I already want to eat, and I’m also bored, but we sat out again
But, at the very least, the ship of Russian education somehow floats on these thin sails. Worse or better it turns out every year – let our dear readers judge this.
But is it possible in this way to form an innovative youth cohort that will make a leap in the country’s development, the very leap that the president is pushing against in his election promises? This is a purely rhetorical question and does not need to be answered. But we will give: in its current form, our education is not able to prepare an active, innovative youth cohort, since it is based on principles that not only suppress the motivation of schoolchildren, but, moreover, systematically prepares them to be procrastinators, and this scourge – procrastination – will haunt them throughout life.
Procrastination (from the English “delay”, “postponement”) is a fairly new word in the Russian language, but a very old and well-known phenomenon to all of us. In psychology, procrastination is defined as “the individual’s tendency to postpone important things, to avoid solving problems, fulfilling their obligations, replacing them with abstract affairs.” In practical life, we constantly postpone for the future the implementation of important matters, the solution of serious problems, replacing them with frivolous activities and entertainment. For example, if you are an office worker, you often had coffee breaks when you had to work actively. And if not an office one, then they probably participated in a “smoke break”, which could drag on for a long time. We constantly postpone unpleasant, but important things that must be done – completing work on time, carrying out maintenance and preventive repairs, filing declarations and reports, filling out magazines … In the customs of Russians there is a so-called “Russian maybe” – well, remember, for which hoped pop-oat brow from Pushkin’s poetic tale. And remember how bad it ended!
The entire current structure https://123helpme.me/hero-essay-example/ of the Russian school, the entire organization of the school is a continuous upbringing of future procrastinators from our children.
Take, for example, our typical 45 minute frontal lesson. Remember how, when the teacher goes to the questioning and calls to the blackboard, the children together dull their eyes and start frantically looking for something in a notebook or textbook. “If only it would carry, if only they would not call!” – this is their main desire at such moments. But the lesson is short, and the survey cannot be conducted for more than 10-15 minutes. Therefore, most often, after the teacher has ceased to call, for the majority there comes a joyful pause, and from the fullness of the emotions they are experiencing, you can hit your neighbor’s side with your fist or pull the girl sitting in front by the pigtail. This is how children gradually develop and consolidate the skill – not to listen to the teacher, not to complete assignments. True, you will have to worry for a couple of minutes, but then there will immediately be a sea of positive emotions.
But what if the teacher doesn’t ask, but announces independent work? Do I need to tackle it? Of course not! How could such a thing come to mind! After all, just tune in, figure out what you need to do, then – dzin – dzin – call! And already a change, and in the next lesson everything will be repeated again.
And if not independent work, then … The first lesson is mathematics … I want to sleep, it’s boring, we somehow sat out. The second lesson is Russian. I already want to eat, and it’s also boring, but we sat out again. Then something else … And so we somehow sat out all day and went home to do something interesting, for example, play computer games …
And homework? … Should I do them or not? What a strange question! Of course not! The teacher is not able to check every homework assignment. But it’s better to play it safe – ask the class in which this lesson was before yours, if the teacher asked if he checked homework. And if asked or checked, then urgently, right at the break, to write off in a notebook. After all, in the class, of course, there is at least one nerd who does all the tasks. The classroom itself will take care of the presence of such a nerd, because without him the picture of academic performance in the class will be complete darkness.
Now about cheating and tips. Of course, cheating and hints are one of the main foundations of the Russian school. Why, really, if you are doing frontal, common work (or even with options) to suffer, rack your brains, if you can write off everything? And why study paragraphs of a textbook if they can tell you this? After all, all this is done for the sake of grades, and grades are such a thing that you can whine to the teacher, ask him not to give a bad grade, give him a rewrite of the work. Maybe mom would come to school and ask for good grades. Why, really, suffer?
Here, approximately, in this logic and psychology, according to my observations, the majority of schoolchildren of the Russian school exist. Note to my overly picky readers, who will think that I vilify the world’s best Russian school and all of its wonderful teachers and even more wonderful students. I do not write that such a picture is for all students without exception, in all classes, in all schools of Russia. There are, of course, positive examples, but, unfortunately, the picture I am describing is quite massive and widespread. I ask the readers of the article, for the sake of objectivity, to respond in the comments that they have met or never met such a thing. It will turn out to be almost a real case study.
The main hypothesis is this: the school has created a practice of substitution of values, imitation, in which the natural desire of children for knowledge, the desire to learn is replaced by formal and unfair marks, which become the goal of learning.
The constant schedule of lessons, their stable set deprives children of the opportunity to choose what they like and more interesting, makes them constantly “sit out”, wait out the boring and uninteresting. During the lesson, the student cannot choose classes, they all have to do the same, what the teacher offers them, without thinking about the meaning and benefits of these classes. More precisely, all students understand that the tasks they perform have no meaning, except for educational, training. Primary school students can somehow put up with this, but for adolescents who already really feel like adults, completing meaningless educational tasks is like a sharp knife.
And, of course, the understanding that you can only pretend that you have come to the lesson, but in fact do not do any homework, or classwork, flickering activities that you do not have time to focus on – this is a direct preparation for procrastination and imitation of activities throughout life.
Already, accidents and man-made disasters of various levels have become more frequent. Every day, there is a fire, an explosion, an accident in a transport or a power plant, or even the fall of a space rocket. What is behind most of these incidents? Human factor. Elementary irresponsibility or laxity, illiteracy, unprofessionalism and just the habit of relying on “maybe”.
In Soviet times, the shortcomings of the organization of school life were compensated by activities within the framework of public organizations – Oktyabryat, Pioneer, Komsomol, which educated moral and ethical principles and nominated people who had passed the test. But now they are not there and they are not supposed to be, and the modern schoolchild, except for patriotic slogans, in the course of training does not receive any moral lessons and moral principles. Now the so-called “technocrats” are being promoted, that is, people who do not have serious social experience and practice behind their souls.
So it turns out that with the current state of the Russian school, it is releasing a future generation to whom it will be frankly scary, if not completely hopeless, to entrust the fate of the Motherland.
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The lack of conditions for inclusive education in an educational institution is not a reason for refusing to teach parents of a child with disabilities, said Daniya Akhmetova, professor at Kazan Innovation University, during the All-Russian Scientific and Practical Conference on Inclusive Education. According to her, inclusion is when children with disabilities “dissolve” among their peers in society. Meanwhile, teachers speak louder and louder about their unwillingness to take a special child into the class, citing the lack of special conditions and special training. Increasingly, parents of ordinary children do not want children with special educational needs to be in class with their children. We collected comments from different people about their view of inclusion, and here’s what we got.
How educators see inclusion
Inclusiveness is the first nail in the coffin of Russian education