Psychological recommendations for psycho-corrective work with accentuated personalities

Published: 04 September 2016

How to deal with aggressive child?
1. The ban, and even more so "or" will only exacerbate the problem.
2. The sanction must match the deed.
3. Do not let yourself outbursts of aggression in the presence of a child, do not use aggressive methods of education.
4. Use touch more often.
5. Do not get personal, do not offend dignity.
6. Be patient, don't give in, talk about your feelings.
7. Use surprise to respond to aggression.
8. Try to eliminate aggressive forms among loved ones surrounding the child.
9. Demanding something, consider the capabilities of the child.
10. Try to nip the conflict in the bud by directing the child's interest in the right direction.
11. Let the child know that he is loved.

How to deal with a conflicted child?
1. Try to objectively assess the situation and do not jump to conclusions (do not pass judgment)
2. Don't discuss problem behavior in front of your child.
3. Explain constructive ways to resolve disputes.
4. Sometimes you should not intervene in a quarrel between children, but it is better to observe the behavior of the quarreling.
5. Do not quarrel with other adults in the presence of a child.
6. Remember that everyone needs attention in equal shares.

How to deal with an anxious child?

Find out the cause of your anxiety.
Do not use labels, as a child cannot be bad at everything.
Do not project your negative emotions, attitudes onto the child.
Don't ask for the impossible. Your abilities are different from those of a child.
Do not use the child as a tool for realizing your own unrealized opportunities missed in the past.
If necessary, contact a specialist with the child, but do not constantly focus on the child's problem.
Be patient and don't give up. Well-being in the present and future depends on you!

How to deal with a shy child?

Do not put pressure on the child with your own authority.
2. Do not blame for trifles, do not use authoritarian methods of education.
3. Celebrate your successes, no matter how small.
4. Highlight your strengths and don't focus on your weaknesses.
5. Talk positively about mistakes. The one who does nothing makes no mistakes.
6. Appeal to the opinion of the child, ask him for advice.
7. Try to increase his self-esteem. Teach him to respect himself.
8. Praise him, give compliments. Build his self-confidence. Focus on his strengths to compensate for its shortcomings.
9. Make a joint plan of action with the child and other adults close to the child.

How to deal with a stubborn child?

Before re-educating, make sure that the child is not left-handed. With the dominance of the right hemisphere, children often develop stubbornness.
2. Think about whether you yourself are stubborn and do not make the child a victim of your own conflicts.
3. Do not declare war on stubbornness, but think about what torments a child? Look for the source of stress. Understand the child and be sensitive.
4. Switch the child's stubbornness to something exciting and interesting for him. Do not demand the impossible and do not try to humiliate his self-esteem. Do not forget to praise if he completed your task.
5. If there are no real reasons for stubbornness, and the "spirit of contradiction" is unreasonable, then this may indicate a disease, you should consult a doctor.

How to deal with an autistic child?

Try to arouse in the child the need for emotional communication with everyone around him and teach him to experience joy from him.
2. Dose communication with the child so that he does not get tired, but do not leave him alone with himself.
3. Inspire him with self-confidence, teach him to use his abilities for their intended purpose.
4. Help him learn household and self-care skills.
5. Get interested in role-playing games.
6. Learn to replace monologues with dialogues.
7. Look for the causes of fears and eliminate them. Reassure when the child is afraid.
8. Do not talk in the presence of the child about his actions that annoy you.
9. At the moment of aggression, switch the attention of the child to a positive direction.
10. Dose everything new within reasonable limits.
11. Strive to make your own joint activities with the child purposeful and timely, helping him to adapt to reality.
How to deal with a nervous child?
Find the causes of nervousness and try to smooth them out.
2. Do not infringe on the dignity and pride of the child, do not control the child,
like a robot, do not demand the impossible and kindle jealousy of other children.
3. Educate in private, do not abuse the endless "can't" and "can".
4. Create psychological comfort for your child and remember all the time that you are an example to follow. Always be kind and considerate.
5. Find a common educational approach to the child with all adults.
6. Remember that in educational activities, students with a weak nervous system should not be placed in a situation that requires a quick response. They need to be given sufficient time to think and prepare. They should be encouraged to respond in writing whenever possible, allowing time to check and correct what is written. If possible, ask at the beginning of the lesson, at the beginning of the day.
How to deal with a hyperactive child?
Hyperactivity is diagnosed if the child is fussy; runs more often than walks; if something does, then with noise.
1. Find out the cause of hyperdynamics. Often it is a consequence of brain dysfunction.
2. Reduce your child's disinhibition and distractibility. Think over a daily routine with him and strive to follow it.
3. Main medicine- a game. Translate your child's restlessness into purposeful activity(reading, drawing).
4. Find him relaxation in outdoor games, sports.
5. The best friends of a hyperactive child are opposite in temperament and temperament.
6. Be patient, encourage the efforts of the child, limit noisy companies.
7. Teach to restrain violent emotions and do not splash out on the child. Hide deeper irritation and rage.
8. Be consistent in punishments and rewards. Do not punish verbally and bodily, it is better to deprive of freedom of action, to create situations where forced immobility is necessary.

If the child "makes a scene"?

Do not create dangerous precedents yourself and limit the range of prohibitions.
2. Do not console your child with forbidden things.
3. Know how to switch the child's attention.
4. What was allowed yesterday, allow today.
5. The prohibitions of all adults must be the same.
6. Extinguish the child's militancy with your calmness, turn the "scene" into a game. Relax with a surprise.
7. Requirements must be emotionally appealing.
8. Say "you can" more often

How to deal with an inattentive child?

Attention disorder is diagnosed when a child: asks questions often; easily distracted by external stimuli; confuses details; does not finish what he starts; He listens, but he doesn't seem to hear.
1. Praise your child whenever he deserves it, especially for activities that require concentration.
2. Avoid repeating the words "no" and "can't."
3. Speak with restraint, calmly, softly.
4. Give the child only one task for a certain period of time so that he can complete it.
5. Use visual stimulation to reinforce verbal instructions.

How to deal with an inactive child?

For inert students, the main problem is difficulties in engaging in activities, so they cannot:
1. Offer frequently and rapidly changing assignments.
2. Demanding a quick change in bad wording or a quick verbal response to an unexpected question.
3. They cannot be asked at the beginning of the lesson.
4. They cannot be required to answer on new, just learned material and distracted from work.
5. For successful activity inert child, he needs to create a calm environment.
6. For the successful activity of an inert child, he needs to create an environment.

The child is taught by what surrounds him:

If a child is often criticized, he learns to hate.
If a child is often shown hostility, he learns aggressiveness.
If a child is often ridiculed, he becomes withdrawn.
If a child is often shamed, he learns to live with guilt.
If a child is often indulgent, he learns to be patient.
If a child is often encouraged, he learns self-confidence.
If a child is often praised, he learns to be grateful.
If a child is usually honest, he learns justice.
If a child lives with a sense of security, he learns to believe in people.
If a child lives in an atmosphere of friendship and feels needed, he will grow up kind and self-confident.

The effective performance of official duties in mentally stressful situations of activity makes serious demands on the emotional and volitional qualities of a lawyer: decisiveness, perseverance, self-control, emotional balance, endurance, composure, prudence, composure, self-confidence, responsiveness, fairness, etc. The formation of these qualities is directly related to the stress experienced by a person and the experience of behavior in stressful situations.

Frequent stress and the inability of a lawyer to relieve mental stress using self-regulation methods (autogenic training, autohypnosis, muscle relaxation, bodily and respiratory therapy, meditation, etc.) can lead to an increase in the degree of anxiety, emotional instability and even nervous breakdowns. In order to regulate their behavior and resist stress, lawyers must have a clear understanding of the main factors influencing his education. These factors are often cited as:

Strong workload (overload) work;

long distance between work and home (traffic stress);

Insufficient wages and economic incentives;

radical changes in job responsibilities or working conditions (promotion, transfer to another department, etc.);

the process of entering a new position;

the need to often compromise in the name of securing a career;

increased responsibility for decision-making, including in criminal and civil cases;

· the lawyer's feeling of discrepancy between what he should, what he would like and what he really does;

lack of time in the investigation of criminal cases;

a threat to personal and professional authority;

· flaw feedback from senior managers on the evaluation of labor results;

unsatisfactory business relationship with the manager, colleagues and subordinates;

Perception of the negative factors of the crime event (the presence of corpses, wounds in living persons, acute stress in relatives who have lost loved ones, etc.);

· possible danger for life and health during the detention of persons suspected of committing crimes;

Threats of reprisal from representatives of the criminal world;

Uncertainty of job tasks and responsibilities;

Lack of authority in decision-making on issues within official competence;

Uncertainty of career growth, lack or limited possibility of promotion to a higher position;

change in the organizational structure of the enterprise or reorganization;

unfavorable socio-psychological climate in the professional team;

interpersonal conflicts and mobbing.

In addition to the factors of professional activity, the formation of chronic stress and emotional instability in the behavior of a lawyer can be influenced by situations of a family, domestic nature and spending time outside of work ( marital problems; divorce; financial difficulties; alcohol abuse; moving to a new place of residence; death of spouse; death of a relative or friend; disease; loss of a spouse's job; the problem of "fathers and children", etc.).

The basic rule of overcoming stress is the ability of a lawyer to overcome troubles, not to treat them passively, while not falling into anger, blaming others and not accumulating examples of the injustice of fate. The response to stress should be meaningful and balanced. You should not give in to the first emotional impulse, you should be self-possessed and cool-headed, look at the world around you realistically and also act realistically.

American psychotherapist D. Powell offers some tips to help you survive stress with the least loss.

1. Remember how you felt when everything was fine. When you imagine yourself in a comfortable situation, there are sensations associated with it.

2. Relax physically. If the body and muscles are relaxed, then the psyche cannot be in a tense state.

3. Try to be realistic when you describe the situation to yourself or your loved ones; in which you are. Avoid words like "never", "always", "hate".

4. Live for today. Set goals for today and reach them.

5. Do not allow yourself to "drown" in self-pity, do not refuse help. Love, friendship and help are powerful tools in the fight against stress.

6. Make stress work for you. Many people have overcome stress by refusing to become losers. They met the test with their heads up. If you can accept a negative event (such as losing your job) as a need to take a positive action (such as finding best work), you will defeat stress with its own weapon.

7. Try not to think of past events as defeat.

8. Treat stress as a source of energy. Treat every problem life presents as a challenge.

9. You cannot be responsible for the behavior of others, but you can control your reaction to their actions. Your main victory is a victory over your emotions.

10. Don't try to please everyone, it's unrealistic, you have to please yourself from time to time.

11. Draw a mental picture of your future and compare it with the short-term crisis that you are currently experiencing.

In the practice of lawyers, various methods of dealing with stress and relieving mental tension are used. First of all, it is necessary to name the method of mandatory analysis of the situation that has arisen, which involves identifying the factors that caused stress and deciding on ways to overcome it.

Noteworthy is the "shutdown" method, which recommends temporary elimination of complex, stressful problems, shifting attention to rest, hobbies, interests, physical exercises, etc. In order to "disable" it is advisable to follow these tips:

a) have lunch outside the institution, enterprise, organization;

b) during lunch, do not conduct conversations related to professional activities;

c) try to completely disconnect from official business during the lunch break, not answer the phone, do a little physical workout, etc .;

d) actively relax in their free time (use active forms of recreation - sports, walks in the park, forest, etc.);

e) do not neglect humor at work, as it relieves excessive mental stress;

e) participate in public life organizations, in sports events, in amateur art classes, etc.

TO effective methods dealing with stress include various ways of relaxation and self-hypnosis (see below for a description of the exercises).

In stress management great importance has relaxation or relaxation. It is known that relaxation

Reduces inner anxiety

improves attention and allows you to focus on the situation; - soothes the body and soul;

· suppresses anxiety and creates favorable conditions for the work of a lawyer.

EXERCISES

Exercise "Anti-stress relaxation" (recommended by the World Health Organization)

1. Sit comfortably (you can lie down at home), clothes should not hamper your movements.

2. Close your eyes and breathe slowly and deeply. Inhale and for 10 seconds. hold your breath. Exhale slowly, watch the relaxation and mentally say to yourself: "Inhale and exhale, like an ebb and flow." Repeat the procedure 5-6 times, rest 20 seconds.

3. By force of will, contract individual muscles or their groups. Hold the contraction for 10 seconds, relax the muscles. Thus, walk all over the body, carefully monitor what is happening to it. Repeat the procedure three times.

4. Try to imagine as concretely as possible the feeling of relaxation that pervades you from bottom to top: from your toes through your calves, thighs, torso to your head. Repeat to yourself: "I calm down, I am pleased, nothing disturbs me."

5. Imagine that the feeling of relaxation penetrates all parts of your body. You feel the tension leaving you. You feel that your shoulders, neck, facial muscles are relaxed, you remind rag doll. Enjoy the sensation you experience for 30 seconds.

6. Count to 10, mentally telling yourself that with each subsequent number, your thoughts are becoming more and more relaxed. Now your only concern is how to enjoy the state of relaxation.

7. There comes an "awakening". Count to 20. Say to yourself: "When I count to 20, my eyes will open, I will feel alert. Unpleasant tension in the limbs will disappear."

Exercise "Psychological gymnastics"

The first part is lying on your back with your eyes closed. A person engaged in psychohygienic gymnastics mentally pronounces the following self-hypnosis formula: "I am completely calm." Then, perhaps more vividly, you need to imagine that the right hand is very heavy, mentally pronouncing the formula to yourself: “My right hand is very heavy. It seemed to be filled with lead. Heaviness spreads throughout the body. as in a warm bath. A slight coolness blows over the forehead."

The second part - you need to imagine: "I am cheerful and calm. Breathing is free, even, deep. I seem to be charging internal energy. Freshness and cheerfulness fill me. I control myself effortlessly. A fruitful day ahead. The will is collected like a spring. Muscles tensed. Attention... Get up!"

The third part is to get out of bed and start exercising.

Evening mental gymnastics is carried out before going to bed. Lying in bed, draw Special attention a feeling of warmth in the limbs and in the whole body.

Exercise "Breathing" ha "standing"

Take a full breath, while raising your hands up, touching your ears with them, hold your breath for a few seconds. Bending down quickly, let your hands hang freely and exhale air through your mouth, making the sound "ha" not with a voice, but with air pressure. Then, taking a slow breath, straighten up, raising your arms above your head. When inhaling, it is desirable to figuratively imagine how the air is "absorbed" positive traits(strength, calmness, freshness, health), and during the exhalation, everything negative is “given away” (weakness, anxiety, fear, illness).

The effect of the exercise is to reduce the degree of anxiety, depressive phenomena, and increase efficiency. It is advisable to perform the exercise daily

Introduction

The concept of attention

Qualities of attention

Conclusion

Bibliography

1. INTRODUCTION

A person is constantly exposed to a wide variety of stimuli. Human consciousness is not able to grasp all these objects simultaneously with sufficient clarity. Something is in the field of clear consciousness, something is not quite clearly realized, something is very vague, and much is not noticed at all. From the mass of surrounding objects - objects and phenomena - a person selects those that are of interest to him, correspond to his needs, life plans. Any human activity requires the selection of an object and focus on it.

2. The concept of attention

Attention - This mental process, which is not an independent form of reflection, but an organization of certain forms of reflection (sensations, perceptions, memory, thinking, imagination, emotions and feelings), as a result of which something is reflected in the mind more clearly, and the other less clearly. Attention is the focus and concentration of consciousness on a particular object. The object of attention can be any object or phenomenon of the objective world or a whole group of them, the properties and qualities of these objects, as well as the actions, thoughts, ideas and experiences of the individual himself.

The initial form of attention is the orienting reflex, or, as IP Pavlov called it, the “what is it?” reflex, which is a reaction to everything new, unexpected, unknown.

Attention in itself is not the same mental process as, for example, perception, memorization, thinking or imagination. We can perceive, remember, think, but we cannot be "occupied with attention". Attention is special form mental activity of a person, a necessary condition for any activity.

Depending on the nature of the object to which the attention of a person is directed, there are external and internal attention. External attention - attention directed to the objects and phenomena around us. Inner attention is attention directed to one's own thoughts, feelings and experiences. This division, of course, is conditional to a certain extent, since in a number of cases we think intently in connection with the perception of an object or phenomenon, trying to understand it, to penetrate deeply into its essence.

Attention has an external expression, manifested in a number of active adaptive movements for a better perception of the object. A person takes a specific posture, peers, listens, excessive movements are delayed, breathing slows down; with concentrated internal attention, a person sometimes freezes in a motionless pose, “holding” his breath, his gaze seems to be absent, rushes into the distance, so that the environment does not distract him.

3. Qualities of attention

Attention is a multifaceted process characterized by a number of qualities, the main of which are: intensity, volume, concentration, direction, stability, activity, switching and distribution.

Attention intensity- this is a quality that determines the effectiveness of perception, thinking and memory and the clarity of consciousness in general. The greater the interest in the activity (the greater the consciousness of its significance) and the more difficult the activity (the less familiar it is to a person), the greater the influence of distracting stimuli, the more intense (intense) attention will be.

attention span- this is a quality determined by the number of simultaneously reflected objects, it depends on the meaningfulness of the perceived objects and the possibility of their grouping into semantic blocks. So, for example, the number of simultaneously perceived letters, when they are presented separately, is no more than six. If syllables or words can be formed from them, then the number of perceived and simultaneously reflected letters can be determined by their number in four to six words.

Concentration of attention- this is the quality of attention, which determines its high intensity with a volume of one object.

Under directionality understand, first of all, the selective nature of the flow cognitive activity, arbitrary (intentional) or involuntary (unintentional) choice of its objects. At the same time, selectivity is manifested not only in the choice of this activity, the selection of individual influences, but also in their more or less long-term preservation (keeping images in the mind).

Sustainability of attention is determined by the duration of maintaining concentrated attention. This is a characteristic of attention over time. Sustainability indicator - high productivity of activity (volume, accuracy of work) for a certain period of time. The duration of intensive concentration depends on a number of conditions: the nature and content of the activity, attitude to the object of attention. It is impossible to concentrate on the same object for a long time if it does not change itself or if it cannot be viewed from different angles. The degree of stability of attention increases with increasing complexity of the object of attention.

Personal activity important for sustained attention. Personal activity can be manifested in externally expressed practical actions with objects of attention or in internal mental activity associated with solving problems that require the most complete reflection of the objects of attention.

Switching attention - it is a rapid movement of attention, due to a consciously and deliberately set new task. It can manifest itself in the transition either from one object of a certain activity to another, or from one operation to another. In this case, the switch occurs within a single activity.

The efficiency of switching depends on the characteristics of the previous and subsequent activities (switching indicators decrease significantly when moving from easy to difficult activity, and in the opposite case they increase). The success of the switch is related to the attitude of a person to the previous activity: the more interesting the previous activity and the less interesting the next one, the more difficult the switch. There are significant individual differences in switchability. Some people move quickly and easily from one activity to another. For others, this transition requires a long time and effort, which is associated with such a feature. nervous system, as the mobility of nervous processes.

Unlike conscious switching of attention, distraction is an involuntary deviation of attention from the main activity to extraneous objects. Distractions have a negative effect on work performance. The distracting effect of extraneous stimuli depends on their characteristics and on the nature of the work performed. Sudden, intermittent, unexpected stimuli, as well as those associated with emotions, are very distracting. With prolonged performance of monotonous work, the effect of side stimuli intensifies as fatigue increases. The distracting effect of extraneous stimuli is more pronounced in mental activity that is not associated with external supports. It is stronger with auditory perception than with visual perception.

The ability to withstand distractions is called noise immunity. In the development of this ability in humans, significant individual differences are observed, due both to differences in the nervous system, namely its strength, and to special training aimed at increasing noise immunity.

Under the spotlight understand its quality, which determines the ability of a person to simultaneously perform several actions, dispersing attention between them. The level of distribution of attention depends on a number of conditions: on the nature of the combined activities (they can be homogeneous and heterogeneous), on their complexity (and, in this regard, on the degree of mental stress required), on the degree of familiarity and familiarity with them (on the level of mastering the basic techniques activities). The more complex the combined activities, the more difficult it is to distribute attention. When combining mental and motor activity, the productivity of mental activity can decrease to a greater extent than that of motor activity. It is difficult to combine two types of mental activity. The distribution of attention is possible if each of the activities performed is familiar to a person, and one of them is familiar to some extent, automated (or can be automated). The less automated one of the combined activities, the weaker the distribution of attention. If one of the activities is fully automated and only periodic control of consciousness is required for its successful implementation, a complex form of attention is noted - combination of switching and races definitions .

4. Types of attention

According to the activity of a person in the organization of attention, three types of attention are distinguished: involuntary, voluntary, post-voluntary.

involuntary attention- this is the concentration of consciousness on an object due to the peculiarity of this object as an irritant. Anything is enough severe irritation- loud sounds, bright lights, strong smells - can involuntarily attract attention. Of particular importance for attracting attention is the contrast between stimuli. Novelty is one of the important features of stimuli that cause involuntary attention. And this means not only absolute novelty (this irritant has never affected a person before), but also relative (an unusual combination of familiar stimuli).

Involuntary attention can also be caused by feelings associated with perceived objects. The reasons for involuntary attention also include the influence of previous experience, in particular the impact of a person's knowledge and habits.

One of the most important reasons involuntary attention are the interests of man. Orientation is not voluntary attention, as shown by numerous experimental studies, depends on the structure of activity. This means that attention to an object (action) is determined by the place that this object occupies in the structure of activity. Thus, attention is usually attracted by the purpose of the activity and is not attracted by the methods of its implementation (operations). However, if strong skills are not developed (for the driver - gear changes, etc.), the operations themselves become the goal and attract attention.

Arbitrary attention arises when a person sets himself certain tasks, conscious goals, which determines the selection of individual objects (impacts) as objects of attention. At the same time, the focus and concentration of attention do not depend on the characteristics of the objects themselves (influences), but on the set, intended goal, task. Under such conditions, a certain effort of will is often required in order to preserve the object of concentration, that is, not to be distracted, and also to maintain a certain intensity of the concentration process. This is especially evident when there are extraneous and at the same time new and strong stimuli in the environment, when one has to concentrate, as it were, in spite of their influence. Thus, voluntary attention is a manifestation of the will. Emphasizing this feature of voluntary attention, it is sometimes called volitional attention.

As well as involuntary, voluntary attention is associated with feelings, previous experience of the individual, her interests. The influence of these moments, however, with voluntary attention affects indirectly. The activity itself may not directly arouse interest, but since its implementation is necessary for solving important task, it becomes the subject of attention.

The third kind of attention after arbitrariness noe. This kind of attention occurs after voluntary attention has been called. When performing an activity, it often first requires the organization of the focus of attention and an effort of will to maintain it. However, as difficulties are overcome, as one deepens into activity, work captures, captivates a person, arouses interest in the subject of labor, in the very process of labor. This is how the transition from voluntary attention to post-voluntary attention occurs. The latter type of attention is associated with conscious tasks and goals, that is, it is caused intentionally, so it cannot be identified with involuntary attention. On the other hand, this attention is also dissimilar to voluntary attention, since it no longer requires volitional efforts or noticeable volitional efforts to maintain attention. The most intense and fruitful mental activity is associated with this type of attention.

The three types of attention considered are closely intertwined by mutual transitions and complement each other in practical activities person. Therefore, the task of forming attention includes not only the formation of voluntary attention and the development of involuntary attention, but the formation of such personality traits that would facilitate the transition of voluntary attention to post-voluntary attention.

Attention as a mental process, expressed in the orientation of consciousness to certain objects, often manifesting itself, gradually turns into a stable property of the individual - attentiveness.

People differ in the degree of development of this property, the extreme case is often called inattention.

Depending on the forms of inattention, we can speak of three types of it. The first type - absent-mindedness - occurs with distractibility and a very low intensity of attention, excessively easily and involuntarily switching from object to object, not lingering on any one.

Another type of inattention is determined by high intensity and difficult switching of attention.

The third kind of inattention is re result fatigue. This type of inattention is caused by a permanent or temporary decrease in the strength and mobility of the nervous processes. It is characterized by a very weak concentration of attention and even weaker switching.

The formation of mindfulness, which begins in childhood, is to control attention in the process labor activity. Maintaining sustained attention depends on a number of conditions: awareness of the significance of the activities performed and a sense of responsibility for the work performed. A clear understanding of the specific task of the activity performed, familiar working conditions. Interests play an important role in stimulating attention. With the development of interest, steady attention is created. The emergence of indirect interests. The very activity that a person performs may not arouse his immediate interest, but he may have a steady interest in the result of the activity. On this basis, there is an indirect interest in activity as a means to achieve the desired goal. Creation of favorable conditions for the performance of activities, that is, the exclusion of negatively acting stimuli. The volumes of distribution of attention should be formed as a certain labor skill of simultaneous performance of several actions in conditions of an increasing pace of work. The development of stability of attention must be ensured by the formation of volitional qualities of a person. For the development of switching attention, it is necessary to select appropriate exercises with a preliminary explanation of the "routes of switching".

6. Psychological exercises to develop attention

You can develop attention with the help of the following psychological exercises:

1. "Games, Indians" for the development of attention span: - two or more competitors are shown many objects at once for a short time, after which each separately tells the judge what he saw, trying to list and describe in detail as many objects as possible. So, one magician achieved that, quickly passing by the shop window, he could notice and describe up to 40 objects.

2. "Typewriter" - This classic theatrical exercise develops concentration skills. Each person is given 1-2 letters from the alphabet, the teacher says the word and the participants have to “speak” it on their typewriter. They call the word and clap, then the person with whose letter the word begins clap, then the teacher's clap - the second letter, the student's clap, etc.

3. "Who is faster?" People are encouraged to cross out a common letter in a column of any text as quickly and accurately as possible, such as "o" or "e". The success of the test is assessed by the time it was completed and the number of errors made - missing letters: the smaller the value of these "indicators, the higher the success. At the same time, success should be encouraged and interest stimulated.

To train the switching and distribution of attention, the task should be changed: it is proposed to strike out one letter with a vertical line, and the other with a horizontal one, or, on a signal, alternate the strikethrough of one letter with the strikethrough of another. Over time, the task can become more difficult. For example, cross out one letter, underline another, and circle the third.

The purpose of such training is the development of habitual actions brought to automaticity, subordinated to a specific, clearly perceived goal. The time of tasks varies depending on age (younger schoolchildren - up to 15 minutes, teenagers - up to 30 minutes).

"Correction". The facilitator writes a few sentences on a piece of paper With omission and rearrangement of letters in some words.

A person is allowed to read this text only once, immediately correcting the mistakes with a colored pencil. Then he passes the sheet to the second student, who corrects the remaining errors with a pencil of a different color. It is possible to conduct competitions in pairs.

7. Conclusion

Thus, we can conclude that the task of forming attention includes not only its development as a separate psychological process, but also the formation of such personality traits that would facilitate the transition of voluntary attention to post-voluntary. This includes the formation of a sense of responsibility for the work performed, motivation for the successful completion of activities, the development of interest, and a clear organization of the activities performed. Specific tasks, as well as the creation of favorable conditions for the active, independent work.

Bibliography

Granovskaya R.M. Elements of practical psychology. L. 1991

Galizo M.V. Domashenko I.A. Atlas of psychology. M. 1986

Workshop on General Psychology. M. 1978

Stolyarenko L.D. Fundamentals of psychology. 1995

Krutetsky V.A. Psychology. M. 1986

Kazakov V.G. Kondratieva L.L. Psychology. M 1989.

Rogov E.I. Practical psychology in education. M. 1996.

Dear graduates!

Exam preparation:

Make a lesson plan. To begin with, determine: who are you - "owl" or "lark":

Owls are the most active 7 pm to 24 pm.

"Larks" - early in the morning -from 6 to 9 o'clock and in the middle of the day.

When making a plan for each day of preparation, it is necessary to clearly define what exactly will be studied today. Not in general: “I’ll work out a little”, but which sections and topics.

Start with the most difficult, with the section that you know the least. But if it’s hard for you to “swing”, you can start with the material that interests and pleases you the most. Perhaps you will gradually enter the working rhythm, and things will go.

Alternate classes and rest, say, 40 minutes of classes, then 10 minutes - a break. You can wash the dishes at this time, water the flowers, do exercises, take a shower.

Take as many different published tests as possible in this subject. These workouts will introduce you to test item designs.

Train with a stopwatch in your hands, mark the time for completing tests (on the tasks in part A, on average, it takes 2 minutes per task).

When preparing for exams, never think that you will not cope with the task, but on the contrary, mentally paint yourself a picture of triumph.

Leave one day before the exam to repeat all the answer plans again, dwell on the most difficult questions once again.

It is known that passing exams that passing exams, teaching is, first of all, memory exploitation.

§ It turns out that the memory is most tenacious and sharp between 8 and 12 hours. Then the memory sharpness begins to decrease, and from 17 o'clock it starts to grow again, and by 19 it reaches a high level (if you are not very tired by this time);

§ It is best to remember what is interesting, causes any feelings. Let these feelings be not very pleasant, the main thing is that there should be no indifference. When you memorize educational material, try to fill, color it with feelings. If you memorize the device of any device, ask yourself the question: “What is it for? Does it bring any practical benefit to me personally? etc.

§ What is clear is remembered well. Understanding information means, to some extent, already remembering it.

§ Poorly memorized completely new material. Everything new must be included, linked to already known material or practice.

§ Understand all definitions first. Many educators love precise definitions. However, psychologists believe that they need to be reformulated, remade in their own words. This develops the mind, and such definitions are very well remembered.

§ It has a good effect on memorization by drawing up diagrams of what has been read, extracts, as well as pronouncing information to oneself and aloud.

Pay special attention to the middle of the learning material you are studying. The beginning and the end are remembered better - "edge effect". Very great material it is necessary to divide into fragments, groups, united on some basis.

On the eve of the exam

Many people think that in order to fully prepare for the exam, only one, the last night before it, is missing. It is not right. You are already tired, and there is no need to overwork yourself. On the contrary, stop preparing in the evening, take a shower, take a walk. Sleep as well as possible to get up rested, with a sense of your health, strength, "combat" mood. After all, the exam is a kind of struggle in which you need to prove yourself, show your abilities and abilities.

You must arrive at the exam point without being late, preferably half an hour before the start of testing. You need to have a pass, a passport (not a birth certificate) and a few (in reserve) gel or capillary pens with black ink.

During testing

At the beginning of the test, you will be given the necessary information (how to fill out the form, what letters to write, how to code the school number, etc.). Be careful!!! The correctness of your answers depends on how carefully you remember all these rules!

There may be some changes in the procedure for filling out the forms, which you will be informed about.

Upon receipt of the test results, you have the right, if you do not agree with the assessment, to file an appeal (within 3 days after the announcement of the result) to the conflict commission.

Here are a few universal recipes for more successful testing tactics:

1. Feel free to enter the class with the confidence that everything will work out.

2. Do breathing exercises to relieve tension:

Sit comfortably

Deep breath through the nose (4 - 6 seconds),

- breath holding (2 - 3 seconds).

3. Focus! After completing the preliminary part of the test (filling out the forms), when you have clarified all the points that you do not understand, try to concentrate and forget about those around you. For you, only the text of the tasks and the clock regulating the time of the test should exist. Hurry don't rush! Rigid time limits should not affect the quality of your answers. Before entering an answer, read the question twice and make sure that you correctly understood what is required of you.

4. Start easy! Start answering those questions that you don't doubt knowing not dwelling on those that can cause much thought. Then you will calm down, your head will begin to work more clearly and precisely, and you will enter into a working rhythm. You sort of free yourself from nervousness, and then all your energy will be directed to more difficult issues.

5. Skip! You must learn to skip difficult or incomprehensible tasks. Remember: in the text there will always be questions that you will definitely cope with. It's just stupid not to get points just because you didn't get to "your" tasks, but stuck on those that cause you difficulties.

6. Read the task to the end! Haste should not lead to the fact that you are trying to understand the conditions of the assignment “by the first words” and completing the ending in your own imagination. This the right way make embarrassing mistakes in the most easy of questions.

7. Forget about the failure in the last task (if it turned out to be too tough for you). Think only about what each new task is a chance to score points.

8. Eliminate! Many tasks can be solved faster if you do not immediately look for the correct answer, but consistently exclude those that are clearly not suitable. Exclusion Method allows you to eventually focus on just one or two options, and not on all five or seven (which is much more difficult).

9. Plan two laps! Time yourself so that in two-thirds of the allotted time you go through all the easy tasks (“the first circle”). Then you will have time to score maximum points on those tasks, and then calmly return and think about the difficult ones that you had to skip at first (“second round”).

10. Check! Leave time to check your work, at least to have time to run through the eyes and notice obvious errors.

Psychological help in a stressful situation.

1. Breath: Through deep breath, holding your breath at the peak of inhalation and slowly exhaling (after exhaling, mentally say short word). In no case should it be lengthened, this entails hyperventilation of the brain and an altered state.

Anti-stress breathing is the main component of psychological balance.

2. Minute relaxation (muscle relaxation): focus on facial expression and body position. Relax your muscles, join in this deep breathing with a long breath.

3. Look around and very slowly and carefully inspect everything around you. Mentally sort through all the details of the situation. It takes away stress.

4. Auto-training before the exam: "I know everything, I studied well, I can pass the exam, I will pass the exam, I am confident in my knowledge, I am calm."

Create a friendly interview environment
Do not increase the pace of the survey, even slow it down a little, allow students to prepare longer at the blackboard
Suggest to the student rough plan response
Offer to use visual aids on the topic of the answer, which will help the student to state the essence of the topic
Stimulate students with positive evaluation, praise, encouragement
When presenting new material, you must:
Keep students interested in learning the topic
Address underachieving and weak students with questions that determine the degree of their understanding of the educational material
Involve low-achieving students to help prepare instruments, manuals, experiments, etc.

Break tasks into stages, parts
Remind about similar tasks completed earlier by students
Refer to techniques and methods for completing tasks and examples
Remind about the rules and properties necessary for the implementation of educational material
Help in finding rational ways to complete tasks and exercises
Instruct on the rules for completing completed assignments
Encourage independence in the performance of tasks by low-performing students

Organization of independent work:

Choose for students the most appropriate and rational system of tasks and exercises, do not strive mechanically, increase the amount of educational material
Explain in detail the sequence of tasks, exercises, experiments, etc.
Warn about possible difficulties in the performance of tasks, use visual aids in the form of cards with a guiding action plan

Personal anxiety is a property of a person’s character, expressed in a predisposition to anxiety and a person’s steady tendency to perceive a threat to his “I” in a variety of situations, even where there is no real cause for alarm. Highly anxious students tend to exaggerate the difficulties and fears they face, are prone to pressure drops and heart rhythm disturbances. Personal anxiety is usually correlated with such character traits as aggressiveness, irritability, shyness.

General requirements:

Communication in a confidential, calm and friendly tone, without raising your voice;
Unity of requirements for the child on the part of adults, avoidance of ambiguity and omissions in the presentation of requirements;
Creating conditions for increasing student self-esteem - do not focus on mistakes and failures, focus on successes;
The formation of optimistic attitudes, the development of the ability to highlight the main thing and not worry about the little things, reducing the feeling of increased moral responsibility and guilt;
It is impossible to threaten with punishment, to accumulate "compromising evidence", to build unfavorable forecasts, to publicly emphasize the failure of the child in anything;
In the case of misdemeanors, the punishment should be carried out immediately, without delay;
Avoidance of competition, any kind of work that takes into account speed;
Do not compare the student with others;
Trust the student, be honest with him and accept him as he is;
Consistency in education, do not forbid without any reason what was allowed before.

In lesson activities:

Formation in the classroom of an atmosphere of calm, confidence in achieving educational goals;
Give time to think about the task, prepare, do not put the student in a situation of an unexpected question, do not require him to answer new, unlearned material;
To stimulate an independent search for ways to overcome educational difficulties;
Benevolently argue the assessment, praise for the efforts made.

In extracurricular activities:

Instructions should be specific and feasible, contributing to the situation of success, increasing self-esteem;
Orders that require decisiveness, responsibility, and initiative are undesirable.

General requirements:

Involvement in a variety of interesting activities for the child;
Situations of communication in a peer group;
Conditions for the manifestation of the student's initiative within clearly defined limits of permitted behavior;
The presence of stable cognitive, social and creative interests and hobbies;
The presence of a permanent responsible assignment in the group;
Communication on an equal footing, the manifestation of trust;
The inadmissibility of using swear words and slang words in dialogue with aggressive students, insulting personal dignity;
Discussing the student's behavior only after he finally calms down after the outburst of anger;
The inadmissibility of threats and blackmail, because at some point this method ceases to work, and you will be unconvincing and powerless.

In lesson activities:

Control and leadership learning activities, assistance in the organization of knowledge;
Creation of conditions for obtaining a good grade - phased completion of tasks according to an increasing degree of difficulty and providing time for their implementation;
Benevolent reasoning for the assessment;
The inadmissibility of conducting a lesson in the presence of a child in an irritated manner, especially addressed to him.

In extracurricular activities:

Instructions must correspond to the lust for power of an aggressive child, his accuracy, the desire to own something;
The presence of hobbies and responsibilities that give an outlet for excess psychophysical energy: sports, tourism, physical labor.

with hysterical reactions

Such students are characterized by sociability, the desire to constantly be in the center of attention, impress others, work well in a group, and do not tolerate isolation from a peer group. They have a high level of claims, a developed sense of intuition, as a rule, they are deceitful, they know how to enter into trust.

General requirements:

Creation optimal conditions for the development of general and special abilities;
An objective attitude to the success and merit of the child;
Reinforcing socially adaptive behavior and blocking attempts to manipulate people with the help of hysteroid reactions;
Don't pay attention to him bad behavior(subconsciously this is exactly what he needs);
More often to make it clear that the child himself has the right to decide and be responsible for his decisions and actions;
To engage in such a type of activity so that he can and knows how to stand out among his peers with his work, and not with his behavior;
Do not criticize the person as a whole, but only actions. Do not make comments all the time. For several offenses - one remark or punishment;
Strengthen the system of rewards and punishments - he will remember the punishment by immobility for a long time;
Increasing self-esteem, self-confidence.

In lesson activities:

Feasible tasks that guarantee the achievement of a certain success, phased control of their implementation;
Gradual transition to more complex tasks;
Learning in a group with peers who have equal or greater opportunities;
Maintaining a high level of intensity of educational and labor activities;
Providing objective information about the results, creating conditions for adequate self-esteem;
Variety of activities, avoidance of monotonous, monotonous work.

In extracurricular activities:

Instructions related to the organization of socially useful and cultural events in the field of his abilities and interests;
A wide scope of communication and providing opportunities for self-expression;
Sports, physical labor to release "extra" energy.

How to Help a Student with ADHD (Attention Deficit Hyperactivity Disorder) in the Classroom

Student Behavior	Suggested Solution
Organization of space in the classroom
Easily distracted by extraneous activities in the classroom or by what is happening in the hallway of the school or outside the window.	Sit the student at the front or center of the class, away from distractions.
Fooling around in class to get attention.	Place him next to a student who can serve as a positive role model.
Not aware of personal space; reaches across the desk to talk or touch other students.	Increase the distance between desks.
Tasks
Unable to complete the job within the specified time.	Give him extra time to complete the assigned task.
Starts off well, but gets worse towards the end.	Break long tasks into parts; give shorter tasks or set shorter periods of work.
He has difficulty following directions.	Combine written directions with verbal ones.
Distractibility
Unable to hold attention for long periods of time when discussing study material and/or taking notes.	Ask a classmate to help him take notes; ask the student questions to encourage participation in the lesson.
Complains that he is bored in class.	Try to involve the student in the lesson.
Easily distracted.	Unbeknownst to others, give him a sign to return to the task.
Hands over work with errors made due to inattention.	Give him 5 minutes to check his home or control work before submitting it.
Behavior
Often acts provocatively.	Ignore minor inappropriate behavior.
Unable to understand the main point of a lesson or assignment.	Help him immediately understand what follows from what, and immediately praise him for correct guesses.
Shouts answers or interrupts others.	React to correct answers only when the student raised his hand and you called him.
Needs encouragement.	Communicate regularly to your parents about their progress.
Needs long-term help to improve behavior.	Enter into an agreement with him on matters of conduct.
Organization / Planning
There is no order in the papers.
Forgets homework.	Let the student lead notebook(diary); keep track of your homework assignments.
Loses books.	Have the student have an extra set of books at home.
restlessness
Must be moving all the time.	Send him on various errands or let him get up occasionally during work.
He has difficulty concentrating for long periods of time.	Take short breaks between tasks.
Mood / Communication
Does not understand the norms of social behavior.	Set social behavior goals for the student and apply a reward system as those goals are achieved.
Does not have the skills to work with others.	Encourage learning activities that require student interaction.
His classmates don't respect him.	Give him special assignments in the presence of his classmates.
Diffidence.	Praise the student for good behavior and work; give him the opportunity to play the role of leader.
Is alone or withdrawn into himself.	Encourage his interaction with fellow practitioners; plan group activities under the guidance of the teacher.
Easily discouraged.	Praise him often for good behavior and good work.
Easily irritated.	Encourage the student to avoid annoying situations; talk to the student often.

Minimal brain dysfunction - MMD attention hyperactivity disorder

Minimal brain dysfunctionis a common violation. A child with minimal brain dysfunction is restless, inattentive, hyperactive.

Observe the daily routine, the child should have enough time for sleep and for walks.
The diet of a child with MMD should include foods with a high content of calcium, potassium and magnesium (dairy products, dried fruits: raisins, prunes, dried apricots). This is necessary forhyperactivity treatment.
The child should avoid noisy and active games, especially before going to bed. Limit the number of contacts with other people.
The interior of the classroom should be in calm, moderate tones and colors, without unnecessary furniture and toys. Furniture should be simple and durable.
Try to avoid heat, stuffiness, ventilate the premises more often.
It is recommended to practice those sports that practically exclude head injuries (swimming, gymnastics).
With this diagnosis, observation by a neurologist is mandatory.
Hang a calendar on the wall. Mark good days with red and bad days with blue. This is needed forattention hyperactivity treatment. Explain your decision to your child.
Use a flexible system of rewards and punishments. Encourage your child right away, not postponing but the future.
Work with your child at the beginning of the day, not in the evening. Reduce the child's overall workload. Encourage games and activities that require attention and patience.
Divide the work into shorter but more frequent periods. Don't forget about physical education.
Reduce the requirements for accuracy at the beginning of work to create a sense of success in the child.
If possible, put the child on the first desk or near the teacher.
Use during classes, when the child is overexcited, tactile contact (elements of massage, touch, stroking).
Give short, clear and specific instructions.
Agree with the child about certain actions in advance. If you go with such a child to a museum, theater or go to a canteen, you must explain to him the rules of conduct in advance.
Give your child a choice in certain situations.
Stay calm teacher. Try to be patient with your child.

Minimal brain dysfunction- a concept denoting mild behavioral and learning disorders without pronounced intellectual impairment, arising due to insufficient functions of the central nervous system, most often of a residual organic nature.

Such students are characterized by pronounced autism (withdrawal, withdrawal into themselves, detachment from the world). prone to development logical thinking. They study well, but there are no broad interests. They like to read a lot, have a good developed speech. Negative traits: emotional coldness, indifference to outside world, poverty of facial expressions and gestures, independence from the opinions of others.

General requirements:

Acceptance of an introverted child, benevolent, interested attitude to him;
Inclusion in the group only with his personal consent;
Emphasizing any success in his communication with others;
Tolerant attitude towards the "eccentricities" of the student;
Genuine interest in the ideas and hobbies of the child, which can help the student to skillfully include in group interaction;
Assistance in the development of speech, attention, memory, motor skills;
Mitigation of general emotional discomfort (reading humorous stories, anecdotes);
Accounting for interest in exact sciences;
Accounting for the unpredictability of thinking and behavior;
Build relationships with the student on the principle of highlighting his behavior as different from others;
Not to impose an order, but also not to refuse the help offered by him;
Let him feel that he belongs to the team.

In lesson activities:

Clear goal-setting and motivation for lesson activities;
Verbal, visual, tactile stimulation (question, task), capable of promptly switching the student from one type of activity to another;
Step-by-step control of work.

In extracurricular activities:

Assignments requiring individual implementation, taking into account the interests and desires of the student;
Stimulation of engaging in those types of activities where there is the possibility of wide communication with peers (involvement in the organization of extracurricular activities).

Do not forget that before you is not a sexless child, but a boy or girl with certain features of thinking, perception, emotions;
Never compare children with each other, praise them for their successes and achievements;
When teaching boys, rely on their high search activity, ingenuity;
When teaching girls, not only understand the principle of completing the task with them, but also teach them to act independently, and not according to pre-designed schemes;
When scolding a boy, be aware of his emotional sensitivity and anxiety. State your dissatisfaction briefly and precisely. The boy is not able to hold emotional tension for a long time, very soon he will stop listening and hearing you;
Scolding a girl, remember her emotional, violent reaction, which prevents her from understanding why she is being scolded. Calmly sort out her mistakes;
Girls may act up due to fatigue (exhaustion of the right "emotional hemisphere"). Boys in this case are depleted of information (decrease in the activity of the left "rational-logical" hemisphere). Scolding them for this is useless and immoral.
Focus programs and teaching methods on a specific child with a certain type of functional asymmetry of the hemispheres, give him the opportunity to reveal his abilities, create a situation for him to succeed;
When teaching a child to write well, do not destroy the basis of "innate" literacy. Look for the reasons for the child's illiteracy, analyze his mistakes;
Do not forget that your assessment given to a child is always subjective and depends on your type of asymmetry of the hemispheres. Perhaps you belong to different types brain organization and think differently;
You must not so much teach the child as develop in him the desire to develop;
Remember that any child may not know something, not be able to, make mistakes in something;
The laziness of the child is a signal of the trouble of your pedagogical activity;
For successful learning, we must turn our demands into the desires of the child;
For the harmonious development of the child, it is necessary to teach him to comprehend the educational material in different ways (logically, figuratively and intuitively);
Make it your main commandment - "Do no harm!"

Psychological features of interhemispheric asymmetry by sex difference

Boys:

Are born less mature;
Later they begin to walk, talk;
At 4-5 years old they can read (due to the activity of the left hemisphere);
Brain asymmetry develops by the age of 7;
More noticeable stubbornness, because. separation of interhemispheric function occurs faster;
For boys, it is important how they are evaluated, the personal meaning of the evaluation, the verbal evaluation. For them, it is important what exactly they evaluate, a specific word, a clear instruction is important to them;
More information oriented.

Girls:

Are born more mature;
Before they start walking, talking;
The left hemisphere is less active than the right;
Brain asymmetry develops by the age of 13;
Girls are more calm;
For girls, it is important how they are looked at, they look for meaning in words, give meaning to subtexts, it is important for them how and who evaluates them;
More relationship oriented.

Differentiated education of students with different functional asymmetries of the hemispheres

LEFT HEMISPHERE They control their speech, but if they are asked to summarize, they will meet with certain difficulties. They need help developing fluency in speaking and writing. They slower in writing.	RIGHT HEMISPHERE They do not control the correctness of their speech, activities that require constant self-control are performed poorly by them. In oral speech, there may be problems in grammar and word selection. Semantic gaps are possible.
They require specific tasks, with a single specific solution.	Require creative tasks, with various non-standard ways decisions, aesthetes.
Possess a sense of time, uncoordinated. Solve a spatial problem by a speech, sign method.	They have excellent spatial orientation, body sense, high coordination of movement.
They perceive better technical text containing numbers and symbols.	Spatial thinking is the privilege of right-brained children.
Need help developing oral and written fluency.	More often he gets a deuce at the blackboard because he sets out the course of his thoughts for a long time.
They control their speech, but if they are asked to summarize, they will meet with certain difficulties. They need help developing fluency in speaking and writing. They are slower in writing.	They do not control the correctness of their speech, activities that require constant self-control are performed poorly by them. In oral speech, there may be problems in grammar and word selection. Semantic gaps are possible.
Do 2.5 times more bugs. Checking the results:preferably problem solving, written surveys, with unlimited deadlines. The division of the whole into its constituent parts. The rule is taught consciously.	They are the most literate. Checking the results:an oral survey, tasks with "open questions" are suitable. A holistic, undivided perception is characteristic. They write well without regard to rules.

Interaction with students with a strong nervous system

He is most often cheerful, self-confident, not experiencing any tension in the teachings, striking with the ease with which he learns material of considerable volume. He is full of energy, tireless, constantly ready for action. He is almost never tired, lethargic, relaxed. Getting involved in the work, he almost does not experience: he does not care about additional loads, the transition to an unfamiliar new activity. Most often, he finds complete absorption in his next occupation. He is also distinguished by great time efficiency, the ability to accomplish more in the same period than other students due to his endurance, lack of stops and failures in work. But students with a strong nervous system are not inclined to work that requires systematization, ordering of the material, they do not like to plan their activities and check the completed assignment. They are bored when repeating the material covered, when the teacher interviews other students. With monotonous, monotonous work, they experience a feeling of irritation, displeasure and begin to be distracted. There is no self-control.

Provide frequent shift exercises to avoid monotony;
Use techniques aimed at training self-control skills;
Provide them with the role of "starter" in group forms of education;
Consider their preference for spoken language over written language.

Signs of a strong type of nervous system (choleric, sanguine)

Maintains high performance during the lesson;
Does not reduce the quality of assignments by the end of the lesson;
Able to do extra work immediately after class;
Not inclined to succumb to feelings of fatigue;
Calm in a new, unexpected environment;
Strives for rivalry and competition;
On the control, shows better results than in normal conditions;
Preparing for the lesson carefully and leisurely;
Patient and persevering in the repeated performance of the task;
Easily adapts to the slower pace of work of comrades;
Does not allow irritability in communication. Able to quickly calm down, "pull himself together";
Easily drawn into classes after the holidays;
Does not reduce the quality of work, if necessary, increase its pace, speed of work

Interaction with students with a weak nervous system

Most often calm, quiet, cautious, obedient. Differs in increased fatigue; prone to accuracy, reaching the point of pedantry. He is characterized by increased impressionability. In unfamiliar conditions, he is lost, does not find the right words does not answer questions. Often such children lack self-confidence, they are characterized by a fear of failure, a fear of looking stupid, as a result of which it is much more difficult for them to move towards success.

Do not put them in a situation of an unexpected question that requires a quick answer; allow sufficient time for reflection and preparation; during the preparation of answers, give time for checking and correcting;
Do not require new, just learned material to be answered: it is better to postpone the survey for the next lesson;
way right tactics surveys and incentives to build self-confidence;
Minimally distract them from work, create a calm environment for them;
It is desirable that the answer was not oral, but in writing;
If possible, ask at the beginning of the lesson.

Signs of an average and weak type of nervous system (phlegmatic, melancholic)

Works in jerks, starts quickly, then slows down;
Unable to wait long, fussy, restless;
Can hardly tolerate monotony and monotony;
Difficulty adjusting to other people's manners and pace;
With difficulty rebuilds the prevailing stereotypes of behavior and habits;
With difficulty restrains irritation, excitement;
Responds quickly to unexpected stimuli

Positive features of weak students

Hardy and patient in situations requiring monotonous work (it is easier to act according to a pattern, according to a scheme);
They like to perform consistent, systematic work;
When answering, it is easier for them when external supports are used (diagrams, tables, drawings)

Types of educational situations that impede the activities of students with weak NS

Long, hard work;
Control or examination papers;
Work after an unsuccessful answer, rated negatively;
Work in a noisy, turbulent environment;
Work under the guidance of a quick-tempered, unrestrained teacher;
Work after a sharp remark made by the teacher;
Work in a situation that requires the distribution of attention or its switching;
The situation when it is required in the lesson to learn a large volume, diverse in content material;
The teacher delivers the material at a high pace;
Working time is limited and failure to complete the deadline threatens with a negative assessment

Interaction with students of the mobile type

Such children can not get together for a long time and get to work. They are constantly distracted by something, they are spinning, talking. They are bored with one activity, they have a lot of different activities, and, moving from one thing to another, they completely displace the previous one from their consciousness. The mobile student does not plan anything. He is not embarrassed by the well-known uncertainty about what and when he needs to do. He is able to make a decision on the go or change his previous intention, quickly and easily adapting to new conditions, easily following them and obeying the prevailing circumstances.

Increasing the volume of material in parts: at first, the student is reduced in the amount of work. After the planned part is completed, he is either offered the next part, or is limited to what has been done: this depends on the attitude of the child;
Variety of task content, frequent transitions from one type to another;
Interrogate them first, because they don't like to wait.

Interaction with students of inert type

Calm in class. He is not inclined to "scatter" on a variety of activities; most often his free time is completely occupied by teaching, preparing lessons. He does almost nothing else. Every unforeseen circumstance unsettles him. He spends a lot of time and energy on such trifles that other children hardly notice.

Do not require them to immediately engage in activities, since their activity in the implementation of a new type of task increases gradually;
Remember that they cannot actively work with a variety of tasks;
Do not require a quick change in unsuccessful wording in oral responses; they need time to think, because in their answers they more often follow accepted standards, home-made preparations, avoiding improvisation;
Do not ask them at the beginning of the lesson, as inert students are hardly distracted from the previous situation;
Avoid situations where you need to get a quick verbal answer to an unexpected question; allow time for reflection and preparation;
There is no need to distract them while doing the tasks.

When working with mobile and inert students, attention should be paid to the following learning situations:

tasks, diverse in content and methods of solution;
situations requiring a high pace of work;
situations that require a quick shift of attention;
situations where time is strictly limited;
monotonous monotonous work;
long work requiring high mental stress;
simultaneous assimilation of new and repetition of old material.

Interacting with students with different dominant representational systems

Active representative channel of perception -dominant channel of perception.

Types of channels of perception:

Visual - perception of the world (objects and phenomena) through the organs of vision;
auditory - perception of the world (objects and phenomena) through the organs of hearing;
kinesthetic- perception of the world (objects and phenomena) through sensations.

How to recognize a visual?

Visual learner: always looks up when speaking. When a teacher reads a textbook, he always reads himself. His notebook is the neatest in the whole class. Each part is numbered and separated. He attaches great importance to his appearance and order on the desk. In the worksheets, he notes what is important to him. Always misses one or two compound words on dictation. Uses many adjectives when speaking. WITH has difficulty remembering long verbal instructions (asks again) without demonstration.

Plant on the first desk. They should see more visuals and descriptive words.

How to recognize an auditory?

The auditory student, reading the text, he pronounces, whispers. Far more likely to get distracted than its more capable visual neighbors. He is able to repeat everything word for word, even when he was seemingly not listening. He has difficulty with calculations, as it requires holding individual numbers in his mind. He often sits in class at the last desk in the corner of the class if he has serious work to do, as he is easily distracted even by a whisper. In written works, his style and punctuation suffer. He will tell his essay better than he will write it. Successful in learning foreign languages. Cannot concentrate in noisy environments.

How to recognize kinesthetic?

The kinesthetic student usually jumps up to hand out cards, notebooks, or pencils to the children at the request of the teacher. He rarely raises his hand, waits for the teacher to approach, tries to touch him. When reading, such a student can run his finger along the lines. This student cannot learn the grammar rule without playing. He constantly reaches for what is in front of him, above his head, above his desk. Touches other children. If his neighbor also happens to be kinesthetic, then they will have at least two brawls per lesson.

The visual perception system is the slowest.

Must feel the presence of the teacher all the time and be aware of his significance for him. Use tactile contacts with words of encouragement.

Do not compare with others is not in his favor.

The rate of speech;
Didactic (use various kinds activities in the lesson, the active form of the lesson, conducting non-standard lessons);
Psychological (activation cognitive processes, creating comfort in the classroom);
Technical (physical education minutes, pauses before and after posing a question, repetition of the most important thoughts, lowering or raising the voice)