Rus Articles Journal

School - continuation of the fairy tale

As competently can effectively also be stimulated little school students to development of the abilities? With such question several parents came to me once.

the Famous psychotherapist Eriksson in one of the books somehow introduced the following idea: “When you deal with a problem or difficulty, try to make this invention interesting. Then you will be able to concentrate on an interesting aspect of business and not to pay attention to a hard work which should be done“. We followed its advice.

Now several years at an entrance to school hang on a wall the poster which steadily is surprising to profane persons. On it it is written: “Came to school - cepe found!“

All ask

a question: what would it mean? And put here in what. In elementary grades of the teacher tell children a fantastic story about two little brothers of hedgehogs. One did not want to study anything, and the second - itself stuck to all with a question: how they manage to find the most tasty mushrooms? And there came birthday of brothers, their friends will gather soon. Young hedgehogs joyfully went to the wood behind an entertainment for the guests. The first, clear, gathered one toadstools which caught sight to it, the second - the most tasty very young cepes. Further succession of events is clear to all, but is presented by different teachers unequally.

It and is not so important

. The main thing that after the story the teacher asks children to think up and tell a similar story, for example, about swallows to whom time to learn to fly, or about the bear cubs living in the north where to worry winter, it is necessary to be able to build a warm den came. A variety of subjects in this area is boundless. But all focus is that then when the child thinks out something itself, he by all means creates in the head motivations and priorities: what it is worth making more efforts for to what - it is less and why. This most valuable “baggage“ will remain with it already for the rest of life.

Of course, it is the simplest to demand: “You have to...“ and to pretend that educational work is carried out. All these infinite “has to“ and it “is necessary“ for some time, certainly, can squeeze the person, and the child - especially as a spring. But once it either will break, or will so be straightened that nothing will remain except that to refer to awkward age, uncontrollability and conflict character... And to whom from it it will be good?

by

Therefore us also chose other way.

In development of children`s motivations the important role belongs also to their families. The parental committee undertook work with them. To fathers and mothers they also recommended to force children as little as possible. Let kids go to school not behind estimates, let go for “mushrooms“. Now, when adults see off them in school, speak: go, go, gather mushrooms more tasty!

I is collected. Moreover with such enthusiasm. And, this parental reception is equally good both for pupils of elementary school, and for seniors. All of them are children, and “the school - the fairy tale“ is pleasant to them, is clear and attracts, but does not frighten.

Experience of elementary school very quickly extended to all age groups, and without any coercion or arrangements from someone`s party.

the school leaves the eighth-grader, hardly drags the satchel. I ask:
- Really such heavy?
- So full of “cepes“, - he joyfully answers, smiling, and easily throws the satchel on shoulders.

He feels like the real getter bearing home the harvest! And it is healthy!

to

Most likely, the unusual poster at an entrance to school, often catching sight, easily restores in consciousness of children all those motivations clear to them which were imparted by it by means of fantastic stories.

One more problem of the little school students who for the first time came to be on occupations is the disorganization of process of their thinking. They think, “strangely enough“, of what it is thought of. By the way, at many people this disorganization, alas, remains for the rest of life, becoming habitual and creating for them in life the huge mass of the most various problems. And the person always has the choice - what to think of. Also it is desirable as soon as possible to teach the child to make this choice consciously and independently.

In this question in general almost all work laid down on shoulders of parental committee. They met parents, conducted explanatory work, constantly reminded and distributed the printed-out recommendations on hands. Briefly they consisted in the following.

you the parent, and you with the child, for example, in kitchen cook forcemeat for cutlets, ask it:
- As you think what it is the best of all for me to think now of?

you Do to

a pause, as if expecting it the answer, but at first you answer:
- Now to me is the best of all to think: whether and all is necessary, I put in forcemeat? Yes, all. It is still very good to think: and whether it is possible to make cutlets even more tasty? It is possible, we will add a little greens of fennel. And here that these cutlets can not be pleasant to someone I will not think. it or in this way it is desirable for p to show

to the child as you make the conscious choice of what you are going to think of how these preferences are formed. Researches of healthy and successful people very much demonstrated - they sweep aside at all all thoughts which can cause negative emotions. Also they learned it since the childhood!

All you did, can accompany with a question: what it is the best of all for me to think now of? It is important before most on it to answer, do a pause. At some moment the child will begin to answer instead of you. Support him shy attempts in the beginning, tell: correctly, correctly, it is also necessary to think of it, smile to it at this moment and by all means stroke. It will strengthen its aspiration to imitate you.

Tell it a story, for example, about the little hare at whom mother got sick, and it should have brought carrot from the distant field, and the way to it lay on the suspension shaken bridge. The hare very much was afraid of this bridge. But when he ran there, he thought only of one: mother needs carrot and when came back, thought only as mother when it brings it carrot will be delighted as quickly she will be able to recover now. Therefore he even did not notice how the bridge was shaken under it.

of Such stories you can think up an infinite number, but it is better if you think out them together: about bear cubs, about young foxes, about ezhat... behind honey, for fish, for mushrooms... for the brother, for the friend, for guests for a holiday... through a ravine on a thin log, at the other end of the world in the balloon, by rack of dogs, hunters... Do not forget to pay attention of the child to how important to think of what now will be the most useful.

Through some time you can hang out on rooms small announcements - reminders with a question: “Of what it is the best of all to think now?“ . Let them as often as possible catch sight to it.

Begin to ask it this question also. For example, when he is going to go for a walk with companions. After he will state the assumptions, add that it is possible to think also of in time to return, and to breaking incidentally young trees in the yard...

do not forget to rejoice to emergence in the child of useful independent thoughts. He masters quite difficult thought process - the choice, and to it your recognition and approval is very important. Ask it to remind you that you did not forget to ask yourself this question. Learning or reminding others, he will be trained in this difficult business most quicker.

the Child who will not learn to operate the thoughts and the attention, will constantly distract at lessons of trifles. It will affect his progress negatively.

Clear motivations and organized process of thinking of children very quickly made by

the business - it became easy and interesting to study them. So they will also go on life, even without suspecting about what huge work by him for the good was carried out by several not indifferent parents.

I still. Their efforts in educational offices of elementary school installed the stands entitled: “Here such we are the presents!“. Under heading “smiling and laughing“ portraits of all schoolmates were placed. These portraits of steel for them an important symbol of own goodwill, that reference point to which they with pleasure tried to correspond.

psychologist
G. Krasnodar