Rus Articles Journal

Whether it is worth paying attention to school marks? I Watch

how after classes children leave a cheerful crowd school. And suddenly I notice among them the upset face of the boy. Right there words of an old song come back to memory: “And all walk with light baggage, and you have a portfolio in a hand with the heavy two in the diary, with the huge two in the diary... And legs trudge hardly, and the head as the head of figure two was hung!“

Each of adults can remember the childhood and youth, to remember what disturbed and concerned him most of all. And honestly to answer itself whether he cried at least once in life, having received a bad mark. I can tell about myself that I cried, and in what a way, having won two two a contract for the fact that the herbarium did not make of representatives of family of krestotsvetny. Some 35 years passed, and it is all the same remembered. And it is interesting if to put all children`s tears concerning bad marks, then what volume they will occupy? All of us naplakat Lake Baikal or still not?

Purposefully watching

the last fifteen years communication of school students and students, listening to their talk among themselves at schools, higher education institutions, in public transport, remembering own school and university days, I came to a conclusion that nearly 99,8 percent of talk of pupils among themselves concern or marks - what put on what there is a hope, or teachers and teachers - who “angry“ and who “kind“ (in sense of estimates). Unfortunately, children and young people almost do not discuss problems and unsolved secrets of the nature, do not build courageous hypotheses concerning the future - only the assessment occupies their mind, it hung a terrible sword of Damocles over children`s souls. Around estimates generally turn as well talk of parents with children.

the Carrot and stick

Sense of a school assessment as some kind of feedback from the teacher to the pupil - to let know

to the last with what quality he performed this or that task. Supporters of this approach, thus, believe that without the put-down mark the pupil does not learn, well or badly it was prepared.

But whether such feedback is so necessary for pupils? Let`s say the school student tells the poem at a board. This time he was not lucky - he, as we know, learned, but forgot and therefore read by heart only a half of a verse. Between the two and the three, we will tell, being people skilled. However, everything depends on the teacher, on his mood and the attitude towards this pupil, on the pupil and on his reputation, well, also on the verse size. Everything is correct, but unless in this case the pupil, as well as all other class, does not see without any estimates that homework is made obviously poor? Sees, of course. So why in this case assessment?

if the pupil told

A the poem completely which - where even tried to read it with expression, but the teacher delivered it the four? The pupil, expecting the five, it is offended. The conflict from - for uncertainty of evaluation criteria is available.

Or other case - the school student hands over written work on check. Let`s say what he does not know with what quality he performed a task. Having received from the teacher a notebook with the marks indicating concrete mistakes he receives detailed feedback, having considered which will be able to modify further the behavior - correctly to write this or that word, it is correct to solve this or that example. Why to it in this case also a mark which has the generalized character and cannot indicate neither mistakes, nor certain advantages of work? If, say, the pupil wants to compare quality executed by it and his neighbor in a task school desk, then he will be able to estimate very easily it by quantity of the marks made red teacher`s ink in the and in others notebook. He will be able to make the same if he wants to compare the present progress and progress last month. Anyway marks are for this purpose not necessary to it.

Turns out that as the feedback tool from the teacher to the pupil the mark does not carry out the function in a due measure. For what it then is necessary?

As function of motivation of the pupil to study, supporters of school estimates will tell. (And, in general, will be right). The negative mark is used as punishment of the careless pupil, and positive - as a fair award. By itself the analogy to a donkey who if behaves badly, is punished a stick and if goes there where it is necessary arises, then award with carrot. Or when zoopsychologists want to develop skill of passing of a labyrinth at a laboratory rat, the success of a rat is supported with a cheese piece, and she receives blow for failure current. A mark of the school student who appeared in this remarkable company, far more humanely supporters of estimates will tell. Earlier instead of estimates at schools corporal punishments were applied.

Progress is available. However whether it seems to you, dear readers that the modern school student or the student deserves different ways and receptions of motivation for effective training in difficult sciences.

So, the mark in this case can act as peculiar “carrot and stick“. Only these incentives are very heavy for mentality of the child.

of the Mark and children

Concentration of children since the earliest years on estimates to the detriment of development of a subject puts in action the mechanism known in psychology as “shift from motive on the purpose“. The estimates received by it act as the main criterion of the identity of the child - at least, he so considers. It, of course, not so, is more important things: moral development, intelligence, actually knowledge and abilities, health, at last, but children`s mind can not always understand these subtleties.

Having become

a success equivalent, the mark turns into a peculiar currency, a certain gold. The child crippled by estimates, being accustomed to appreciate more not contents, and a form, becomes the adult and sees that in big, not school, the world the same bent standards work with a time: money it is often more important, than a way of their earning. Thus, the system of estimation since the childhood corrupts to a shower of the child. You remember how Tom Sawyer exchanged prize-winning coupons (analog of estimates) at the friends and appeared before the surprised school commission the round excellent student. For the sake of estimates school students in real life go on small crimes: secretly put to themselves the fours and the five in the magazine, clean bad marks in diaries.

At the existing system of estimates division of children into castes - “aristocrats - excellent students“, “commoners - middlings“ and “untouchable - lagging behind“, being at the different levels school tables of ranks happens. The tragic element is that this division is often fixed in consciousness of the child and passes into adulthood.

A we know the terrifying statistics of children`s suicides around the world from - for the bad marks received at examinations? At the end of the last century in Japan, for example, it was a vital issue for families where graduates of schools did not get a lowest passing score in higher education institutions.

Grant

, only school psychologists yes doctors possess sufficient information on that how many nervous breakdowns occur at children, especially at the end of a quarter or academic year.

But also positive examples are. Olga Matveeva, the skilled school psychologist, tells that they since already more than 10 years ago at the Moscow school No. 1205 the system of bezotmetochny feedback in elementary grades was introduced (from the first on the fourth), at children significantly decreased and in certain cases such functional frustration as neurotic reactions, tics, twitchings, enuresis almost completely came to naught. Children became quieter, sure of themselves, progress - real, but not otmetochny increased. And it is, fortunately, not a single example.

In increasing frequency in elementary grades to children are not given a mark, and the seniors relieved of need to care for “GPA“ and focused on entering a higher education institution, are anxious less about what at them “leaves in a quarter“ or “in a year“. One colleague told that the son, addressing her, spoke:“ I know a subject, you know what I know, and on marks to me to spit“.

of the Mark and parents

Knows that a problem of education - to help formation of an adult element of the identity of the school student, that is consciousness, responsibility, independence, ability to operate itself. The everyday assessment is from outside perceived by the child (and the adult) as continuous threat to his own self-assessment, his personality.

Remember the known picture of Reshetnikov “The two again!“ . It would be possible to call it “As the inferiority complex is created“. Let`s try to explain its contents, for example, to the alien with whom together we go on art gallery. He will not understand in any way why the boy who came home is represented by such sad.

- you Understand, - we will tell it, - this boy, probably, quite good, but the blockhead decent. He studies just disgustingly, here in what business. It not the first two at it. It already tortured all the marks. Watch how mother worries. There is no father in a picture, he at work. Here it will come in the evening, it will show to the son, will teach his mind - reason!

- It is good that the father will teach him, - the kind alien will tell, - probably, it at school is not really well taught. But why the boy so worries? Failures in the course of development of new knowledge are quite natural, isn`t it? Why his mentor subjects the boy to additional stresses? Unless it should not do so that the doctrine was interesting and joyful?

the Position of parents in relation to school marks of the children has to be whenever possible humane. You your power can enter “a bezotsenochny zone“ at home. Meet the child who is coming back from school by a question not “What you received today?“, and “That was interesting at school what you learned new, useful? Tell, please, me too interestingly!“ .

do not abuse the child for bad marks At all, do not punish him, do not bargain - a pier, you will have in a quarter on mathematics a five, will buy you roller skates.

- And what, me for the two to pat him on a back, perhaps? - some parents will be indignant.

If the child is upset, oppressed

, then it is really possible and it is necessary to pat, calm on the back. And further not to shout, not to punish, and to help. To sit down the head to the head and together with it to read, solve, to learn, to encourage and approve, inspire confidence in the forces. If the abuse and punishments though to somebody in life helped to become cleverer, we have nearly 95% of school students and adults would get the Nobel Prize long ago. It will be very good if you tell the daughter or the son about own difficulties in your childhood at development of this or that subject. It pulls together, you will see. whether

should praise

A for good marks? It is necessary, but not for marks, and for interest in study and to the world. And not so much to praise how many to support the little person and his interest in development of world around. Actually this interest - business quite natural to all children since first days of life, each parent knows it. Our task - not to beat off this interest, and in every possible way to support it and to encourage. If your child that is called “pulls“ a subject, then try to look together with it and that else can be learned, read besides the school program. And if “does not pull“ if feels fear or disgust for a subject, then especially do it. At your disposal a set of fine children`s encyclopedias, books (including audio), remarkable colourful movies about the nature, informative computer programs are an inexhaustible sea of information on the Internet. Your motto, the motto for all family, but not for only one child, has to become: study is cool, interestingly and cheerfully! We study together, always and everywhere, and not just at school. Our textbook is a whole world!

of the Mark and the teacher

It is very difficult for p to give the school student a mark and not to humiliate at the same time human dignity, the famous teacher and the public figure Evgeny Bunimovich considers.

Most of school teachers and high school teachers demonstrate that have a certain stress, giving a bad mark and seeing as the pupil or the student worries. But happens and so that the teacher uses an assessment as a punishment method, he revenges the obstinate pupil by means of a low mark, mischievously puts a fat stake in a notebook.

If marks in their present look would be everywhere liquidated by

, then the teacher would be given an opportunity first of all to learn, to be the assistant, the consultant of pupils, but not punishing or pardoning mentor. It is obvious that we will not be able to take and cancel the existing system of school marks just like that. For a start it would be necessary to retrain teachers to train children so that it was interesting to those.

the Teacher of new generation has to understand and accept

that the school student or the student can study well not for fear to be punished and not to receive in the diary or in the record book treasured figure but because it is interesting to it because he sees real advantage of development of sciences.

But the teacher and now has an instrument of impact on consciousness of the child, and not only krovavo - red color. It is used, however, very seldom. It is about green ink of Shalva Amonashvili, famous humanist and teacher. Even the associative array in this case absolutely another is a color of a green sprout, the color of life and development allowing color of the traffic light. Green ink of Amonashvili noted those places in school works which met with approval, it was the sign - “you are a good fellow“, “so to hold“.

A I remember remarkable lessons of literature at my school thirty years ago when the wise and tactful teacher Tamara Valentinovna Alekseeva put to us pluses for activity at a lesson. Of several pluses then there was a sound mark. At its lessons it was possible without fear to argue, make hypotheses, to defend the opinion.

The more the better

as a transitional compromise measure now the offer on introduction 10 - a mark assessment is. Its radical difference from nowadays existing system is that in it essentially there are no negative marks. Any positive activity of the pupil is positively supported. For example, if you remember only one - two lines from the poem, then get one point, and it is better to speak - one prize-winning point. If solved nearly a half of a task - here to you four, five or even six points. Zero points will be the most unpleasant assessment, thus. That is if earlier the school student, not absolutely confident in what knows on “4“ or on “5“ tried not to raise hands, “not to lean out“ and with relief sighed at the end of a lesson that supposedly carried by, then with new system such tactics will be already silly - you had a chance to score at least couple of points, and you did not use it.

In some countries already exist 10 - and even 100 - mark systems of an assessment of knowledge. Such systems, according to experts, have to remove a psychological barrier of fear at the child before activity manifestation, turn a lesson into fascinating game, into a sort of sports meet in which there are no losers.

Can be noticed, as at such system children will compare the gathered points - it is the truth, from it you will not leave, but the matter is that at multimark system all children will stand on one side, all of them will be on a peculiar podium. Of course, provided that teachers correctly use the new tool and do not divide automatically increased quantity of points in proportion to marks of old system.

- I support expansion of a rating scale, I consider that multimark estimates will allow to differentiate better knowledge of the pupil, than the existing system which turned, in fact, in 3 - mark, - Vera Voronina, the teacher with 20 - a summer experience says. - And in general, the teacher has to remember: giving a mark to the child, you give a mark to yourself.