Methodical seminar "Self-assessment, self-analysis as a form of appreciable activity of younger students. Self-analysis, self-esteem of students in class "

A person is endowed with a unique ability to manage his activities, that is, to perform actions and control them. Through your own experience, through communication with environmental A person forms an internal mechanism - self-control, which allows it to act logical and in accordance with the rules of behavior. The task of modern school Education It consists not only to ensure the full personal, social and cultural development of the child, but also to prepare it for further development and self-education, develop the ability to independently evaluate oneself, make decisions, determine the content of its activities and find ways to implement it. Consequently, the school should develop universal students intellectual ability Human - self-control. There are two forms of self-control.

1) external (conscious) arbitrary;

2) Internal (automatic) involuntary.

Under school, the full formation of an internal involuntary (automatic) self-control is difficult, it is possible to form only some of its elements. If the student correctly exercises training actions, it quickly retrieves the knowledge of the knowledge that is required in one or another situation, and it is aware of it, then it normally developed a self-control mechanism. If the student makes some training actions mistakenly, aware of it and makes adjustments, then he generally formed a self-control mechanism, but self-controlling changes its shape with an involuntary on arbitrary software, barely committing an erroneous action, that is, the self-control mechanism is not brought to perfection. If the student makes erroneous? Actions can not remember the information that is needed, and does not realize this, it means that the self-control mechanism is not formed. In this case, you need help from the outside - from the teacher or students. Of course, the mechanism of the cavity monitor to a certain extent can be established spontaneously. However, the spontaneous formation of this ability of a person requires him large costs and effort. Psychologically more justified to make this process managed and targeted. The following stages of self-control formation are allocated:

The 1st stage of the student must learn to understand and take control of the teacher.

The 2nd stage of the student must learn to observe and analyze the training activities of his comrades.

The 3rd stage of the student must learn to monitor its academic activities, its self-analysis, self-esteem and self-correction.

From the ability of a student to self-analysis and self-esteem depends on the success of his learning, its demand for its learning activities and adequate response to the assessment of his activity by the teacher

Self-analysis and self-esteem suggests determining attitudes towards themselves and their training activities, the ability to investigate their activities, determine the effectiveness of their labor, create motives, needs and opportunities for restructuring and improve their learning activities. Self-correction is a necessary stage of the student's learning activities for successful continuation of education. The student, carrying out self-correction, regulating the actions produced by him, creates an internal sample, a standard of knowledge, actions that, if necessary, instantly retrieves from memory to comprehension with external activities.

Teachers should not forget that the activities of students associated with self-control is an integral part of learning, improving the student and requires attention from the teacher, like any other educational activity.

Decision making model.

Decision making methods can usually be attributed to one of three types: to the classical, administrative or political model. The selection of the model depends on the personal preferences of the managers, from whether the decision has been programmed or is not-programmed is the decision, as well as on the degree of risk, inaccuracy or uncertainty.

Classic model-based on economic ideas. This model was formed under the influence of management literature. The main postulate here was that managers should strive to find logically informed decisions that will serve as the highest economic interests of their organizations. The basis of this model is the following views:

1. The decision is made to achieve well-known

and do not cause differences goals. Problems for sure

formulated and defined.

2. A decision maker seeks to collect full information and ensure reliability. All alternatives and potential results of their implementation are carefully calculated.

3. Evaluation criteria Alternatives are known. From alternatives

select those who are able to bring the maximum economic return of the organization.

4. The decision maker is rational. It logically determines the values \u200b\u200band ranks the advantages and takes such a decision that the maximum degree contributes to the achievement of organizational purposes.

The classic model is based on a standout that determines how the decision makes it must take it. This model does not describe how in reality managers make decisions because it only gives a guide to how to achieve ideal results. The value of the classic model is that it helps people who make decisions to be more rational. Quantitative (quantitative) Methods involve the use of tools such as solutions tree development, cost matrix, break-even analysis, linear programming, forecasting, operations research models. There is no doubt that computerized information systems and databases increase the efficiency of the classical approach.

The classic model is most apprehensible for programmed solutions or solutions to be accomplished in the accuracy of either risks when the necessary information is available and opportunities can be assessed.

Administrative model describesAs the managers actually accept unspegrable solutions in difficult unreliability and uncertainty situations. Apparently, the administrative model can be considered a real management, since administration means general management, and the conditions that this model is trying to take into account reflect the realities of management activities. Many solutions are not quantified and are unspegrated.

The administrative decision maker is based on the works of Herbert A. Simon. He proposed two concepts that became an administrative model tools - limited rationality and satisfactory. Limited rationalitythat people have limitations, or borders, within which they can be rational. The structure of organizations is becoming increasingly difficult, so managers are limited in time and can process only a certain amount of information necessary for decision-making. Since managers have lacking time or cognitive (cognitive) abilities for full information processing, they must adhere to the principle of satisfactory. Satisfactorythis means that the decision maker choose the first alternative that satisfies the minimum criteria. Instead of considering all alternatives in the search for the best, which will allow you to get the maximum economic benefit, managers take the first thing that will help solve the problem, even if there is reason to believe that exist best options. In this case, a decision maker could not recoup the time and means he would have spent on processing comprehensive information.

The administrative model is more realistic than classical, and is more applicable for complex comprehensive non-prominged solutions. It is based on the following views.

Objectives to achieve which decisions are made are often vague, contradictory, and on their occasion, managers have no complete consent. Managers often do not know about the problems of the organization or its capabilities.

Rational procedures are not always used, when they are still being applied, they simplify the problem and do not take into account all the complexity of real events.

The search for managers alternatives turns out to be limited due to human imperfection, lack of information and other resources.

Most managers prefer satisfactory, and not maximizing solutions. This is explained in part in the lack of information, partly the ambiguity of the criteria for a solution that will achieve the maximum result.

The administrative model is considered as descriptive (descriptive). This means that it describes how managers actually make decisions in difficult situations than indicate how they should make decisions in accordance with the provisions of the ideal theory. The administrative model recognizes the limited possibilities of a person and the environment, which affects the degree of rationality of decision-making.

Another aspect of administrative decision-making is intuition. Intuition means that a person instantly reduces the resolved situation, based on past experience, but without conscious reflection. An intuitive solution cannot be considered random or irrational, since it is based on many years of practice and rich experience that help managers quickly define a problem without resorting to scrupulous computing. In a modern, rapidly changing environment, intuition plays an increasingly important role in decision-making.

Managers constantly receive and process information on the subconscious level, and their experience and knowledge helps them make decisions in unreliability and

uncertainty.

Political model. The third model is used to accept unspegrable solutions in conditions of lack of information, inaccuracy, disagreements between managers regarding the goals and activities. The adoption of most corporate decisions involves the participation of many managers, each of which has a goal. They need to talk with each other, exchange information and achieve agreement. Managers often form coalitions to adopt complex corporate solutions. The coalition is an informal association of managers seeking to achieve a specific goal. Creating a coalition is the formation of the alliance of managers. In other words, this is the situation when a manager who supports the alternative, for example, ensuring the development of the company by absorbing other companies, informally talks with his colleagues, trying to persuade them to support his point of view. Since the results cannot be predicted, managers are trying to receive support, conducting discussions, negotiations and conclusions of the agreement. Without coalition, the decision-making process may be ripped.

The political model is close to the realities of the medium in which managers carry out their activities. Decisions are complex and requires involvement in their adoption of many people, information is often indefinite, ambiguous, and disagreements and conflicts about the problems and alternatives to their solution - a normal phenomenon. The political model is based on four performances:

1. The organization consists of groups having different interests, goals and values. There are disagreements between managers regarding the priority of problems, and they may not understand or not to share the goals and interests of other managers.

2. Information is ambiguous and incomplete. Attempts to be rational are limited to the complexity of problems, as well as personal and organizational features and conditions.

3. managers lack time, resources and mental

abilities to determine all the characteristics of the problem and process the entire information relating to the case. Managers talk to each other and exchange opinions to get the necessary information and reduce the degree of uncertainty.

4. Managers are actively involved in discussions to determine the goals and discuss alternatives. Decisions are made as a result of discussions and negotiations between the participants of the coalition.

14. "Trap" in the decision-making process.

A trap is a danger or difficulty that is not easy to avoid. Let's consider the most common mistakes committed when making decisions.

1. Trend for confirmation.The tendency to select the information that matches our ideas is called a trend for confirmation, or bias. We all have such a tendency. This trend is very common and occurs in the most different areas. For example, recent studies of the jury and how decisions are made about the fault or innocence of the defendant showed that the jury often construct the plausible history of what could happen on the crime scene. Then, among the information disclosed during the investigation, they choose only what confirms their version (Kuhn, Weinstock, & Flaton 1994). Thus, the jury solution is also largely dependent on the selection of evidence, which confirm the ideas of the jury themselves.

Another example is real life is the adoption of medical solutions. Imagine a young doctor who examines the patient. The patient complains of heat and sore throat. The doctor must put one diagnosis of many possible. He decides that this is probably flu. The doctor asks whether the sickness feels in the whole body. And receives an affirmative answer. The doctor asks if these symptoms did not appear a few days ago. Yes. It really was so. You have already clear that the doctor should ask questions that may refute the alleged diagnosis. For example, to ask for symptoms, which, as a rule, do not accompany the influenza (rash, swollen joints, etc.).

We all must learn to find and explore the data that does not meet our ideas and ideas. People who are forced to take into account the refuting certificates take the best decisions.

2. Excessive confidence In most cases, it is not inclined to improve their decision makers, because it is quite confident that their solutions are excellent. No confirmed confidence in the fact that we are always right, is a barrier for critical thinking In everyday situations.

Why do we tend to consider ourselves big decision-making experts? Partly because we simply do not fix any alternatives that could lead to best solutions (For example: "I do not see the reasons why I can not be right") and because we, in essence, can not know what could be the results of other solutions. In the study of making political decisions, Kruglansky, 1992 called the following main causes of incorrect decisions: ambitions, approval of their status, illusion and prejudice. When these not too suitable motives enjoy the confidence of the policy that the decisions taken by him are correct, it is not difficult to understand the cause of unsuccessful political decisions.

3. Heurishing of visibility. Evrics - This is any empirical rule that is used to solve problems. To understand the heuristics of clarity, consider the following example. In the experiment conducted by Tverski and Kanemman (Tversky & Kahneman, 1974), the group of students were offered two arithmetic examples:

8 x 7 x 6 x 5 x 4 x 3 x 2 x 1 \u003d?

1 x 2 x 3 x 4 x 5 x 6 x 7 x 8 \u003d?

Students took five seconds to explore - one first, another second line. Their goal was to give an approximate response, since five seconds are too small to make calculations. Those students who were offered the first example starting with large numbers, Dali Average answer 2250. Those who solved the second example, starting with smaller numbers, gave an average answer 512. The correct answer is 40320. Thus, if the example began with large numbers, then the assessment of the work turned out to be more than if he began with smaller numbers. The difference in the calculations between the increasing and decreasing sequence demonstrates that the judgment systematically shifts towards more visual information.

4. Euristics of representativeness. Property myself that your friend offers you to beat the mortgage, falls the coin with an eagle or a wide. He throws one coin six times. You need to guess how the eagle fees or the ripe falling in six cases. Despite the fact that there are many possible sequences, you decide to focus on three. We use the letter "O" to designate an eagle, and the letter "P" to designate the rush. So, what of the three sequences will you choose?

O-R-O-Rr-O

Rr-R-O Oh-o

O-R-O-R-O-R

Most likely you, like most people, choose the first, because it seems more like a random distribution of eagle and ripe. However, any sequence of eagle and ripe for six cases is equivalent. This example demonstrates confidence that the result of a random process must necessarily have a form of random distribution. Since we usually imagine an accident as a process, deprived of patterns, we begin to seem that sequence O-R-O-R-O-R Less probabible for six coins throws than another sequence that looks more random. Nevertheless, it is incorrect.

In order to clarify the concept of heuristics of representativeness, try to consider another example. Imagine that you received a letter from an old friend with whom I have not seen many years. He proudly reports that he has six children - three boys and three girls. You try to guess the sequence of their appearance. What sequence seems more likely to you? (D - "Girl", M - "Boy".)

Mm-M-D-D-D D'

M-D-D-M-D-M

If you carefully followed the progress of our reasoning, then you understand that even if the second option seems more like a random process, both sequences are equivalent.

Trap.

If you make a decision with a loan to previous costs, then you need to think about why these spending time or money turned out to be so large and whether, for example,, for example, old car new cash investments or deserves phone call Another ten minutes of waiting.

Here is another situation. You and your friend spent seven dollars per cinema. After about half an hour, you both understand that the film is not worth a broken penny. What are you going to do? List the reasonable reasons why you should watch the movie to the end, and then - reasonable reasons to leave, without waiting for the end.

Now analyze the reasons you listed. Of course, you just read the section on the traps, and therefore have already lost naivety, but still carefully look at your answers.

If you indicated the seven dollars as a reasonable reason to watch the film to the end, then you will demonstrate to get into the trap. It turns out that you pay a certain price for the indispensable seating in the huge room. If you write, what could find best application It means that you mean that we miss the opportunity to deal with something more useful. Browse your reasons again. We met many students who were difficult to come to this elementary conclusion:

You have already spent seven dollars on the movie. Whatever decision you have taken, these seven dollars are already disappeared. And therefore they are not related to our discussion. You lost them, whatever you do on. Satisfied in the cinema of half an hour, you are ready to make a decision. If you stay, then you have not only to "sit down" a bad film, but also lose the opportunity to make more pleasant things. Thus, taking the decision to stay and watch the film, you pay double price - Watch a bad movie and lose the opportunity to enjoy in a different way. Try to disassemble this example with someone from relatives or acquaintances. Explain to them the danger of traps.

6. Psychological reactivity. Nasha Emotional state has a very strong impact on the decisions we receive. We choose alternative options that seem to us "the best", but our definition of what is the "best", is not always subordinated to reasonable criteria. One of the manifestations of the influence of the emotional state on the decisions was obtained by the name of psychological reactivity, which is a resistance arising from the restriction of freedom.

Winter was terribly cold, and you will not wait for spring holidays that have long deserved. One of your friends plans to go to Florida, to the ocean, to warm up in the sun. The other seeks the snow-covered slopes of the mountains - to go skiing. Both buddies ask you to join them. Having considered suggestions, you begin to bow the beach option, and suddenly your friend who is going to Florida says that you just have to go with him. How does this limit freedom affect your decision?

It is logical to assume that a statement that you are obliged to do what you want to do should not affect your decision, but many react completely differently. The degree of influence of psychological reactivity on the decision makes it depends on the extent to which the person's freedom is encouraged, as well as from the source of these encroachments. In addition, there is a significant interpersonal difference in the tendency to psychological reactivity. Think about how you respond if you indicate how to enroll in a particular situation. If you are ready to do to harm yourself, just to do not do as they said, then you demonstrate a tendency to psychological reactivity and sooner or later because of this inclination, take the wrong decision. Do you have a deal with parents, employers or friends, psychological reactivity can intervene in the decision-making process and make you make a decision unfavorable for you.

7. Preissance.It seems quite obvious that people choose alternative options that for any reason evaluate positively. What factors create bias?

· Reciprocity.In assessing the advantages and minuses of various alternatives, our subjective sensations are of great importance. We choose those people and the actions that we like. Reciprocity determines what and who we like. You will be more inclined to buy some product if you provide a free sample to the sample than if you are not allowed to try. Visiting a supermarket when tastings are held there, pay attention to how people react to hidden pressure, forcing buy a product that they gave them to try. You will notice that surprisingly many buy this product. People feel that they are somehow "obliged" to pay for what they were given to try "free". Political games are bright examples Equality based on reciprocity, as well as the extortion of charitable organizations, accompanied by "gifts" in the form of stickers, keyfobs and postal envelopes with stamps.

· The effect of preceding dating.Imagine that you enter the challenge to the election day and see the following list of candidates: Mairon Jones, John Adams, Victor Light. You do not follow the local political situation and do not know any of the candidates listed. Who do you vote for? Studies have shown that most likely you vote for John Adams. Approximately ten years ago, during the elections in New Hampshire, John Adams, the unemployed taxi driver, became the winner from the republican party in the election in Congress. Why exactly John Adams, a man who did not spend not a penny on his election campaign and did not say any speech, went to Congress? Psychologists believe that when the voters were offered to choose one of the three candidates, whose names were not known to anyone, they chose the name that was somehow associated with the political figure of the past. Thus, the previous experience creates a feeling of dating, which, in turn, generates a feeling of pleasure. This phenomenon was called the "effect of the previous acquaintance".

8. Emotional states. BesuslovnaOur emotions affect our thoughts. Therefore, it is very important to take into account how our mood may affect the decision-making and how we ourselves can affect the mood of people who make decisions affecting us.

Features of academic work at lectures (output technique, attention training, the ability to ask questions).

The lecture form of training in the university, unlike high school, is the main one. It was the lecture that should give a student a guide thread, help him do not choke in the flow stream, to gain landmarks, select the necessary and useful. The university lecture not only gives deep and versatile knowledge, but also contributes to the upbringing and development of a student, forms deep ideological conviction, develops creative abilities.

The work of the student at the lecture requires certain training skills.

The ability to effectively listen. The student needs to be ready for the lecture and its record before the lecturer coming to the audience, since it is in the first minute the topic is announced, the main goal is formulated, a list of crucial issues is given. Without this, further understanding of the lecture is hampered.

Hearing on lectures is actually only the first step in the process of a meaningful hearing, which includes several steps, ranging from speech hearing and ending with an assessment of the said. The process of listening and understanding requires sometimes significant mental tension and is difficult to have a number of reasons.

1. High speed Mental activity. We think four times faster than we say. Therefore, when someone says, the time has enough time to distract from a disassembled topic.

2. The selectivity of attention. From children's years, you used to hear a lot at the same time, without paying all limit attention. An attempt to listen carefully to everything would be an unbearable occupation. Therefore, we participate in consistently choose what is the greatest interest to us. This inherent habit of switching attention from an object to an object makes it difficult to fix attention.

3. "Antipathy" to someone else's thoughts. It is easier for us to follow our thoughts, rather than force yourself to follow what another says.

4. Repelle needs. Someone's speech can cause us a need to argue immediately. We no longer listen. Thoughts are busy formulating comments. On the basis of the listed difficulties of the hearing, some people produce bad habits that impede the establishment of contact with the speakers:

· Increased attention to disadvantages in the outside, speech speaking and his manners;

· A habit of listening to the speaker, without looking at him (good speakers support their speech by expressive gestures and a rich mimic);

· Increased susceptibility to minor distracting moments (scrolls, cough, etc.);

· Hurry assessment of the theme and the conclusion that there will be nothing new or valuable in the speech, a premature conclusion that the provisions of the report are incorrect or not deserve attention; As a result, hasty rejection of efforts to listen to the speaker;

· Negative emotional response to any contradiction (including the necessary) during the arguments of the lecturer;

showing attention in cases where the head is actually engaged in other concerns. Several tips for optimizing the hearing process:

1. Allocation of basic provisions. It is impossible to understand and remember everything that the speaker says, however, you can allocate highlights.

2. Phased analysis and generalization. During the speech, it is necessary to constantly analyze and generalize the provisions disclosed in speech speaking.

3. Protect speech protruding. If the speech is of interest, it appears a natural desire to predict the following position. In the absence of such interest, you can resort to conscious installation to predict further detention.

Drawing up the abstract lecture. It is clear that the hearing of the lecture is only one side of the unified process of mastering the material at the lecture. Even the most good memory is not able to keep a huge flow of information reported by the lecturer. Therefore, the lecture must be recorded. Need to learn how to record lectures correctly, lead brief abstracts, where we would formulate the most important momentsThe main provisions set out by the lecturer.

Good results in the development of ability to allocate basic information gives a known admission, called conditionally receiving filtering and compression of text, which includes two operations:

1. Crashing text on parts in meaning.

2. Finding in each part of the text of one word brief phrase or generalizing short wording expressing the basis for the content of this part.

Practice in the preparation of structural and logic schemes will help the student learn to visually represent the material studied, holistically grab its structure, properly generalize and systematize scientific facts and concepts.

Dynamics of self-assessment and self-analysis of students' activity AT THE LESSON

• Mastering the ability to accept and maintain the goals and objectives of educational activities, finding the means of its implementation;
• The formation of the ability to plan, monitor and evaluate training actions in accordance with the task and conditions of its implementation;
• The formation of the ability to understand the causes of success / failure of educational activities and the ability to constructively act even in situations of failure.

• Self-control - one of of essential factorsproviding independent activities of students. Its purpose is to prevent or detecting already committed errors. Meanwhile, observations, showed that it was the skill of self-control that the most weakly formed from students.

• Self-assessment is an assessment by a person himself: its qualities, opportunities, features of their activities. The task of the school is to train the child self-esteem of his actions, desires, actions, joint actions, as this is a universal competence, which is necessary for a person not only in educational activities, but also throughout life.

Preparation for lessons on which the skill of self-assessment will be formed

• 1 step . Teacher chooses lessons where it is possible to limit the substantive material to a minimum (minimax principle). The remaining time is discharged to the discharge of the skills of self-examination (In the future, less detailed study of several topics is compensated by a more conscious attitude of children to study).
• 2 step. When planning a lesson, a teacher chooses For the first demonstration of the self-recognition algorithm the task According to the material studied and student , psychologically ready for public analysis of the results of its work.

MAX

MINI

Formation of self-esteem skills (start)

• 1 step. In the first lessons, the teacher chooses to estimate the results of its work prepared students (on one lesson 1-3 student)
• 2 step: The first time the teacher helps the student: he asks him questions on the self-esteem algorithm (pointing to reference signal: The task? Performed? Right? Himself?). The student gives answers, the teacher corrects it, explains if an overestimation or an understatement of the assessment is observed.

Note: All other students at this moment, they are observed as self-examination. It is necessary to intensify their attention to the questions: "What step to evaluate the work we have already done?" etc.

Formation of self-esteem skill (ending)

• 3 step. At the following lessons, self-esteem on the algorithm is proposed to make turns all students Class.
• 4 step. Gradually, instead of writing questions, the teacher offers students samim looking at the reference signals, ask yourself these questions and answer them.

Note: In addition to the dialogue, self-esteem can be made when collective verification of written tasks. On the board there is a reference standard, and each student in his notebook appreciates its decision .

• 5 step. When students begin to evaluate themselves, without looking at the reference signals, the teacher can remove them and take it, only if someone has difficulty.

The basic skill of self-esteem is formed.

Using the formed self-esteem skill (start)

• 1 step. Planning a lesson, teacher stop cutting Subject material.
• 2 step. Algorithm of self-esteem collapsed : After the teacher's suggestion: "Rate your answer," a brief phrase of the student: "The goal has been achieved, there was no error," or "I received a decision, but with the help of a class", or "completely without errors decided the task of the required level, which corresponds to the mark "4" - good ", etc.

If the opinion of the student and teacher match up , you can drive a lesson further .

If the opinion of the teacher is different from the opinion of the student who overestimated or understed his assessment, it is necessary to go through according to the algorithm and coordinate the position

Use of the formed self-esteem skill (ending)

• 3 step. After checking written work , the student gets the right argument challenge Assessment and mark of the teacher: After the student's phrase, "I do not agree with the marked mark", the teacher invites him to explain his opinion using the self-esteem algorithm.

If a student right , teacher is worth give thanks its for the fact that he helped the teacher find his own error when checking.

If a student not right , the teacher is necessary explain he on the basis of what he accepted the appropriate decision, try to agree on the position.

Not all students will be ready to recognize their mistakes. but equal I. honest conversation With them, even if it does not end with a compromise, still contributes to the development of adequate self-esteem, and the authoritarian decision of the teacher is not!

• What was the task? ( Learning to remember the purpose of the work, the educational task - problem situation, with the resolution of which, the development of a new cognitive method was associated).
• Managed to task? I managed to get the result, decision, answer? ( Learning to compare the result with the goal - this is the quality as a compliance of the purpose and result).
• The task is done correctly or not at all? ( Learning to find and recognize mistakes, we recognize the child's right "for a sample and error").
• Task executed myself or with someone's help? ( Learning to evaluate the process).

Training Algorithm of self-assessment continues in 2-4 grams when the main questions are already complicated after the task is fulfilled

• What skill has developed when performing a task? (Learning to determine the implementation of actions, such as Wood).
• What was the level of the task? ( We solved such tasks many times, you need "old knowledge" ( necessary level ) We encountered an unusual situation in this task. Such tasks we never learned to decide, we need new knowledge ( elevated level ) Such tasks we never learned to decide ( maximum level )
• Determined the level of success on which you solved the task ( We learn to justify self-esteem, learn adequately evaluate yourself).
• Based on its level of success, determined the mark that you can deliver (We learn to transfer an estimate to mark and argue it).

Evaluation and mark are determined by the levels of success

Necessary level - decision typical task similar to those who have already solved many times, where it was necessary to apply the formed skills and learned knowledge, primarily the corresponding statestand, which all needed For any subject. it "Good, but not excellent."

Software - Solution of a non-standard task where it took either to apply the knowledge of the new studied in this moment Theme, or the "old" knowledge and skills, but in a new, unusual situation. This is a level of functional literacy - " excellent".

Maximum level (optional) - Solution "Super-Land" According to the unexplored material, when they were required either independently mined outside the lessons of knowledge, or new independently learned skills. This level demonstrates the exclusive successes of individual students on certain topics - over school requirements, "fine".

Cards with Procedure Selfontrol , Checking checks (in the directions contained an explanation about when and in what ways the student should control their actions and their result)

Card - Question Find the root of the equation: X + 7 \u003d 11 X \u003d X \u003d Check:

Information card

To find the root of the equation,

it is necessary to solve it. For this:

- indicate the integer and part equation;

- We define that you are unknown, an integer or part;

- Remember the rules of finding the whole, part:

- To find an integer, you need to fold all parts;

- To find a part, you need to deduct the well-known part from the whole;

- perfect action;

Card - answer

X \u003d 4.

• check: instead of a variable h. in the equation, submese the result of the action.
• If equality is true, the equation is solved correctly. If equality is incorrect, then repeat everything first.

• Children are offered ready decision any mathematical taskBut it is wrong. Errors are invited to discover students.
• The teacher places an incomplete solution of the task, and students are invited to complete it.
• To solve, a task with incomplete or redundant data is proposed, students must detect it.
• The proposed task solution contains the principal gaps that need to find students.

Game "Lestenka"

• Each pair of children is given one card with examples:
• Examples are designed in such a way that the answer of one is the beginning of another. The response of each example, students are recorded on the appropriate step. Each student can monitor himself. It can be compiled so that each response will correspond to the step number on which it is recorded:
• Recalling the answer of the example on each step, the children control themselves: in order whether they go.

Students in 5 minutes should find all errors and emphasize them. You can ask for mistakes to children not only emphasize, but also corrected.

• compare the result of your activities with the sample;
• perform actions on the deployed instruction;
• compare an intermediate result with a reference;
• create verification tasks for self-control;
• compare the end result with the standard;
• carry out a self-test according to plan, including 1-2 points;
• reconstruct erroneous action
• editing text, etc.

• External expressions of self-control and self-esteem can be made at each stage of the lesson in an individual successful sheet that has several types and functions. Filled by the child himself.

"My progress in the 1st grade"

First step:

Watch your behavior and enable records.

1. How often does it seem to act confidently?

2. How often do you ask what you need?

3. How often do you say what you think?

4. How often do you have to regret that you were not confident enough?

Second step:

Systematize your behavior.

1. In what situations do you act most confident?

2. In what situations are you the most indecisive?

3. Who do you behave more confidently?

4. What people do you behave passively?

5. Make a list of situations in which you would like to behave more actively. Arrange them in order of increasing complexity.

Third step:

Take an example with a confident person.

1. What do you like in a confident person?

2. What does his behavior differ from yours?

3. What makes it so effective?

4. Ask, how will he behave in the situation that seems uncomfortable to you?

5. If you do not want to take an example from a real person, choose a sample of a television, a film or literary hero.

Fourth Step:

Remember the situation in which you would have to behave more confident.

1. Record how you reacted in this situation.

a) How did you learn yourself?

b) What did you feel?

c) what did you think about?

d) What was the result?

2. How could I get out of the position in the best way?

Fifth step:

Imagine that you in this situation are acting successfully and efficiently and feel calm and confident.

1. Imagine the situation visually in detail.

a) What do you think about?

b) How do you feel?

c) What will you talk?

2. Imagine the result.

3. What will you feel when the goal will be achieved?

4. Imagine a different adequate response to this situation (in each case there are several effective ways to solve).

a) What do they differ?

b) What are their advantages and disadvantages?

c) imagine your behavior with other reactions.

Sixth step:

Try to cope with the actual situation just like with imaginary.

1. Start with a simple situation.

2. Create a favorable setting around.

Seventh Step:

Evaluate the results.

1. If possible, achieve feedback.

2. If you are satisfied with the result:

a) Remember that it was helped to get it.

b) Pay attention to how well you feel.

c) Receive yourself.

3. If you have not achieved the desired result:

a) What did you achieve?

b) How did they respond to your failure surrounding?

c) What was the error?

d) What would lead to a better result?

e) If you went to a dead end and do not know what to do, ask for help.

e) Imagine how you could react otherwise.

h) Repeat an attempt!

Eighth Step:

Try to apply your new reaction in gradually complicated situations.

Go from simple to difficult so that you have more success than failures.

Go to a more challenging situation only when you are sure that in simple cases you all turn out.

Do not fall in spirit if there is a failure. From time to time, the failures happen to all.

Sometimes it is quite difficult. Please push yourself if necessary, but do not learn your attempts.

Ninth step:

Each result is evaluated by the method proposed in the seventh step.

1. Enter the diary, describing all your attempts in it confidently and the results achieved.

2. Do not regret the time to evaluate each situation:

a) What helped?

b) What prevented?

c) What did you think?

d) What did you feel?

Tenth Step:

Continue classes.

1. Show patience. Do not rush and do not wait too quickly the result

2. Always reward yourself for success.

3. If you failed, congratulate yourself with trying and try again.

Speech at Mo on the topic: "Self-analysis, self-esteem of students in class." A person is endowed with a unique ability to manage his activities, that is, to perform actions and control them. Through one's own experience, through communication with the environment in humans, the internal mechanism is formed by self-control, which allows it to act logical and in accordance with the rules of conduct. The task of modern school education consists not only to ensure the full personality, social and cultural development of the child, but also to prepare it for further development and self-education, develop the ability to independently evaluate oneself, to make decisions, determine the content of its activities and find Methods for its implementation (i.e. carry out a competence approach). Consequently, the school should develop in students universal intellectual human ability - self-control. There are two forms of self-control. 1) external (conscious) arbitrary; 2) Internal (automatic) involuntary. Under school, the full formation of an internal involuntary (automatic) self-control is difficult, it is possible to form only some of its elements. If the student correctly exercises training actions, it quickly retrieves the knowledge of the knowledge that is required in one or another situation, and it is aware of it, then it normally developed a self-control mechanism. If the student makes some training actions mistakenly, aware of this and makes adjustments, then he generally formed a self-monitoring mechanism, but self-controlling changes its shape with an involuntary to arbitrary after making an erroneous action, that is, the self-control mechanism is not brought to perfection. If the student makes erroneous actions, cannot recall the information that is needed, and does not realize this, it means that the self-control mechanism is not formed. In this case, you need help from the outside - from the teacher or students. Of course, the mechanism of the cavity monitor to a certain extent can be established spontaneously. However, the spontaneous formation of this ability of a person requires high costs and efforts. Psychologically more justified to make this process managed and targeted. The following stages of the formation of self-control are allocated: the 1st stage of the student must learn to understand and take control of the teacher. For this, the teacher must: - show students that any training is the organic unity of two processes: the transfer of the student in one form or another educational material and identifying the degree of assimilation of this material, that is, control of the learning outcomes; that only the manifestation of an acceptable level of student training on the material passed allows the transition to a subsequent stage of learning, and only under this condition can be calculated to calculate the effectiveness of training, without which the feasibility of the learning process and the costs of it look dubious; acquaint students with the norms and criteria for assessing knowledge, skills and skills; report students, after which doses of educational material requires control and purpose of conducting one or another control; exposing this or that assessment, to explain it, based on the evaluation criteria; ask the student to independently evaluate its activities and explain the evaluation it obtained; ask for a student to evaluate the activities of the Comrade, relying on the criteria specified by the teacher; Teach students to enjoy various species Checks. The 2nd stage of the student must learn to observe and analyze the training activities of his comrades. For this, the teacher should practice the mutual test of studying independent exercises, homework. In the process of mutual testing, students are checked by answers, looking for mistakes, explain to each other. After the interviewee is over, on the board you should write down the right answers and solving difficult tasks, and once again believing your answers and solutions. In case of mutual test, students should know that the goal of such work is not in obtaining an assessment, but in order to check how deeply the topic is understood correctly, can the student independently find a solution to one task, can it be analyzed by someone else's work. It is necessary to practice the decision at the board of the same task with several students. The remaining students at this time are watching the work of their comrades. After the end of the work, the board written is discussed by the whole class, each decision is estimated, its choice is justified. It is necessary: \u200b\u200bto offer students to appreciate the response to the comrade, ask him questions, make comments on the merits of the response, to express their considerations on the result, ideas and the course of decisions, and also try to offer another answer or decision; teach students to control the activities of the teacher, to stimulate the formulation of issues to the teacher; Demonstrate students typical errors. This demonstration can be carried out explicitly, but you can offer students a story with a conscious violation of logical connections, which students must detect. The mutual test is a good school of the education of self-control - after all, to detect mistakes in the work of the comrade much easier than in its own, and the student's own control skills will carry on their activities (self-control). The 3rd stage of the student must learn to monitor its academic activities, its self-analysis, self-esteem and self-correction. From the ability of a student to self-analysis and self-esteem depends on the success of its training, demanding to their study activities and an adequate response to the assessment of its activities by the teacher. Self-analysis and self-esteem suggests determining attitudes towards themselves and their training activities, the ability to investigate their activities, determine the effectiveness of their labor, create motives, needs and opportunities for restructuring and improve their learning activities. Self-correction is a necessary stage of the student's learning activities for successful continuation of education. The student, carrying out self-correction, regulating the actions produced by him, creates an internal sample, a standard of knowledge, actions that, if necessary, instantly retrieves from memory to comprehension with external activities. For the formation of students from students to carry out self-surveillance, self-analysis and self-correction of their activities the teacher must: teach students when performing homework Check the degree of assimilation of the material by drawing up a plan for reading and releasing major thoughts, to respond to the test question of the textbook, to compile additional control questions to the text, be able to find answers to questions in the textbook, compare new information from the previously studied; I have to analyze the results from students to analyze the results, check the correctness of the execution of tasks using the methods specific for each training subject; Do not hurry with the assessment, if the student gave an incorrect answer, a decision with a mistake, and, if possible, give a student to find his mistake. If the error is found, then the estimate can not be reduced; Do not rush with reproach, not accuse the student in the desire to overstate your assessment if the student allows mistakes in self-esteem. In this case, it is necessary to consider at all with the disciple why he put this herself, and not another assessment, and help to understand the evaluation standards so that the student could use them in the future; When the difficulties of mechanical memorization of rules, formulas, theorems, wording, etc. are found. Recommend students to make cards intended for active training and self-control. On one side of the card, the question is written, and on the other side - the correct answer. When self-controlling, a response is taken with a standard, students are postponed towards the card, whose questions gave the right answer, fix the zone where an error was made, and continue to work with the remaining cards. After 5-6, the scrolling of cards almost does not remain. So you can prepare for tests, marathons, dictations, etc.; - teach students to control their activities on the result. To this end, the table of all written, credit works indicating the results are posted in the class. Ways of warning and liquidation of spaces are offered several: a) to come to group occupation-consultation on the topic (indicates the teacher); b) come to consult with pre-prepared issues on the topic; c) take an additional task from the teacher to test an unstable skill; d) use the test materials for self-test (tests, check cards with answers and recommendations); Non-defensive assessments in the log are not immediately exhibited, the student is given two weeks to eliminate the discovered space and conducting re-control of knowledge. The student controls its debt and learns to ask himself: "What do I need to do to increase my level?" e) independently adjust your knowledge using abstracts, textbook. The student must independently estimate the difficulty of work, to identify the object in which an error is allowed, detect and explore its difficulty and decide what needs to be done to increase your level. Thus, the student tends to investigate its activities and create motifs to restructure its training activities, the student has a desire to fulfill work after he understood and adopted the task, to accustom students to constantly ask himself: "Why is it?", "What is required?" "How do others do?", "How did it do in the lesson?", "What are the recommendations on this issue?"; - To form students the ability to control their activities directly during the occupation, exercise. To do this, it is necessary to offer students special tasks in which you need to find mistakes and inaccuracies; Offer tasks of different complexity. Students should evaluate their capabilities, consciously choose their level and work individually. It should be previously inform the evaluation criterion and the requirements for the execution of tasks. When forming the skills of self-monitoring and self-analysis of students, teacher is important to be guided by the principle of accomplicity and accessibility, first it is necessary to establish an installation on monitoring one of the aspects, then complicate the task of inclusion in controlling two or more aspects and to send a student to the content of the final product of its activities. The results of self-control on individual topics can be logged in. This contributes to the formation of such qualities as accuracy, clarity, objectivity. Teachers should not forget that the activities of students associated with self-control is an integral part of learning, improving the student and requires attention from the teacher, like any other educational activity.

In case of self-analysis of the lesson, the teacher gives:

• a brief description of the objectives that put and analyzes their achievement;
• information about the volume of material and the quality of his assimilation by students;
• the characteristic of the methods of working with students and evaluates them;
• assessing the activity of students and substantiates the used techniques for organizing their labor;
• self-assessment of individual aspects of their activities (speech, logic, nature of relations with students).

In conclusion, the teacher expresses its proposals for improving the quality of the lesson and is planning to improve its pedagogical skills.

View the contents of the document
"Samoenalysis and self-esteem of the lesson by the teacher"

Self-analysis and self-esteem lesson (template)

This lesson took place in ......... class, in which ................... The dwellings in the class have good strong knowledge, own the terminology, in the lesson are active. I want to say the words of gratitude to the teacher ................

If we talk about the place of the lesson In the course ............... it (the place in the study section, the topic) was necessary within the framework of this topic ......................

Consequently the type of lesson - .................. .. For example, combined, although from the point of view of Yuri Anatolyevich Konarzhevsky, the lesson can be considered synthetic. (The study of the new material is organically combined with its fixing, the repetition of the knowledge previously passed on the well-known students and is carried out not only in the form of presentation and explanation by the teacher, but also in the form of a diverse work of students. It differs from the combined blurring of stages, a more complex structure and stronger developing influence on personality.

The purpose of the lesson: Creating conditions for the systematization and generalization of knowledge of students about .................. .. For a productive assimilation next material and applications when solving tasks ..

Educational tasks of the lesson:

Systematize and summarize the knowledge of educational about electrification tel.

Teach the main approaches to ... ..

To actualize the importance ......

Developing lesson tasks:

develop educational and intelligent skills (to establish causal relationships, analyze, summarize, draw conclusions) ................

develop intergovernmental skills and skills that lead to the formation ............

develop educational and communicative skills (ask questions, explain and prove its point of view, interact in a pair), forming communicative competences.

Develop interest in the subject.

Educational tasks of the lesson:

To form a valid attitude to each other and tolerance when conducting a dialogue, the ability to correctly defend its point of view.

To raise ........................

In the structure of the lesson, several stages can be distinguished:

For example: (organizational, entrance to the lesson, the stage of repetition and systematization of previously acquired knowledge, the stage of assimilation of new knowledge, consolidation of knowledge. (Solution of the problem), informing homework, set markers and reflexion).

The following was used in the lesson. teaching methods: Problem (when an academic situation was offered - an illustration in which it was offered ............ ..), a partially search or heuristic method almost at all stages of the lesson, explanatory - illustrative, practical, generalizing repetition method, method of solving problems, method of stimulating and Motivation (creating emotional situations), etc.

Takes were used: An unexpected discovery, organization of conversation on the material passed, maintaining a lesson card, a summary of the teacher.

Offered different forms Works: Frontal, individual, work in pairs.

Used learning tools: Demonstration equipment, educational and visual manual (lesson map), technical means learning.

Activity was ... ..%, i.e. on the good level. Such activity, in my opinion, is due to the fact that the structure of the lesson, its content, methods and teaching methods corresponded to this type of lesson and the age category of the guys. All that was planned, was assimilated by the guys, so I believe that the lesson reached the goal. The results in my opinion are optimal.

The lesson had ............... direction, the solution of the problem helped to make a ring composition of the lesson.

Especially well managed to embody in the lesson ......

Failed or not quite ...... because

Thank you, I am ready to answer your questions.

https://www.google.ru/url?sa\u003dt&rct\u003dj&q\u003d&esrc\u003ds&source\u003dweb&cd.