One girl came to school and was very happy painting, because adored draw. The teacher told the children to draw a tree. A minute later on a sheet of paper appeared sweeping strokes. The teacher went to class and commented on the work of their wards. When she went to Marusya, the girl has almost completed its work. The teacher looked up and asked reproachfully: "Maroussia, do not you know, looks like a tree?" I never have seen purple trees! ". A Maroussia, without hesitation, she exclaimed: "Really?" How I feel for you ... "
What does this parable? Of course, the role of feelings of self-worth.
I hope you understand it well. I also think that any teacher would have a handy experience - it saves people from being able to take their opinions infallible. I wish us all the talent and confidence of small Marousi. It is not insolent - be it so, its aim was to provoke the teacher embarrassment and confusion, and then she recklessly "attacked" a teacher. But Maroussia protected naive and so masterfully. She understands that is entitled to his own imagination, which is no worse than others.
Do you have shown independence and confidence in response to the opinion of others about your "creation"? Why do you answer a friend, admire your dress: "Oh, it's so old ..." Why tell the visitor, who praises your culinary talents that do not know how to cook? This - not modesty. This is - nonsense. If you do not like the dress, why do you wear it? If you do not know how to cook, what serves their other products? Learn from small Marousi.
We constantly put the assessment. It is compulsory on the role of the student. Are we
when we learn, give consent, for someone to have appraised? Can we, the
born, and if this is a fight against windmills? What in general should
live score and what it really is? What is its impact on the perception of their own
value and self-esteem?
"I received the first pair in the first grade reading. For me this" two great hit from his father. Since then I battered by his father after each control, as instruments of punishment were all the more delicious ... "
"In high school I started having problems with concentration. In the second and
third grade, they have intensified. Going to the board, I thought that the teacher called me to humiliate. I saw a teacher of the enemy, felt that he wanted to show my ignorance, but because looking for, what do I do not know, and hit the weak spot. I had a feeling that all teachers want to prove that they know best. I felt humiliated. I was afraid of teachers. "
Evaluation can serve an objective criterion only in certain cases. When the teacher note the time in the race for some distance, he uses a stopwatch, but you can not imagine how different it measures the speed of those to he ... nurtures sympathy or antipathy. Moreover, it does not have to be willful or intentional, though, alas, sometimes happens. Well, when the score becomes the student feedback as information about its current level of knowledge and skills, as well as on progress. In art schools, progress is assessed regularly. The true evaluation should include an analysis of errors that students know their weaknesses and was able to correct them. Regulatory evaluation function should not hinder the activity of the student and encourage her. Dear Teacher Not so important, what mark you set. Important changes that it causes a particular individual. Evaluation - is not a measurement of height and weight; is a subtle process of sending back information, which is designed to stimulate the development of personality.
It should be remembered that the same score, set by two different people, cause they have a different echo. One insanely happy triplet-minus, the other suffers, having "only" four.
EXAMPLES
a high school student was fond of saying that he "cut off the top five," because the high score was his standard.
Pupil and school finds success as satisfactory, because it "threatened" deuce.
If a task is executed in a test 50%, it is a success or failure?
About student of the prestigious Lyceum attempt suicide as a result of voltage after the final control. In the control he had received "satisfactory".
With another student school in the same city, receiving the same score, leaving for a journey abroad - a gift to the happy parents.
No points and points are riveted our attention, and their influence on the behavior of the student. Ironically, when the teachers themselves say they do not notice any reaction from the student, whom they put so many twos ... Let's look at it another way. If some means is not effective, why use it again and again, repeating the senseless attempts? Is not it called fixation? Similarly, the case with the higher grades. They often, generating indifference, exposed, according to the students themselves, "for nothing", or rather for the fact that quick learner performs the task without much effort, and therefore does not make any steps forward in its development.
In the estimation of reflected our need for comparisons. Think about what the essence of the dialogue below:
- Well, as you perform the test?
- Received 80 points, and you?
- I - 75, but the average was only 60.
Every year, many students in any university has the opportunity to see how much the assessment of our intelligence and abilities depends on comparison with others. Students who are in high school were considered "outstanding talent" (as compared with classmates), unpleasantly surprised to find that suddenly became "mediocre". Moreover, half of them were below average compared with their new "exceptionally talented" classmates. Obviously, that has changed is not their intellectual level, and the criteria for comparison. IQ equal to 120, compared with the average is considered high. But in a specially selected group it may be secondary or even lower.
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