In the role of the child we support primarily to their own parents. And as a student? Of course, we are disciples of a particular class, some schools, pupils and their teachers of their parents. Each of us has his own way to define the requirements for this role, and our subjective response to it may be in varying degrees to meet these requirements. Virtually impossible to simultaneously meet the requirements of the role of the student's parents, teachers and peers. They differ not so much external as hidden content.
The ideal student for the teacher - usually those who do not require attention, extra effort from the teacher. There are, of course, and teachers expect from students living interest, enthusiasm and creativity. And for parents? Often parents want to see the student more independent, but the level of independence is closely connected with the peculiarities of education, vital messages that they send their child. Peer groups also require different: one is mainly focused on competition and success, a measure of relevance and credibility in them are school achievement, while others are anti-social orientation. There are such groups, whose purpose is ... "mere existence" - a group of passive, inactive, unpretentious, together "kill" time.
EXAMPLES
High school teacher discovers a group of students what they would like to learn.
- The answer is given a specific and unanimous. (This indicates a strong group cohesion and awareness of group purposes.)
- The answer is stated after the talks. (This indicates the presence of coalitions and constructive form of conflict resolution.)
- There is no answer, in the group - a quarrel. (This indicates a weak cohesion, the existence of interest groups and the propensity to destructive methods of resolving disputes.)
- The answer is as follows: "And we still. (Here the degree of cohesion may be different, but most often low, the group aims poorly understood or not understood at all; insufficient activity, indifference and
readiness for submission.).
Do you think which group is most stimulating efforts of the teacher?
Considering the problem of the role of the student, to find out the relationship between the expectations of the student and other participants in the learning process. Addressing part of this process (whether student, teacher, parent or member of the group) should be aware of this report.
Exercise 3. The ideal student - who is it?
The purpose of this exercise - to check the correctness of the hypothesis: the definition of the role of the ideal pupil depends on who it is formulated.
Try to establish contact with several people: working teachers, students of adolescence, juniors, a parent of several students of different ages.
Ask them which of the following definition seems to them the most accurate: The ideal student - is:
1) obedient, adversarial, disciplined, binding, diligent;
2) a pleasant, cheerful, helpful, friendly, full of different ideas;
3) independent, responsible, who knew no failures;
4) sweet, gentle, receiving good grades, loved by others.
At the second stage, ask the interviewees to give the appropriate definition (best with verbs) activity student. To help offer them the following list, from which they can select the necessary definitions:
hard work, something seems to open, repeated listening, speaking, fun, smiles, nods his head, borrows, answers, prompts, gives written off, know how, learn, perform tasks, agrees, acting, develops, counsels, develops skills ...
Hypothesis was confirmed or refuted answers your interlocutors her? Think about the interpretation of the material. Talk about this topic with a fellow traveler.
And what about the motivation to learn?
We want to or are forced to learn? What do you think about this psychology? When we are able to learn for the sake of the joy of development? Motivation for learning can occur on the basis of needs:
1) achievements (the desire for a positive image of his "I";
2) recognition (the desire to attract the attention of the teacher and get from him a positive assessment of their actions);
3) in affiliation (the desire to make a nice teacher, to get his approval).
Need for achievement is directly linked to an active search for sources of self-evaluation, where the measure of our value are valued around the results of our actions. The need for recognition realizes the same goal indirectly - we can feel better, valuable, meaningful, meaningful only if the person will appreciate us in this way. We value ourselves as much as we value our teachers. In meeting the requirements of affiliation have generally not interested in the process of teaching, we learn for the favorite teacher ... And if it does not become, we, alas, can not distinguish between the desire to give pleasure to others by the desire to obtain knowledge in the future it will be difficult to separate itself from the our work, "for whom" we do it.
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