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It follows from this that if we punish the child because of own impatience or bad mood, and also because of the rage attacks finding on us, we improve the health a little, but from the point of view of educational our behavior not only disperses from the purpose, but also does harm. The child suffers for about a minute, maybe, and cries, apologizes, but about justice it does not keep within his concepts, and he does not feel for himself necessary sense of guilt, there is also no simplification and a lesson on the future.

"S.'s pupil came to a lesson in a condition of extreme excitement (on change was fights. He continues something to speak to the companion, throws through all class a on the last school desk, then something shouts to the pupil sitting in other row.

Encouragement and punishments — it is set of means of regulation of the relations, the maintenance of a pedagogical situation in which these relations have to be considerably and are quickly changed. The main sign on which we consider to give classification of types and forms of encouragement of N of punishment, the way of stimulation and a of activity of children, a way of modification of their relations is. On this sign we allocate types of encouragement and punishment:

The boy from orphanage, comparing richer orphanage with poorly equipped, nevertheless gave preference poor because, according to him, there "the chief will punish us for bad behavior, and the director will intercede for us". At first sight, such behavior of professionals — tutors seems uneducational, inconsistent and even senseless. But in that situation, children perfectly felt that business here not in weakness, and, on the contrary, in attachment to them, and understood that lacked them in other orphanages. Besides, the chief and the director were spouses, and their orphanage, in today's understanding, "the children's home of family type" would be called. And in what family do not intercede for children exactly as at those two tutors in orphanage!

Discussion of a negative act of the pupil can not come to the end with reprimand, and be limited only to the announcement to it the oral remark or registration of a disciplinary diary entry. Such record should not reflect emotional overexcitement of the teacher, and contain only the condemnation expressed in a reserved, official form.

Well you write, you try — the teacher speaks, passing during a lesson of a class and stopping for a minute at one of school desks. In a minute the similar remark is distributed already near other school desk, but here in a voice of the teacher the condemnation note is heard:

Ability of situational moods and states to pass into emotional personal states, to be transformed definitely in consciousness, to influence formation of all qualities of the personality has absolute importance for the analysis of the emotional sphere of use of encouragement and punishments. Best of all it is traced on examples of the pedagogical mistakes connected with situations of encouragement and punishment.

Along with the provided official, at schools also such pedagogically measures of punishment, which application with traditions, features of concrete are used. Such measure as an assignment of additional labor duties ( is used, in particular.

Let's consider the main measures of encouragement in education of children in the beginning. Among the most common measures of individual and collective encouragement it is necessary to call first of all an assignment of honorary duties. Honourable instructions as a measure of encouragement are widely used and in a family. For example, washing of ware after tea can be charged to the child of 5-8 years incidentally, in the form of encouragement.

Removal from a class possibly only in case of obvious, open, demonstrative non-obedience of the pupil to requirements of the teacher when the pupil behaves provocatively, is offensive in relation to the teacher and the companions when the teacher feels that support of public opinion of a class is provided to it. Unfortunately, it is necessary to recognize that in large part cases when this measure is used, its application was not dictated by such rigid need, and was caused by irritation of the teacher, his inability to provide the conflict, sometimes — the tactless address to the pupil.