes to the opposite. .
- The nature of the student's relationship to knowledge is shown by his assessments of statements Nos. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions Nos. 20, 59, the sign does not change. In the answers to questions Nos. 7, 33, 46, 72, 85, the sign changes to the opposite.
- The nature of the student's relationship to a person as such is shown by his assessments of statements Nos. 8, 21, 34,47,60, 73, 86. At the same time, in answers to questions Nos. 47, 60, the sign does not change. In the answers to questions No. 8, 21, 34, 86, the sign changes to the opposite.
- The nature of the student's relationship to a person as another is shown by his assessments of statements Nos. 9,22,35,48,61,74, 87. At the same time, in the answers to questions Nos. 22, 35, 61, the sign does not change. In the answers to questions Nos. 9, 48, 74, 87, the sign changes to the opposite. .
- The nature of the student's relationship to a person as different, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements Nos. 10, 23, 36, 49, 62, 75, 88. At the same time, the sign does not change in the answer to question No. . In the answers to questions Nos. 23, 36, 49, 62, 75, 88, the sign is reversed.
- The nature of the student's relationship to his bodily self is shown by his assessments of statements No. 11, 24, 37, 50, 63, 76, 89. At the same time, in the answers to questions No. 11, 50, 63, the sign does not change. In the answers to questions Nos. 24, 37, 76, 89, the sign changes to the opposite.
- The nature of the student's relationship to his inner world, his spiritual self is shown by his assessments of statements No. 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question No. 77, the sign does not change. In the answers to questions No. 12, 25, 38,51,64,90, the sign changes to the opposite.
- The nature of the student's relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91, the sign does not change. In the answers to questions Nos. 65, 78, the sign changes to the opposite.
Interpretation of results
The description of the levels of development of the child's attitude to a particular value that is brought to your attention gives an approximate, typified picture of what is behind the student's answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection.
In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of answers over four levels. Make the overall picture multi-faceted and multi-colored, mark especially outstanding results for yourself.
In the case of individual diagnosis, be extremely attentive to the answers of a teenager. Carrying out factor analysis, pay attention to what his answers “fall out” of his own individual “norm”. Perhaps this is the point of his personal growth (or regression).
And in fact, and in another variant of the diagnosis, even in the presence of a negative trend, try to emphasize all the positive points.
If you need to make the survey results public, please be extremely tactful. Remember: you don't judge, you meditate!
Adolescent relationship with family
From +15 to +28 - the value of the family is highly significant for a teenager. He values family traditions and foundations, remembers various little things that are pleasant for one of the family members. Family holidays are always held with his participation and assistance in preparation. In the future, he wants to create a happy family.
+1 to +14 - a family for a teenager is of a certain value, but the very fact of having a family, family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder, he will not always remember the birthday of someone close to him. He takes care of his parents for granted. He assumes that the family he will create in the future will not be too similar to the one in which he lives now.
-1 to -14 - the attitude towards the family of a teenager, as a rule, is consumer. He "should" be given money for petty expenses and forgive pranks. But if something serious is needed from parents, a teenager will achieve this by any means - flattery, lies, obedience. He himself, most likely, believes that he owes nothing to anyone.
-15 to -28 - the family does not represent any value for the child. This attitude is manifested in a sense of shame for one's surname, a conscious rejection of the norms of behavior accepted in the family, ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.
The attitude of a teenager to the Fatherland
+15 to +28 points (stable-positive attitude)- A teenager has a well-developed sense of citizenship and patriotism. Homeland for him is not an abstract category, but a specific country where he is going to live, which HE is proud of. He feels his personal responsibility for the fate of the country. At the same time, such feelings are caused not by the conjuncture, not by the fashion for patriotism, but are deeply personal, experienced.
+1 to +14 points (situational-positive attitude)- a teenager experiences a feeling of the Motherland as a feeling of his home, village, city. However, it seems to him that what is happening in the country and in his “small homeland” has little in common with each other. He gets up when the anthem sounds, rather, not out of a spiritual outburst, but because it is customary. If necessary, the teenager will not refuse to help the veterans, although he may not offer his own help.
-1 to -14 points (situational-negative attitude)- A teenager tries not to openly show his attitude to the country. He is in principle indifferent to talk about her "wretchedness". He can “correctly” speak on the topic of citizenship and patriotism, but depending on the situation, he can place accents in different ways. A teenager knows how to guess at what moment what is “patriotic” and what is not. It seems to him that what is happening with the country and with himself has little in common with each other.
-15 to -28 points (persistently negative)- it can be assumed that a teenager is distinguished by a philistine attitude towards his country. Homeland for him is just a place where he lives, and which can be easily changed to any other. All successes are his own successes, and the country is to blame for the failures (“but perhaps in this country ...”). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which you can get dividends.
The attitude of a teenager to the Earth (nature)
+15 to +28 points (stable-positive attitude)- a teenager has a fully developed ecological consciousness. It is natural for him to feel pity and empathy for any animal; he is ready to clean up the forest and clean the reservoirs, finding these activities exciting and important for himself personally. And he will certainly pick up and feed an abandoned puppy, will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of a need to feel the harmony of the world in which he lives).
+1 to +14 points (situational-positive attitude)- a teenager takes care of animals, flowers, but mainly those that belong directly to him. Environmental problems are perceived by him as objectively important, but at the same time not dependent on him personally. He will not litter in the forest if others do not. He will take part in the subbotnik together with the class, but if there is an opportunity to refuse, then he will most likely use it.
-1 to -14 points (situational-negative attitude)- a teenager's own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the garbage thrown by him, the litter box set on fire. Breaking branches in the forest, chasing cats and dogs in the yard, he does not think about what he is doing. And even more so, he will not react if others do the same. He divides all animals into useful and useless, pleasing to his eyes and causing disgust.
-15 to -28 points (sustained-negative attitude)- nature is perceived by a teenager as an object of consumption. The attitude of a teenager to the forest, animals, water bodies is dictated by the need for their own comfort, and if it works out, then for their own benefit. He is able to hurt an animal just for fun. HE treats those who show respect and love for “our smaller brothers” with mockery.
Teenager's relationship to the world
From + 15 TO +28 points (stable-positive attitude)- the teenager has a clearly expressed pacifist position. He believes that only weak people and states resort to violence. To manifestations of brute force, he is emphatically negative. I am sure that there is always an opportunity to resolve the conflict without infringing on the rights of other people. Not afraid to make concessions.
+1 to +14 points (situational-positive attitude)- a teenager as a whole shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in the complex modern world one must always be ready for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions, because he does not want to appear weak in the eyes of others.
-1 to -14 points (situational-negative attitude)- the teenager is sure that peace can be maintained mainly by force, threats, ultimatums. He sees war as one of the natural ways to resolve conflicts. In his opinion, the strong one is the one who is feared. He believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of a violent act, but most likely he will not refuse to play the role of a "second plan".
-15 to -28 points (sustained-negative attitude)- it can be assumed that for a teenager there is no alternative: negotiations or a military operation. The war for him can be a value - with the help of it you can solve the problems of overpopulation and lack of food for everyone. He is entirely on the side of the force, and everyone who tries to resist this is "weak" for him. Most likely, this applies to both local (class, yard, school) and major conflicts, where nothing depends on him yet.
Adolescent attitude to work
From +15 to +28 points (stable-positive attitude)- a teenager is distinguished by diligence in everything: from cleaning the class to reading a difficult book. He enjoys complex, laborious, even tedious work. He does not consider it shameful to help his parents with the housework, he can offer to do something himself. He earns money somewhere or not yet - in any case, the teenager is not ashamed of this.
+1 to +14 points (situational-positive attitude)- most likely, only a prestigious job commands the respect of a teenager. Although if everyone around is busy with something non-prestigious (for example, cleaning the territory during a subbotnik), then it can also participate “for the company”. He will help with household chores, but he will be annoyed that it takes so much time.
FROM -1 to -14 points (situational-negative attitude)- a teenager, if possible, will shift part of his work to another. If he finds out that one of his classmates works after school, he will most likely react like this: “What, you have nothing to do ?!”. In his view, "dirty" work is the lot of second-class people or those who have not managed to get a job in life. He certainly would never take it on his own.
-15 to -28 points (sustained-negative attitude)more or less difficult work causes disgust in a teenager. He comes up with a lot of reasons why he should not take it. A teenager will gladly take advantage of the fruits of someone else's labor, if possible passing them off as his own. There is no connection between hard work and well-being for him.
Adolescent attitude to culture
FROM + 15 to +28 points (stable-positive attitude)- cultural forms of behavior are, of course, personally significant for a teenager and are actively implemented by him in everyday life. He is alien to rudeness, "decoration" of speech with obscene phrases, he is attentive and tactful in relation to other people. He understands the need to preserve the cultural heritage that the Axis inherited from the past, and categorically does not accept vandalism.
+1 to +14 points (situational-positive attitude)- a teenager recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his daily life. He probably would like to look like a "cultured person", but is not ready to make daily efforts for this. He finds justification for episodic manifestations of rudeness on his part (“I am only rude in response”), slovenliness (“well, let them be met by clothes, but they see off by mind”), obscene abuse (“strong emotions are difficult to express in another way”) and etc. Vandals are antipathetic to him.
-1 to -14 points (situational-negative attitude)- cultural forms of behavior are considered by a teenager as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being the way he is. The word "culture" is probably associated with him with the TV channel "Culture" and brings irresistible boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn the vandals of his peers.
-15 to -28 points (sustained-negative attitude)- the word "culture" in all its forms causes rejection in a teenager and is considered as a manifestation of the deceitfulness of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite. Tact seems to him a manifestation of weakness, rudeness and obscene language - strength, "sipping beer" to the accompaniment of swearing - the best pastime. Monuments of the past are perceived by him, most likely, as ordinary old junk, so he does not mind at all "thrown them off the ship of our time."
Adolescent attitude to knowledge
+15 to +28 points (stable-positive attitude)- in front of you is an inquisitive person who has a steady desire to learn new things. A teenager may be "uncomfortable" to the teacher, as he asks a lot in the lesson, doubts seemingly obvious things. He believes that the success of professional growth, career is directly related to the depth of knowledge and seeks to obtain it.
+1 to +14 points (situational-positive attitude)- a teenager can study well, but on his own initiative he is unlikely to delve into books for a long time to find the meaning of a term or fact that he does not understand. In his mind, knowledge and a future career are, of course, connected, but do not put so much effort into this!
-1 to -14 points (situational-negative attitude)- A teenager will never ask an adult if something is not clear to him. He frankly does not understand how popular science programs can be watched on TV. Knowledge is purely utilitarian for him (he learned it, answered it - that means he didn’t get into trouble).
-15 to -28 points (sustained-negative attitude)- obviously, the need for knowledge in a teenager is practically absent. He frankly despises those who study, considers them "nerds" - people living an inferior life. He is sure that the level and quality of his education will not have any impact on his future life.
The attitude of a teenager to a person as such
From +15 to +28 points (stable-positive attitude)- the value of a person, as he is in all his manifestations, is certainly significant for a teenager. Human life is priceless to him. No considerations of justice can justify the "tears of the innocent". "The forest is cut down, the chips fly" - this is unacceptable for our hero. He is merciful, capable of sympathy. compassion, forgiveness.
+1 to +14 points (situational-positive attitude)- the value of a person can be comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. A teenager accepts the death penalty for the most serious crimes. When the triumph of justice and "mercy To the fallen" are on different scales, he will most likely choose the first.
-1 to -14 points (situational-negative attitude)- more likely. a teenager tends to divide people into normal and abnormal. The first one is quite respectful. maybe even be merciful to them; the latter he considers “subhuman.” And he would like to encounter them as rarely as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle "the forest is cut, the chips fly" is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chip”. - rather, a "collector" or "firewood knitter".
-15 to -28 points (sustained-negative attitude)- a person as a value, most likely, is an empty phrase for a teenager. He is prone to manifestations of cruelty towards other people, contemptuously treats any acts of mercy. "Weaklings" and "abnormals", in his opinion, worsen our lives, hinder the growth of well-being, therefore, they must be completely isolated from society. Surely he believes that justice, order, stability are worth it in order to eliminate the mentally ill, the homeless. The most dangerous thing is that he can move from words to actions.
The attitude of a teenager to a person as an Other
+15 to +28 points (stable-positive attitude)- a teenager is a true altruist. He is always ready to help other people, even strangers, without waiting for a request from them. In his actions for the benefit of others, he is disinterested. Always ready to help the weak, the needy. For the sake of such help, he is ready to risk his own well-being. He likes to give gifts "just like that."
+1 to +14 points (situational-positive attitude)- a teenager is not averse to helping those in need, but prefers to do it when asked about it. He is careful in his actions for the benefit of others, trying not to jeopardize his own well-being. He does not trust the sincerity of those begging for alms, and if they are close to him, he tries to pretend that he does not notice them. He enjoys making gifts, but at the same time, deep down, he expects a gift in return. If this does not happen, he gets upset.
-1 to -14 points (situational-negative attitude)- A teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Selflessness seems to him wastefulness, he prefers to do everything for his own benefit, skillfully disguising it. He is sure that every good deed should be adequately rewarded, therefore, before doing something good, he does not hesitate to find out "what will happen to him for it."
-15 to -28 points (sustained-negative attitude)- a teenager is focused exclusively on his own person, sincerely considers himself "the center of the universe." Not to do, but even thinking about others is not included in his plans. He seeks profit in everything, not really hiding it. Selflessness seems to him absurd, utter stupidity. He is prone to slander, a cynical attitude towards those who need something, who need help. All beggars are lazy and liars for him. Much more than giving, he likes to receive gifts, preferably expensive and useful.
The attitude of a teenager to a person as an Other
+15 to +28 points (stable-positive attitude)- a teenager recognizes the rights of people to a different way of life, different from his own, and the free expression of his views. He certainly accepts other cultures, has a positive attitude towards cultural differences, and is susceptible to any manifestations of cultural discrimination. He strives for understanding, insight into the essence of other cultures, is able to avoid cultural prejudices and stereotypes in their assessment. There is also a perceptible desire to view other cultures not from their own "bell tower", but through the prism of the values and priorities of these cultures themselves.
+1 to +14 points (situational-positive attitude)- a teenager is inclined to recognize and accept cultural pluralism, respect for a wide variety of socio-cultural groups, but at the same time shares (often unconsciously) some cultural prejudices, uses stereotypes regarding representatives of certain cultures. He cannot independently see many, especially hidden, manifestations of cultural discrimination in everyday life. It is difficult for him to imagine what problems cultural minorities, migrants or refugees might face. This is due to a lack of understanding of the Other, the inability to see him from the inside, to look at the world from his point of view.
-1 to -14 points (situational-negative attitude)- a teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain socio-cultural groups. Such a dissonance between the declared humanistic principles and the real manifestation of intolerance, the teenager tries to justify with references to public opinion (
-15 to -28 points (sustained-negative attitude)- a teenager deliberately refuses to recognize, accept and understand representatives of other cultures. He tends to characterize cultural differences as deviant, unwilling to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is defiantly hostile and contemptuous of such people, eager to “clear” the space of his own life from them. A teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.
The attitude of a teenager to his bodily self
From +15 to +28 points (stable-positive attitude)- for a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and connects his further life successes with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, drugs and will try to prevent this from happening to others.
+1 to +14 points (situational-positive attitude)- the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not place it too highly. Health for him is a natural state, a self-evident “thing”, and not something that requires special efforts. Addiction to bad habits is an excusable weakness, not a manifestation of lack of will. Perhaps, deep down, he believes that he is able to achieve success in life without paying close attention to his physical form.
-1 to -14 points (situational-negative attitude)- the value of health is low in the mind of a teenager. He considers reflections and conversations about health and a healthy lifestyle to be a waste of time, the lot of pensioners. He wants to look good, in a sporty way, in the eyes of others, but he is frankly too lazy to do something for this. Bad habits do not seem so harmful to him, on the contrary, they have a certain pleasantness, charm. He will probably smile approvingly when he hears the phrase "who does not smoke and does not drink, he will die healthy."
-15 to -28 points (sustained-negative attitude)- own health, especially the health of others, does not represent any significant value for a teenager. He either does not care at all about his physical condition, or he hates everything that is connected with his bodily life (the latter case is real under the condition of low self-acceptance of a teenager). He despises those who care about their health. He considers his bad habits to be absolutely natural and, perhaps, even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical culture and sports.
The attitude of a teenager to his spiritual self
+15 to +28 points (stable-positive attitude)- A teenager accepts himself for who he is. He believes in his strengths and capabilities, treats himself honestly, sincerely in the manifestation of feelings. Feels comfortable even in an unfamiliar company. He is not afraid of loneliness, moments of solitude are important and fruitful for him. He steadfastly endures personal troubles, is not afraid to seem ridiculous.
FROM +1 to +14 points (situational-positive attitude)- accepting himself as a whole, a teenager may still feel awkward about some of his features. He thinks of himself as a person who is sympathetic to others, but a certain worm of doubt and insecurity still undermines him. He would like to protect himself now and in the future from falling into ridiculous situations and situations. He is somewhat burdened by a secluded position and, if possible, tries to replace it with something (listening to music, watching videos, etc.).
-1 to -14 points (situational-negative attitude)- a teenager accepts himself as he is, only at certain moments of his daily life. He always wants to "jump" out of his "skin", immediately turn out to be beautiful, rich and famous. His idols are usually just like that. Deep down, he hopes for his attractiveness to others, but he is sure that they see his shortcomings first of all. Loneliness is both painful for him and saving. In a society of peers, he prefers to be on the sidelines.
-15 to -28 points (sustained-negative attitude)- a teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.). He perceives any change in the situation as potentially catastrophic for him in terms of consequences. Once alone, he begins to engage in "masochistic self-digging" and "self-criticism." His own inferiority is his obsession. He experiences an acute sense of guilt for what he is at all, which in the future may turn into a painful desire to dominate others.
The attitude of a teenager to his spiritual self
From +15 to +28 points (stable-positive attitude)- A teenager sees himself as the author and manager of his own life. The feeling of personal freedom is extremely important to him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live "in good conscience."
+1 to +14 points (situational-positive attitude)- a teenager feels in himself the opportunity to be the master of his own life, but he believes this is real only in case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he takes it with an eye: the possibility of error and responsibility alert him. HE recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.
-1 to -14 points (situational-negative attitude)
the teenager is more impressed by the role of the follower, rather than the author and manager of his own life. He is looking for a company of people whose spiritual strength could "cover up" his indecision and self-doubt. Tries to avoid choice as much as possible; with noticeable external pressure, he is ready to give up personal freedom in favor of a sense of peace and spiritual comfort. He tends to attribute his failures to unfavorable circumstances. Pangs of conscience burden him, so he prefers not to think about his conscience.
-15 to -28 points (sustained-negative attitude)- a teenager feels like a "pawn" in the elements of life surrounding him, a hostage of powerful external forces that are beyond his control. He is afraid and avoids any free action. He seeks the patronage of the powerful of this world and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want a choice. He believes in the strength and infallibility of the majority, for this saves him from personal responsibility for himself and his life. The principle of his life is not to stick out.
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