This problem is familiar to most parents of hyperactive children — it is difficult for them to sit still, it is difficult to concentrate. To do the lessons, you need a titanic effort. How can you help such a child? Here is a simple and paradoxical method that psychologist Ekaterina Murashova offers in the book “We all come from childhood”.
Fojuinu: aṣalẹ. Mama ṣayẹwo iṣẹ amurele ọmọ naa. Ile-iwe ọla.
"Ṣe o kọ awọn idahun ni awọn apẹẹrẹ wọnyi lati aja?"
"Rara, Mo ṣe."
“But how did you decide if you have five plus three, it turns out four ?!”
“Ah… Emi ko ṣe akiyesi iyẹn…”
"Kini iṣẹ-ṣiṣe naa?"
“Bẹẹni, Emi ko mọ bi a ṣe le yanju rẹ. Jẹ ki a wa papọ.
“Ṣe o ti gbiyanju rara? Tabi wò jade ni ferese ati ki o dun pẹlu ologbo?
“Dajudaju, Mo gbiyanju,” Petya tako pẹlu ibinu. - Igba ọgọrun."
"Ṣifihan nkan ti iwe nibiti o ti kọ awọn ojutu."
“Ati pe Mo gbiyanju ninu ọkan mi…”
"Wakati miiran nigbamii."
“And what did they ask you in English? Why don’t you have anything written down?
"Ko si ohun ti a beere."
“That doesn’t happen. Marya Petrovna specially warned us at the meeting: I give homework at every lesson!
“Ṣugbọn ni akoko yii ko ṣe. Nitori o ní orififo.
"Bawo ni o ṣe jẹ?"
“And her dog ran away for a walk … Such a white one … With a tail …”
«Stop lying to me! screeches the mother. “Since you didn’t write down the task, sit down and do all the tasks for this lesson in a row!”
"Emi kii yoo, a ko beere!"
"Iwọ yoo, Mo sọ!"
“I won’t! — Petya throws the notebook, the textbook flies after. His mother grabs him by the shoulders and shakes him with some kind of almost inarticulate vicious muttering, in which the words “lessons”, “work”, “school”, “janitor” and “your father” are guessed.
Then both cry in different rooms. Then they reconcile. The next day, everything is repeated all over again.
Ọmọ naa ko fẹ lati kawe
O fẹrẹ to idamẹrin awọn alabara mi wa si mi pẹlu iṣoro yii. Ọmọ ti o wa ni awọn ipele kekere ko fẹ lati kawe. Maṣe joko fun awọn ẹkọ. A ko fun ni nkankan rara. Ti, sibẹsibẹ, o joko, o jẹ idamu nigbagbogbo ati pe o ṣe ohun gbogbo ni aṣiṣe. Ọmọ naa lo akoko pupọ ti o buruju lori iṣẹ amurele ati pe ko ni akoko lati rin irin-ajo ati ṣe nkan miiran ti o wulo ati iwunilori.
Eyi ni Circuit ti Mo lo ninu awọn ọran wọnyi.
1. Mo n wo iwe iwosan, o wa tabi nibẹ eyikeyi Neurology. Awọn lẹta PEP (encephalopathy prenatal) tabi nkankan bi iyẹn.
2. Mo ti ri jade lati obi mi ohun ti a ni pẹlu okanjuwa. Separately — in a child: he worries at least a little about mistakes and deuces, or he doesn’t care at all. Separately — from parents: how many times a week they tell the child that studying is his job, who and how he should become thanks to responsible homework.
3. Mo beere ni kikun, ti o jẹ lodidi ati bi for this accomplishment. Believe it or not, but in those families where everything is left to chance, there are usually no problems with lessons. Although, of course, there are others.
4. Mo ṣe alaye fun awọn obiwhat exactly they (and teachers) need for a primary school student to prepare lessons. He doesn’t need it himself. Generally. He would play better.
The adult motivation “I have to do something uninteresting now, so that later, a few years later…” appears in children no earlier than 15 years old.
Children’s motivation «I want to be good, so that my mother / Marya Petrovna would praise» usually exhausts itself by the age of 9-10. Sometimes, if it is very exploited, earlier.
Kin ki nse?
A ikẹkọ ife. If the corresponding neurological letters were found in the card, it means that the child’s own volitional mechanisms are slightly (or even strongly) weakened. The parent will have to “hang” over him for a while.
Sometimes it’s enough just to keep your hand on the child’s head, on the top of his head — and in this position he will successfully complete all tasks (usually small ones) in 20 minutes.
But one should not hope that he will write them all down at school. It is better to immediately start an alternative channel of information. You yourself know what your child was asked — and good.
Awọn ilana atinuwa nilo lati ni idagbasoke ati ikẹkọ, bibẹẹkọ wọn kii yoo ṣiṣẹ. Nitorinaa, nigbagbogbo - fun apẹẹrẹ, lẹẹkan ni oṣu - o yẹ ki o “ra-ra” diẹ pẹlu awọn ọrọ wọnyi: “Oh, ọmọ mi (ọmọbinrin mi)! Boya o ti di alagbara ati ọlọgbọn ti o le tun ṣe adaṣe naa funrararẹ? Ṣe o le dide fun ile-iwe funrararẹ? .. Ṣe o le yanju ọwọn ti awọn apẹẹrẹ?
If it didn’t work out: “Well, not yet powerful enough. Let’s try again in a month.» If it worked out — cheers!
A n ṣe idanwo kan. If there are no alarming letters in the medical record and the child seems to be ambitious, you can conduct an experiment.
“Crawling away” is much more essential than described in the previous paragraph, and letting the child “weigh” on the scales of being: “What can I myself?” If he picks up twos and is late for school a couple of times, it’s okay.
What’s important here? This is an experiment. Not vengeful: “Now I’ll show you what you are without me! ..”, but friendly: “But let’s see …”
No one scolds a child for anything, but the slightest success is encouraged and secured for him: “Excellent, it turns out that I don’t need to stand over you anymore! That was my fault. But how glad I am that everything turned out!
It must be remembered: no theoretical «agreements» with younger students work, only practice.
Nwa fun yiyan. If a child has neither medical letters nor ambition, for the time being the school should be left to drag on as it is and look for a resource outside — what the child is interested in and what he succeeds in. There is something for everyone. The school will also benefit from these bounties — from a competent increase in self-esteem, all children become a little more responsible.
A yipada eto. If the child has letters, and the parents have ambition: “The courtyard school is not for us, only a gymnasium with enhanced mathematics!”, We leave the child alone and work with parents.
Idanwo ti a dabaa nipasẹ ọmọkunrin 13 ọdun kan
The experiment was proposed by the boy Vasily. Lasts 2 weeks. Everyone is ready for the fact that the child, perhaps, will not do homework during this time. None, never.
With little ones, you can even come to an agreement with the teacher: the psychologist recommended an experiment in order to improve the situation in the family, then we’ll work it out, pull it up, we’ll do it, don’t worry, Marya Petrovna. But put deuces, of course.
What’s at home? The child sits down for lessons, knowing in advance that they WILL NOT be done. Such an agreement. Get books, notebooks, a pen, pencils, a notepad for drafts … What else do you need for work? ..
Spread everything. But it is precisely TO DO LESSONS — it is not necessary at all. And this is known in advance. WILL NOT do it.
But if you suddenly want to, then you can, of course, do something a little bit. But it is completely optional and even undesirable. I completed all the preparatory steps, sat at the table for 10 seconds and went, let’s say, to play with the cat.
And what, it turns out, I have already done all the lessons ?! And there isn’t much time yet? And no one forced me?
Lẹhinna, nigbati awọn ere pẹlu ologbo ba pari, o le lọ si tabili lẹẹkansi. Wo ohun ti a beere. Wa boya nkan ko ba gbasilẹ. Ṣii iwe ajako ati iwe ẹkọ si oju-iwe ti o tọ. Wa awọn ọtun idaraya . Ki o si MA ṢE NKANKAN lẹẹkansi. O dara, ti o ba rii nkan ti o rọrun lẹsẹkẹsẹ ti o le kọ ẹkọ, kọ, yanju tabi tẹnumọ ni iṣẹju kan, lẹhinna o yoo ṣe. Ati pe ti o ba mu isare ati pe ko da duro, lẹhinna nkan miiran… Ṣugbọn o dara lati fi silẹ fun ọna kẹta.
Nitootọ gbimọ lati jade lọ lati jẹun. Ati pe kii ṣe awọn ẹkọ… Ṣugbọn iṣẹ-ṣiṣe yii ko ṣiṣẹ… Daradara, ni bayi Emi yoo wo ojutu GDZ… Ah, nitorinaa iyẹn ni ohun ti o ṣẹlẹ! Bawo ni MO ṣe ko gboju nkan kan! .. Ati nisisiyi kini — English nikan ni o kù? Rara, KO NI lati ṣee ṣe ni bayi. Lẹhinna. Nigbawo nigbamii? O dara, ni bayi Emi yoo kan pe Lenka… Kilode, lakoko ti Mo n ba Lenka sọrọ, Gẹẹsi aṣiwere yii wa sinu ori mi?
And what, it turns out, I have already done all the lessons ?! And there isn’t much time yet? And no one forced me? Oh yes I am, well done! Mom did not even believe that I was already done! And then I looked, checked and so delighted!
This is the hodgepodge that the boys and girls from the 2nd to the 10th grade who reported on the results of the experiment presented to me.
From the fourth «approach to the projectile» almost everyone did their homework. Many — earlier, especially small ones.