Why am I having difficulty learning in first grade?



Why am I having difficulty learning in first grade? Well, it would seem - that there is a complex? What is there to teach? Read the poem, write a rod-hook row - that's all the wisdom ... our, adult look. Unfortunately, we quickly forget how to themselves suffered in the first grade with these sticks in notebooks and letters, naughty, receding before his eyes ...

What is happening in the first year with the little man, what is generally expressed in the notorious "failure"?

Psychologists have identified 1,111,112. number of difficulties in teaching first-graders 1,111,113. :

  About 20% of babies пропускают буквы на письме. Происходит это по разным причинам: кто-то плохо концентрирует внимание, а у кого-то низок уровень развития так называемого фонематического слуха and general ability to perceive information "by ear" (which is quite possible to develop).

 Approximately the same number of children always make mistakes on the letter, even though they teach all the rules of 11,111,137. (But can not use them). This is usually caused by problems with development of attention, its volume and concentration as well as short-term memory. This is not fatal, and also adjusted by special exercises.

 Another approximately 17% of students suffer from the fact that catastrophic [i] inattentive and distracted
: They are, in principle, capable and positively related (at least at first) to learn, always something lost, forgotten or confused. And 10 percent of kids constantly overlooked home school supplies - books, notebooks, pencil cases, the form in gymnastics, change of footwear, that is very unorganized. They have a low level of concentration and stability of attention, lack of volitional regulation of behavior, but it is also amenable to psychological treatment.

 Approximately 15% of kids have a specific academic failure due to poor development of logical and abstract thinking - they have big problems with mathematics 11,111,137. .

  13% of children suffer because quite [i]неусидчивы
. Урок длится 45 минут и, несмотря на физкультпаузы и частую смену видов деятельности, такие «шилопопые» детки все равно не имеют сил «высидеть» положенное время, не отвлекаясь самим и не мешая другим. Объясняется это особенностями моторного развития и низким уровнем развития волевой сферы, наиболее сильно страдают такими нарушениями дети с гиперактивностью .

 Approximately the same number of children не способны пересказать текст, прочитанный учителем или самостоятельно, или даже составить связный рассказ по картинке. Причинами этого могут быть слабое развитие логического запоминания, низкий уровень развития речи and imaginative thinking.

 More about the same number of children do not understand the teacher's explanation on the first try (They have all the "chew"): they are either embarrassed to ask and accumulate "gaps" in knowledge, or constantly asks literally every word and hinder the work of the entire class. This is due to the weak concentration, small volume of attention, as well as the inability to "make" themselves to do because of the difficulty and/or uninteresting.

 Approximately 10% of children have a catastrophic «грязные» тетрадки. Они словно не способны «нормально» нарисовать даже самые простые элементы, их буквы кривые и расползаются. И в попытке привести их в порядок эти дети все время что-то подтирают и исправляют, что, конечно, только усугубляет душераздирающее зрелище. Происходит так из-за недоразвития мелкой моторики пальчиков : School age kids are too little painted, sculptured and carved.

 The same kids 11,111,136. difficult to memorize the multiplication table [/i] due to poor mechanical and long-term memory and poor concentration.

 And the same percentage of first formers not able to work independently 11,111,137. - Either in class or at home. There are variations on this theme: the child can not work independently in the classroom, but at home it is done - and vice versa. This is due to varying flow rate of mental processes in children: what is quickly and easily make the choleric and sanguine, the slow "slowpoke" phlegmatic in the classroom does not make it - but at home he is "my take". If, however, the child can not work at home, though, the teacher reviews, it is time to in the classroom - think of the home if he provided the necessary conditions for work (and it is not only a table and chairs, but also comfortable, quiet room for study, normal psychological conditions), or - if you are not too his protector.

 Some children, as they say, 11,111,136. "Do not know how to behave:
They loudly comment on the events in the classroom, teachers' attitudes and evaluation, do not react or react negatively to comments. Usually this is caused by family problems, most often - the transfer of difficult relations with his mother or grandmother on the teacher.

 There is a separate subgroup of children, 11111137 problem. which is [i] weak orientation in space . They have long, almost a few weeks, can not remember the location of his class at school, the location of toilets, canteen, changing rooms - so they often get lost in "broad daylight" and late in Breaks lesson. Some kids even weakly oriented in their own notebooks, and asked the teacher "to withdraw three cells at the top and ten on the left" throws a child into a stupor. This, too, - "domestic heritage": probably, the child was not accustomed to independence, with little or engaged in doing everything "for him."

So, as we see, with the exception of the complexities associated with the physiological characteristics of the child or his existing violations, most school problems still "comes from a family": someone did not teach the rules of behavior, someone took care of too, with someone little involved and have not developed in a child memory, attention, motor control at your fingertips.

 
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