Rus Articles Journal

Relation to estimates of

School marks: for or against?

the System of estimation of knowledge at the majority of our schools does not change many years. Our children get the same points, as we in due time, and their grandfathers - great-grandfathers.

Yes, our perception and reactions are in many respects individual. And still any child - from the poor student to the excellent student - school marks keep if not in fear, then in constant tension. Also we create this tension mostly, parents.

Psychologists asked the same question to pupils of the most different age, teachers and parents: Whether “You consider necessary to change the system of estimation existing at school?“ The most ready to changes were our teachers (such nearly 90 percent from respondents). Least of all those who would like changes, - among the answering fathers and mothers.

can be

of the Reason of such conservatism different. It is not excluded that for some parents the school assessment is a convenient instrument of management of the child. Brought the five - receive an award; a bad note - you will not receive my attention, I will not take in a trip, I will not give pocket money (the list can be continued).

Interesting fact: it is offered to teachers not to put down the instruction of the Ministry of Education to first graders a mark neither in a notebook, nor in diaries, nor in the cool magazine. It during the whole first year of training. And still most of teachers does it, despite bans. Why? In response to requests or requirements of parents. Though there are also other ways to learn how the child masters the doctrine. To just many fathers and mothers it is so simpler.

How to react to estimates?

Some adults perceive a mark as supervalue and inspire this reverent attitude in the children. The son or the daughter live with feeling that everything depends on their school estimates: approval of adults, success at peers, future career, vital success in general. As a result - constant alarm, fear not to cope with responsibility, to look in the opinion of schoolmates bad, to lose an arrangement of parents.

If the only purpose - receiving an appreciation, it leads to overloads, deprives of the child of many pleasures of life: communication with peers, free choice of hobbies (and entertainments). From here nearby to neurosis, apathy, even depressions.

If you see that the child is very anxious with the school marks, try two options of the help. Explain

  1. to it that it will face estimates everywhere and always, and not just in school life. However it is impossible that they completely defined mood, a state and idea of themselves. Convince the son or the daughter that you appreciate them irrespective of their educational progress.
  2. Help to seize missing school skills, to organize house occupations, to develop attention and memory. Expand a circle of his (her) interests and opportunities.

Reflect as far as your requirements and expectations correspond to the child`s opportunities. Do not focus it on continuous achievements in school. Help to allocate better those objects in which it is quite capable to be highly appreciated. And at all not necessarily it have to be the five. A mark maximum for each child the. At one it is the four, and at another - the three. It is important not to compare the school student to other children, and it is better to show him as he grew up, developed in comparison with by itself former.

Not all school students would like

that marks disappeared from their life at all. For some physically and mentally healthy children aimed at leadership, it and incentive to success and an award for progress. At such school students the aspiration to the best result, of course, should be encouraged.

the opposite relation to a mark Occurs at children also. It seems that they do not attach significance to the educational progress at all. It can look as lack of commitment, desire to overcome difficulties. But they are deeply capable to worry from - for failures in sport, some area of art or in communication with peers. They need to help to reveal in hobbies, to learn to set exactly here the purposes and to try to obtain success.

That is estimated: knowledge or result?

We already said that think of relativity of estimates now and at the school - a source of alarms. Many teachers understand: it is important to estimate not only result, but also efforts spent by the child. Perhaps, over time instead of estimates on five-point system the pupil will see in a notebook or in the diary of definition: “Very much tried!“ or “It is unusually hardworking!“ . Perhaps, for examination will use standard tests in objects with estimates of hundred-mark system, as at the Canadian and American schools. Or in general will cancel estimates, as at the Swedish schools. Of course, it is still a long way off. But you can help the child already now. - Let the child know
: the school assessment is just the tool for measurement of your level of knowledge or skills in a certain area of a concrete subject. It shows as far as you already progressed in studying and how many still it is possible to make. She does not estimate you as the personality, and my love to you does not depend on a school mark. Not it defines your future vital progress and failures, and your ability to set before itself the purposes and to study on mistakes.
- Try to obtain fuller information on system of estimation at that school where your son or the daughter studies. Recognize criteria of exposure of an assessment for different types of works (homeworks, oral answers at lessons, various test works, answers at examinations) by the interesting objects. All this has to be presented in normative documents, and you have full authority to study these documents. For example, for what quantity of mistakes in a dictation this or that mark how many problems in examination are enough to solve for a satisfactory assessment etc. of
is exposed - Can happen so that to you or your child the mark given by the teacher seems unfair. Try to find a constructive way out. It is not excluded that in a concrete case it is worth “standing up for the rights“. But it should not become for you and your school student end in itself. It is desirable that he studied “on - to the adult“ to resolve these issues with the teacher.

One of perennial springs of low marks at our pupils - problems with Russian, low literacy. And often the prime cause - in specific speech violations at the child.

Gradually the situation of chronic failure beats off any desire to be engaged in this subject. Speech violations occur at children rather often. One of them - violation of written language, a so-called dizgrafiya.

Such pupils do to

a huge number of mistakes in written works. And according to the nonspecialist they can be ridiculous and inexplicable. Such children need regular and long jobs with the logopedist. Usually it is not necessary to wait for fast shifts.

And so, not all parents know that it is authorized to estimate such children differentially. Estimates on Russian to them decrease only for mistakes from - for ignorances of rules. Existence of purely speech mistakes should not influence a mark. If your child has similar problems, take the conclusion after consultation from the logopedist and try to agree with the teacher of Russian.

Excellent students and honors pupils

I at excellent students are problems. Their relations with other children, and then and adult private life develop, as a rule, far not cloudlessly. Especially it concerns girls - honors pupils. In general it is more of them, than excellent students - boys. Of course, problems in communication periodically arise at any child. But at honors pupils nevertheless a little more often than at other children.


The matter is that such girls, despite objective progress and continuous approval of adults, quite often have a low self-assessment and are not sure of themselves. Perhaps, they also make so many efforts in study to be approved in own eyes and in the opinion of people around.

For the time being, thanks to diligence and diligence, them manages it. In parents and teachers of alarm they, naturally, do not cause. But it appears, in adulthood obedience and sense of duty not always bring success and happiness. Habitual encouragement in the childhood for obedience does not allow to develop to the child`s initiative. It will be difficult for it to master ability to direct - at least himself. It is not excluded that someone less capable and hardworking, but more initiative will succeed in life rather.

Are frequent

at the former honors pupils and difficulty in the relations with an opposite sex. On the one hand, they hope to raise the self-assessment by means of these relations. With another, - having got used to meet approval of people around from - for progress in study, believe that this approval will automatically provide them achievements and in other spheres of life.

Of course, the low self-assessment is peculiar to not all honors pupils. But in that case they also do not strive for ideal results in everything. Dare to receive sometimes the fours, not too being upset that it can damage them to image. Their life develops better, than at round honors pupils. Self-confidence, a steady positive self-assessment, activity and initiative have bigger value for happiness, than natural abilities and diligence.

to Parents with the excellent students usually easily, especially with those who did not reach teenage age yet. It is pleasant to have the child who reads much, reflects, it is constantly busy, to something aspires, tries to obtain superiority in many respects... But often it has no close friends and girlfriends. Sometimes because of big employment (additional classes, numerous interests). Sometimes for the reason that to the intellectual it is uninteresting to communicate with peers (“About what with them to speak - about rags?.“ ).

Though quite often excellent students possess high self-sufficiency and are not weighed upon the special situation, over time the situation can change. Educational achievements are already not so important for success in group of teenagers as earlier, at elementary school. For the teenager the main thing - communication with peers, feeling of the belonging to some group, confidence in the appeal to an opposite sex.

If you feel that your child has similar problems, suggest it to take some steps for rapprochement with group, important for it. Create conditions for meetings with peers at home. Help to understand and estimate the dignity of those girls or boys who are unlike it or it. It is necessary to have experience of communication with the most different people. And on the other hand, it is important that there was an opportunity to communicate also with the peers having similar interests and rather high intellectual level. For certain such will be in the circle of your acquaintances and friends.