Child and school: how to instill a desire to learn. Why did your child lose interest in learning?

You can often hear from modern children that they do not want and do not like to go to school and study, and not only from those who study poorly, but also from good and excellent students. It is not surprising that parents very often ask themselves the question “How to motivate a child to study?”

The question of who should create the right motivation for the child is complex. Someone thinks that teachers should do this, someone - that a school psychologist, a third opinion - parents should instill in children a love of learning, there are those who do not attach importance to whether the child wants or does not want to study - “We must !

Loving, attentive and caring parents rarely ask the question “Who should motivate?”, More often it is the question “How to motivate a child?”. And this is not always easy to do.

Motivation- motivation to action. motive- this is an image of a material or ideal object that "directs" a person's actions on itself, that is, it forms motivation.

Motivation can be:

external(due to external circumstantial, not related to the motive) or internal(associated with the content of the motive);
positive(if the motivational stimulus is positive) or negative(if the stimulus is negative).

Not all preschoolers and schoolchildren have to be motivated and instilled with a love of learning, there are inquisitive children from nature.

These children love to read books and watch educational programs. This curiosity in them needs to be supported and nurtured, but at the same time, make sure that the child not only learns, but also plays outdoor games, communicates with peers, and relaxes.

Studying in its classical form (at the desk, reading textbooks and solving problems in a notebook) most often loses in competition with games on the computer or walks in the entertainment center. And not only because the children are not diligent students, but also because of the special organization of the educational process. Not every teacher tries to make lessons interesting, creative and bright.

They don't like to study too active, enterprising, not accepting authorities, creative, advancing or vice versa children lagging behind in development, and those who are simply spoiled.

It is possible to create the right motivation in a child only instilled in him a love of knowledge. Such motivation is intrinsic and positive. This type of motivation also includes:

pleasure from the process of learning,
striving for success
positive communication with classmates and teachers,
understanding of the need for learning for life.

But some parents resort to negative and/or extrinsic motivation:

over-importance of marks,
study is a forced duty,
material or other reward for good study,
avoiding punishment for bad grades,
prestige, leadership and other positions "above" in the class.

Tricks, promises, deceit, intimidation, and even physical punishment are used to form this kind of motivation.

It cannot be said that tricks like “If you study well, we will buy you a tablet” or “Study well, otherwise you will get from me!” Do not work. They work, but obviously not for the benefit of the child: he begins to study more diligently, but not because he wants to, not of his own free will, but with the goal of bringing a good mark in order to get a “prize” or avoid punishment.

In the first case, the child learns to manipulate people for his own benefit and to value material goods above spiritual ones, in the second case, an attitude is formed to avoid failures and increased anxiety.

Reasons for not wanting to study

It is necessary to motivate both preschoolers, preparing them for school, and children who are already studying, since they periodically experience a loss of interest in learning. There is an opinion that high school students should already be able to create the right motivation for themselves. Of course, a teenager is capable of this, but the participation and support of parents is also important for him.

Most often motivation disappears after lengthy summer holidays when the child is sick or overtired, but there are other reasons.

The most common the reasons why the child does not want to study:

communication difficulties or conflicts in the classroom, with children from other classes, with teachers;
the priority of the child is an alternative occupation (hobby, hobby, additional education);
indifference of parents (do not help the child with lessons, are not interested in school life);
overprotection of parents (they do homework for the child and require a full report on how the day went at school).

The above reasons can be classified as external factors . Eliminate they can be done by performing some active actions or deeds:

If the child is afraid of the teacher because he is too strict or for some reason lowers his grades, a conversation with this teacher or with the director will be required.
If there is a conflict with classmates, it will have to be resolved peacefully or the child will be transferred to another school.
If the problem is in extracurricular hobbies, you need to figure out what kind they are. It's one thing to skip classes, lingering at an art school, and another to play computer "shooters" for hours.
If the problem is in the behavior of parents, you need to either learn to pay more attention to the child, or vice versa, give him more freedom and independence.

In addition to external, there are internal causes loss of interest in studies:

fears,
complexes,
psychological trauma,
lack of self-esteem,
thinking errors,
"forbidden" feelings and so on.

For example, there are children who have a prejudice against learning: studying is a meaningless activity, the knowledge gained at school will not be useful in life. With such an attitude, even the most flexible, inquisitive, diligent student can lose interest in learning.

The situation is even deeper. For example, if a misfortune happened in the family, and the child was at school at that time, he has a fear that this will happen again.

The internal reason for the reluctance to learn can be established in a confidential conversation. The child himself will call her, the main thing is not to miss this moment.

If the reason for the child’s unwillingness to learn deep inside is fueled by fears and negative attitudes, you should seek advice from school or child psychologist.

Few people know, but the motivation for learning, that is, the acquisition of new knowledge and skills, is inherent in people. genetically. Man in antiquity, learning something new, sincerely rejoiced this. And today, as in ancient times, when it is possible to solve a complex problem or find an answer to an exciting question, hormones of happiness are released into the body.

Dependence on the joy of knowledge can become so strong that it becomes akin to a drug addiction. Why do few people strive for such a “useful drug” as study?

Children who go to school because "I have to!" and study “for show”, they do not have the goal of learning something, therefore they are not happy with the results of training. Motivated child happy to learn, so will achieve great success while maintaining a lively interest.

Children love the items they interesting that they want to know. Such classes are expected, and they fly by in one second. On the unloved activities account for miss, and time, unfortunately, drags on slowly.

Hence the first recommendation for parents: in order to increase the motivation of the child, he needs to explain that all items are useful in life, even the most uninteresting and unloved. Words are better supported by examples from life. For example, to tell a child who does not want to learn physics that knowledge of its laws has saved people's lives more than once and give an example.

Second recommendation: reduce the importance of grades. Grades are not important, but knowledge is. The child must understand this, but at the same time remember - it is impossible to know everything. Therefore, no matter what grades the child receives, and no matter how much knowledge he manages to learn, the main thing is not this, but whether he tries or not.

For a child to want to learn, notice and celebrate any, even the most insignificant successes and achievements. This is the third recommendation for parents. So you can not only stimulate the child to strive for knowledge, but also to discover or develop talents in him.

Scolding for bad grades or for the fact that a student is not given any subject is pointless, this will not make him better at learning, but self-confidence and that his parents love him will decrease.

Fourth recommendation: support comfortable psychological atmosphere in the family. Children are very sensitive. They don't know much, but they feel everything. The child feels that there is discord between the parents, even if they do not swear in front of him. What to say about high-profile quarrels and scandals! Not less than a difficult situation when conflicts arise between the child himself and one of the parents or the whole family. When there are problems in the family, the child is not up to school.

Never do not compare the child with other children, to know and respect its features - the fifth recommendation. What is more important: the justified hopes of the parents or the happiness of the child, his self-confidence, health? The student grows up as a psychologically prosperous person, he develops an adequate self-esteem, when he knows that his parents accept him the way he is and love him, then he strives to become even better.

To create positive intrinsic motivation to study at a preschooler, you need to instill in him a love of knowledge in advance. School preparation classes should take place in game form: include games, dances, competitions, warm-ups, modeling, drawing, a fairy tale, experiments and many other techniques and techniques that make the learning process fascinating.

For motivation diagnostics psychologists have developed several methods for preschoolers and schoolchildren that you can use on your own. For example: Luskanova’s school motivation questionnaire, Bayer’s methodology for determining the leading motives of teaching, the test “Motivational readiness for schooling» Wenger and others.

If you want to study the topic of learning motivation in more depth, we recommend that you study the literature:

Sh. Akhmadullin, D. Sharafieva “Children's motivation. How to motivate a child to study
E. Galinsky “I myself! Or how to motivate a child to succeed”
J. Dirksen “The art of teaching. How to make any training fun and effective”
N. Titova “How to motivate with one word. 50 NLP tricks”
A. Verbitsky, N. Bakshaeva “Psychology of student motivation”
L. Peterson, Yu. Agapov “Motivation and self-determination in educational activity” (for teachers and psychologists)
V. Koroleva “Style of pedagogical activity and motivation of younger schoolchildren” (for teachers and psychologists)

Why

your child

lost interest in learning?

Dear parents of first graders! The question of the educational motivation of schoolchildren worries many of you. Your concern is understandable. After all, how much a child from the very beginning of his educational activity will be interested in obtaining new knowledge depends on his success and self-realization in his future adult life. In today's article, we will talk about the reasons that can cause a loss of interest in studying.

So, reason one- the child is accustomed only to the playful form of classes. It is difficult for a first-grader to master a compulsory subject if its study is not as interesting as he would like. Many students tend to get real pleasure from doing a subject on which they are completely focused. Otherwise, the interest in school among such students noticeably fades already at the initial stage of education. It ends with the fact that a naturally inquisitive and capable child falls into the category of C students for a long time.

Reason two- individual characteristics of the child's psyche. It is widely known that children (and adults) are divided into "left hemisphere" and "right hemisphere". Left-brain dominant children prefer step-by-step analysis of the knowledge they gain, which must be done sequentially. They successfully cope with the study of material that comes in small portions, their attention is focused on the details, which only gradually add up to a holistic view of the subject of study. Difficulties for these children arise when an adult requires a quick understanding of the main meaning of the text read, a general idea of the problem being solved. Children with a dominant right hemisphere of the brain are characterized by synthesizing separate pieces of information that come at the same time. These children easily comprehend scientific, mathematical, humanitarian principles, but sometimes it is difficult for them to restore the course of their reasoning, they lose during test work, as they have difficulty in consistently describing what they “grabbed” quickly and holistically. If they want to get a good grade, then they just have to "cram". Very often they are insecure, despite the pronounced ability to figuratively represent information about the surrounding reality. Thus, if the teacher does not take into account the way in which the student processes information, the latter may lose interest in learning.

Reason three- individual characteristics of the child's personality. The nervous system of each student reacts differently to the problem of solving the problem. Active and impulsive children seek a quick solution. They reach out and try to answer the teacher's question without even listening to the end. Even if they answer incorrectly, teachers praise them for taking an active part in the lesson. Phlegmatic and melancholy people, rather, will not shout out the solution of the problem that instantly came to mind, they will slowly, quietly and calmly come to the correct answer to the question. But most teachers are impressed by the more active students, whom they constantly praise. However, if phlegmatic children are usually calm about the fact that someone is ahead of them, then melancholic children lose confidence that they will ever be able to do everything quickly, like a choleric, and accurately, as such a child wants. As a result of the emerging competition in children with a weak type nervous system self-esteem decreases.

Reason four- Peculiarities of raising a child in a family. If parents impose strict requirements on the behavior of a preschooler (especially under three years old), then at school such a student perceives the situations in which the teacher puts him as data, does not try to find his own way of solving problems, waits for leading questions, being afraid to go beyond the given situation . And children who are independent in learning try to interpret any situation in their own way, they like problematic and creative tasks. An adult can focus only on the passive or only on the active part of the children, which can also cause a loss of interest in school.

Reason heel I - a child may not be satisfied with the organization of the learning environment, ranging from too many (or few) classmates to the artistic elements of class design.
We talked about the main reasons that can provoke a loss of interest in learning in a first grader. But this is far from a complete list. Your child may have other reasons. Therefore, each specific case should be studied by the psychologist and teacher of the school. Do not delay your visit to the specialists. You can't do without their help.

understand and help

Sometimes it all starts with seemingly insignificant things that parents do not pay attention to. This may be a slow pace of work, and difficulties in remembering letters, and inability to concentrate. Something is attributed to age - they say, not used to it, small; something - for education; something - on unwillingness. This misses a very important point. beginning of difficulties. While they are relatively easy to detect, they can be corrected quite easily and without consequences, one difficulty does not yet entail another, a third ... It is at this moment that parents should not only be especially attentive, but also ready to lend a helping hand to the child, support him . The later you pay attention to school difficulties, the more indifferent you will be to the failures of the child, the harder it will be to break their vicious circle. Constant failures discourage the child so much that difficulties “creep” from one really difficult subject, which is poorly given, to all the others.

We pay special attention to the difficulties of teaching writing and reading precisely because they begin a serious lag in the child, loss of interest in learning and self-confidence. If at the same time the teacher is punished - a deuce ( approx. - we only start grading in the second grade) and parents (by censure or harsher measures), then the desire to learn disappears for a long time, and sometimes forever. The child gives up: he begins to consider himself helpless, incapable, and all efforts are useless. Loses interest, which means that the gap deepens. Psychological research showed that learning outcomes depend not only on whether a person is able or not able to solve the problem assigned to him, but also on how confident he is that he can solve this problem. And if failures follow one after another, then, naturally, there comes a moment when the child says to himself: “No, I will never succeed ...” And if never, then there is no need to try! Thrown by mom or dad, among other things: “Well, what a stupid you are!” - can mess things up even more. And not only a word, but also just an attitude that you demonstrate (albeit unintentionally ...) with a reproachful look, intonation, gesture. A heavy gaze and tightly compressed lips, when you check homework, sometimes tell a child more big words. Sometimes parents justify themselves: “Yes, I don’t scold him for his grades, but can’t he not spin in the lesson ?!” The fact is that for a child it is not so important what you are dissatisfied with, what you scold him for, what you reproach him for - for bad grades or for bad behavior, for spinning in class, or for not understanding how to solve example. There is only one meaning - they scold me, which means that I am bad, good for nothing, worse than anyone ...

You probably already understood: it is hardly possible to find at least two children who have exactly the same difficulties. Even for the same reasons, appearance school difficulties may be different. For example, children with deficiencies in sound-letter analysis will not only have errors in the form of substitutions when writing individual letters, permutations, merging prepositions, but also poorly formed handwriting, slow writing. In addition, the formation of reading skills is also difficult: children will “stumble”, rearrange and confuse letters, which means they will not understand the meaning of the phrase and text well.
The same reasons can also make it difficult to teach mathematics, especially from the moment when you yourself need to read and understand the condition of the problem.

The main thing for you- understand as early as possible what is the reason for your child's school difficulties. If possible, it is better to seek advice from a doctor, speech therapist or psychologist in order to correctly diagnose and determine methods of correction. If this is not possible, try to figure it out yourself - of course, with the help of a teacher. But do not rush to conclusions, carefully observe. Very often, the whole complex of school difficulties arises as if for no particular reason, but simply because the child cannot afford the pace and intensity of the class. And at his own pace, the child works great! Alas, the teacher in the lesson does not always have time to help such a child and maintain his pace of work.

What can parents do if there are still school difficulties?

First- do not consider them as a personal tragedy, do not despair, try not to show your grief. Your main task is to help the child. Accept and love him for who he is, then it will be easier for him at school.

Second- you have to work together for a long time (one child cannot cope).

Third- your main help: to maintain the child's confidence in his abilities, try to relieve him of the feeling of tension and guilt for failures. If you are busy with your own affairs and snatch a moment to ask how you are doing, or scold - this is not help, but the basis for new conflicts.
You should be interested in doing homework only when working together. Be patient. Working with such children is very tiring and requires the ability to restrain oneself, not raise one's voice, calmly repeat and explain the same thing several times - without reproaches and irritation. Parental complaints are typical: "There are no forces ...", "I've exhausted all my nerves ...". Usually these classes end in tears: “I can’t restrain myself, I scream, otherwise, it happens, I’ll crack.” Do you understand what's the matter? Can't help it - an adult, but the child is to blame! At the same time, all parents feel sorry for themselves and no one for the child ...

For some reason, it has long been considered: if there are difficulties in writing, you need to write more, if in reading, read more. But after all, these difficult, unsatisfying activities kill the joy of the work itself! And therefore, do not overload the child with what he does not succeed. It is very important that nothing interferes with you during classes, so that the child feels that you are with him and for him. Leave an interesting magazine, do not even watch TV with one eye, do not be distracted, do not interrupt classes to talk on the phone or run to the kitchen.

Never be in a hurry to force a child to do a task on their own. First, sort everything out, make sure that he understands what and how to do.

It is equally important to decide with whom it is better to work - with mom or dad. Moms are usually softer, but they often lack patience, and emotions are overflowing. Dads are tougher, but calmer. Try to avoid such situations when one of the parents, losing patience, calls to replace the other.

Your impatience, even if you don't say, "I don't have any more strength!" - already a reproach for the child, confirmation of his inferiority. And that's exactly what we agreed to avoid!

What else should be considered when preparing homework? The child is only rare cases will know what is being asked of him. But there is no malice behind this. The fact is that homework is given, as a rule, at the end of the lesson, when the class is noisy, and the child is already tired and does not hear the teacher. Therefore, at home, he quite sincerely says that they were not asked anything. Or he still does not know how to write down the task, does not have time - and is ashamed to admit it.

What can be done? Ask about homework at a school friend, tell him why your child did not have time to write down the task (this is very important!).

When preparing homework, try to reduce the amount of written work as much as possible (mechanical writing, especially repeated rewriting, is very tiring, and the benefits are minimal). It is better to leave time for special (correctional) classes, for your favorite business and relaxation.

The total duration of continuous operation should not exceed 20-30 minutes. And do not forget - pauses after 20-30 minutes of work are required.
Do not strive at any cost and “spare no time” (one mother proudly told us: “If necessary,
then we work until eleven, and sometimes even later”) to do all the homework.

Do not consider it shameful to ask the teacher: ask the child only when he himself is called, do not show everyone his mistakes, do not emphasize failures. Try to find contact with the teacher; After all, the child needs help and support from both sides. Work only on positive reinforcement: in case of failures, cheer up, support, and emphasize even the smallest success.

The most important thing in helping a child is a reward, and not just in words. Unfortunately, parents often forget about this. It is very important that parents reward the child not according to the results of work, which cannot be good, but according to the work expended. If this is not done, the child will start working with the thought: “There is no point in trying! I still won’t get a good grade and no one will notice my success!” The reward for the child must be at the end of each week. For example, going to the cinema, visiting the zoo, going for a walk together... This brings him a lot of joy and shows that his work is also appreciated and rewarded. Just please don't use money as a reward.

Children with learning difficulties need a measured and clear daily routine. This is discussed in detail in a dedicated article. We must not forget: such children are usually restless, unassembled, which means that it is not at all easy for them to follow the regime.

Do not start the day with lectures, quarrels, and when saying goodbye before school, refrain from warnings and cautions such as: “Be good,” “Don’t fidget in class,” “Make sure you don’t complain about you again,” etc. When meeting after school, it’s better to say: “It’s good that you’ve already come, we’ll have lunch,” than to ask the traditional: “Well, what are your marks today?”

Perhaps the most difficult time is in the evening, when it is time to go to bed. Parents strive to put the child to bed as quickly as possible, and he, as best he can, is playing for time. Often this ends in a quarrel, tears, reproaches, and then the child cannot calm down and fall asleep for a long time. In such cases, it is especially important for children to relax. Therefore, it is better if dad or mom caresses him “like a little one” and, putting him to bed, sits next to him for a few minutes, listens, and dispels his fears.

Never do school subjects with your child during the holidays! (Note. I can’t fully agree with this point. It seems that half an hour of classes every day during the holidays will not harm the child. The main thing is that the classes bring joy or, at least, do not upset. You need to give the child simple tasks, with mandatory success in their implementation Help, but inspire that he himself did. As a rule, there is not enough time for such “successful tasks” during study.) Vacations are for relaxation, not for fitting "debts". Children need rest and freedom so that their failures are forgotten. Go camping together, send the child to relatives, think of something else ... The main thing is to change the environment so that nothing reminds the children of school.

So, attention and understanding is the greatest help you can give a child. Despite the failures in his studies, he must feel the support of the house, believe: here he will always be understood. Do not overestimate the need for your presence during the preparation of lessons. It is better to explain everything, plan the work, and then - yourself. After all, the experience of independent work is very important and necessary! Do not stand above your soul - by doing this you only convince the child of his helplessness. Do not constantly make remarks ("Don't swing in your chair!", "Don't bite your pen", "Sit right!") - they distract, create a feeling of discomfort, insecurity. Do not interrupt the lessons with questions and requests, do not push.

And “one last reminder: the timeliness of the measures taken increases the chances of success! If possible, consult the child with specialists and follow all recommendations.
Your sincere desire to help the child and joint work will surely bear fruit.

One of the main problems of the modern school is the unwillingness of children to learn, the lack of motivation to learn. In some children, it disappears before it appears, in others - after different reasons is lost over time.

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“Why is there a decrease and loss of motivation for learning among schoolchildren.

One of the main problems of the modern school is the unwillingness of children to learn, the lack of motivation to learn. For some children, it disappears before it appears, for others, for various reasons, it is lost over time.

Our school is no exception. As the results of the study of learning motivation show, the growth of students with low level school motivation from class to class is obvious.

Today, among students in grades 2-3, the percentage of children with a low level of motivation is more than 20%, that is, every fifth student in grades 2-3 does not want to study. In the middle link, the percentage of children with a low level of educational motivation, unfortunately, is increasing.

So why does it happen that a child can successfully study, but for some reason does not want to?

It all starts with going to school.

Parents' first mistake: the parent believes that the child is ready for school because he knows a lot for his age. But intellectual readiness is not a synonym for psychological readiness, which is determined by the level of development of voluntary behavior, thenis the ability of a child to obey certain rules and do not what he wants in this moment and what needs to be done. Here it is important to develop the child's ability to overcome himself: to teach the child to do not only what he likes, but also what he does not like, but is necessary. And this is a task before school age.

The second mistake of parents: the child is sent to school early. Biological maturation (bone and tooth biological age) cannot be discounted. It is better not to send a biologically immature child to school, because. he doesn't have a hand. You can check whether the hand is formed as follows: ask the child to put dots in the cells. Normally, a child puts down 70 points in 1 minute. If the result is lower, then it is quite possible that the hand has not yet ossified. As for the teeth, by the time the child enters school, he should have 4 front teeth: 2 at the bottom and 2 at the top. In this way,the biological unpreparedness of the child for school leads, as a rule, to severe school adaptation(the child gets tired quickly and cannot cope), and this is the likelihood that the child begins to quietly hate school.

The third mistake of parents: children do not attend Kindergarten. The lack of contact with peers leads to the absence of voluntary behavior, when the child is forced to follow the rules in order to play with others, even if he does not really want to take into account other people's opinions and desires, to live in a team.

Lack of motivation to learn often leads to persistent underachievement and intellectual passivity. Failure, in turn, leads to deviations in behavior.

The main factors of the negative attitude of schoolchildren to study:

low motivation for learning
interest mainly in the result of solving educational problems, and not in the process
lack of ability to set goals and overcome difficulties
lack of formation of educational activity
inability to follow adult instructions
lack of ability to find a variety of ways of action

What does it mean to be motivated to learn?? This means not just putting a ready-made goal and motives in the child’s head, but creating such conditions, such an environment in which he himself will want to learn.

So what do you do anyway?

firstly, find out what causes low motivation: inability to learn or errors of an educational nature.

Adults often tell children that “if you don’t study, you will become a janitor.” Such a distant prospect does not affect the motivation for learning in any way. The child is interested in the immediate future. But it is difficult for him, he can not cope.Difficulties in learning form a reluctance to learn from those whom parents have not taught them to overcome. As a rule, such children do not like to study.This sketch is about the inability to learn.

- educational mistakes- this is:

* Trouble in the family: a child who is used to a high emotional negative intensity during worries about his family, as a rule, simply does not react to problems about studies and grades - he simply does not have enough energy for this.

* lack of a clear organization of a child's life, neglect in everyday life - children who are organized outside of school, i.e. attend some interesting classes for them, as a rule, despite the load, they are more motivated to study.

* Violation of the unity of requirements for the child on the part of the parents (there is always a loophole for the child to do something wrong, “push parents foreheads”)

* Wrong methods of education: suppression of the personality, threats, physical punishments or, conversely, caresses, excessive guardianship

* overstated requirements without taking into account the objective capabilities of the child; discretion of malicious intent, laziness, while there may be objective reasons for these manifestations (somatic state, psychological features, features of mental development, etc.)

* "killing" the motivation for learning by ridiculing, incorrect statements, comparisons, "driving" the child into a situation of failure, etc.)

Secondly, apply corrective measures according to the cause: to teach a child to learn if the skills of learning activities and voluntary behavior are not formed, or \ and correct their educational mistakes, but for a start you just need to see them and admit to yourself that "I'm doing something wrong."

In the process of learning, until the child has formed the arbitrariness of behavior,it is important for the child that parents control the learning process and take into account the individual characteristics of the child:when it is better for him to sit down for lessons, what lessons to do first, when to pause, etc. Actually, this is about elementary school, but in truth about the first grade. But, if even in the middle level the child has not formed the skills of learning activities, then it is important to return to the first grade and go through the whole path of forming learning skills again, it will just turn out to be faster than in the first grade. Sometimes a child does not know how to work with text - learn to highlight the main idea, retell, etc. Sometimes a child cannot sit down for lessons on time - teach self-control.

It is important to create a zone of proximal development for the child.and not to do for the child what he can (albeit with difficulty) do for himself. For example, it is not necessary to show how to solve a problem by solving it instead of the child, but it is better to create a situation where the child does at least part of the task himself. “You tried, well done. But you made two mistakes. Find them." The process is longer, but more correct. At the same time, often such a child (instead of whom the task is performed by the parents) manipulates the parent with might and main, and the parent is not even aware of it. (“Mom, only you can explain and show me so intelligibly how to solve such a problem, no one else can, even a teacher” - manipulation of pure water).

A very important point -assessment of the work done by the parent and teacher. A parent can rate the work "Well done, good!" (comparing today's results of the child with yesterday's), and the teacher, comparing the results of the child with the class, will rate this as "bad". To avoid such cases, it is important to have constant contact with the school and be interested in the requirements for students. Otherwise, an image of an enemy is created in the child's mind - the teacher (a good parent - praises, a bad teacher - scolds). And this gives rise to an aversion to school, an unwillingness to study.

According to research results, motivation for success (and as a result, high learning motivation)is formed in children in those families where they were assisted with increasing requirements, treated with warmth, love and understanding. And in those families where there was strict supervision or indifference, the child formed not a motive for achieving success, but a motive for avoiding failure, which directly leads to low educational motivation.

Highly important point in learning motivation isadequate self-esteem of the child. Children with low self-esteem underestimate their abilities and reduce learning motivation, children with high self-esteem do not adequately see the limits of their abilities, are not used to seeing and admitting their mistakes. Therefore, it is very important - the adequacy of the child's self-esteem in relation to the educational process, including. It is important to remember that there is much more to life than academic achievement - you can live with average knowledge and be a person. It is much worse when there is no positive self-perception - self-esteem is underestimated, there is no sense of self-confidence, respect for yourself as a person - try to survive and achieve success in life with such baggage.

It is important to encourage your child to do well in school.. Financial incentives (money for good grades) often lead to getting a good grade by any means. Although for Americans, paying for education is a completely normal, familiar and often used phenomenon. But this is a double-edged sword: where is the guarantee that after some time the child will pick up books only for money. Therefore, the issue of financial incentives for children for good studies is the issue that each parent must decide for himself. But to encourage children for good studies by joint trips (to the circus, to the skating rink, to bowling, etc.) is quite acceptable, in addition, parents solve another important task along the way: interesting communication with their child, satisfaction of the child’s need to be part of the family system .

In order to increase the child's interest in the educational process, contact with the child and a trusting atmosphere are very important.. It is important to explain to the child that the process of developing the ability to learn is a lengthy process, but necessary. For a teenager, it is important not to “nag”, not to punish, not to promise rewards. We need control - help, not control - pressure. It is important for a teenager to raise the topic of professional definition.

Don't expect immediate successTake off your rose-colored glasses about this. There may be falls, “trampling” on the spot. But if you consistently and systematically work on the issue of increasing the educational motivation of your child, then there will certainly be a take-off.

Good luck and patience to you in raising your children!”

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It is necessary to promote the development of learning motivation through the formation of: an active position of the student, a positive attitude towards learning, cognitive interest.

To form an active position of the student, the teacher can use:
verbal suggestion, in particular, a sense of proper attitude to learning, to school;
it is necessary to provide situations of personal choice of a task, exercises (what task will you solve: about apples or about houses?); the degree of difficulty of the task (easy or interesting); number of tasks (how many tasks do you undertake to solve: one or two?);
create a situation of active influence in joint educational activities (the children themselves are divided into pairs and perform the proposed tasks).
To develop a positive attitude towards learning:
take care of creating a general positive atmosphere in the classroom, constantly reduce the anxiety of children, excluding reproaches, reprimand, irony, ridicule, threats, etc., trying to eliminate the student's fear of the risk of making a mistake, forgetting, embarrassing, answering incorrectly;
create situations of success in educational activities that form a sense of satisfaction, self-confidence, objective self-esteem and joy;
build on the game, including Mind games with the rules, actively using game technology at every stage of the lesson, to make the game a natural form of organizing the life of children in the lesson and after school hours;
use students' interest in visualization;
purposefully emotionally stimulate children in the classroom, preventing feelings of boredom, dullness, monotony that are dangerous for learning by turning on different types activity, entertainment, personal emotionality; excite intellectual emotions - surprise, novelty, doubt, achievement; to form an internal optimistic mood in children, instilling confidence, setting the goal of achieving, overcoming difficulties.
When developing the achievement motive, orient students towards self-assessment of activities:
Ask the student: "Are you satisfied with the result?", Instead of assessing: "You did a good job."
Have one-on-one conversations to discuss achievements and gaps. Constantly be interested in the attitude of the student to the process and the result of their activities.
Help students be accountable for their successes and failures.
If you make a mistake or your work is not done to a high enough standard, discuss it with the students. Be self-critical and take responsibility for your mistakes.
Invite guests to the lessons who would talk about their successes and failures.
Try to find a funny way out of situations. Sometimes mistakes are fun.
Help students to see the connection between their efforts and the results of their work: organize reflection and feedback during the lesson.
Develop cognitive interests, for which it is necessary:
to prevent training overload, overwork and at the same time low density of the work regime (dosage educational material in terms of quantity and quality should correspond to the capabilities and abilities of students);
use the content of training as a source of stimulation of cognitive interests;
stimulate cognitive interest with a variety of entertaining techniques (illustration, games, crossword puzzles, dramatization, joke tasks, entertaining exercises, etc.);
special training in techniques mental activity and educational work;
use problem-search methods of teaching.

It is necessary to promote the development of self-regulation of children through the formation of arbitrary independent activity:

keep the goal of the activity performed,
draw up a program of action
be able to use feedback and correct mistakes, both in the process of the activity itself and at its end.

It is necessary to contribute to the enrichment and expansion of the verbal experience of the child, his general awareness. Develop an active vocabulary through the use of the free word association method. To expand the volume of the passive vocabulary, it is necessary to focus on reading. To increase general awareness, it is necessary to use modern terms of socio-political, moral-ethical and scientific-cultural content more often, give them explanations, repeat them many times, and encourage their reproduction in the child's speech.
It is necessary to assist in the formation of the child's basic mental actions: analysis of the concept, highlighting its constituent features, generalization, classification of features according to the criterion of materiality (essential and secondary), establishing analogies, the ability to compare and combine different concepts according to similar features, determine the types of relationships between concepts and the degree of their generality (they are necessary for the successful implementation of educational activities). The lack of formation of mental actions causes students to lag behind in their studies. The assimilation of information and the development of mental actions of schoolchildren are interconnected
It is necessary to develop the child's ability to generalize. It is necessary to start with relatively easy tasks that require you to choose a generalizing one among the proposed concepts. Then the tasks need to be complicated, inviting the child to independently search for and formulate generalizing concepts. Further complication of tasks will be achieved by compiling chains of presented concepts from more specific to more general. The next stage is an independent search for concepts of varying degrees of generality from specific to categorical, where each subsequent concept is generic in relation to the previous one.
It is necessary to learn to define concepts. An idea is given about the essential and random features of concepts, the ability to analyze concepts is practiced. Analysis of concepts is needed to perform all mental operations - analogies, classifications and generalizations.

Obligatory consultation of a psychologist, psychotherapist, psychiatrist is necessary.
It is necessary to organize a protective regime of educational activities, taking into account the current state of the child. The protective regime implies a strict alternation of load and timely and sufficient pauses for rest, an adequate motor regime, sufficient sleep, the correct distribution of the load during the working day, week of the year.

Hyperactive children need to be in the field of your direct pedagogical attention (the child's desk should be in front of the teacher's table).
Show enough firmness and consistency in education, watch your speech: speak slowly, in a calm tone. Keep your emotions under control.
Keep in mind that hyperactive children ignore comments but are very sensitive to praise. AT conflict situations react in an unusual way, use fewer inhibitions, “no”, “no”, say more “yes” or distract attention with tasks.
Recommend parents to organize an exact daily routine for the child, inform about the need for strict adherence to the sleep schedule, and also determine a list of mandatory daily duties. Leisure time for a child hyperactive syndrome should be minimally loaded with television and computer games.
Avoid overworking the child, offer no more than one thing at a time, use the most clear and simple instructions Divide complex tasks into parts.
Come up with a clear system of rewards and punishments with your child, and stick to it, but keep in mind that the constant implementation of these rules for such children is almost an impossible task.
Recommend to parents and adhere to the following principle yourself: the child should spend little time in crowded places, it is better if the circle of peers for playing and communicating at the same time does not exceed 2-3 people.
daily feasible exercise stress(work activity, physical exercises, walking) will reduce manifestations of activity.
Use the energy of the child in the way that is necessary for you: bring something, hold a physical education session, distribute notebooks.
Use tactile contact more often, various strokes.
Keep in mind that changes in the child's behavior will come after patient and consistent work.

It is necessary to create conditions for successful learning. This contributes to the formation of a sense of security and emotional comfort in children, which is a prerequisite for the realization of abilities and potentialities.
Orient the student to the content side of learning, since these children pay more attention to communication with peers and the teacher. The subject of encouragement should be educational content.
To keep the child interested in what is happening in the classroom, through the organization of group work, which allows the child to develop an interest in common activities.
Parents and teachers need to form the child's independence and responsibility for the result of their work.
The so-called "negative attention" of shouting, ridicule, etc. should be avoided in relation to them.
Develop fine motor skills arms.
In case of speech impairment in infantile children, parents need to communicate with the child in accordance with age (do not lisp, clearly pronounce sounds).

It is necessary to promote the creation of a single educational space, to impose uniform requirements on the child; when working with parents, take the position of a like-minded person; treats parents and the child kindly, while showing your interest in solving the student's problem, because this is reflected in the educational activities of the first grader; work with parents should be systematic, instead of spontaneous and one-time events.

Students with intellectual disabilities and neurotic symptoms are required to consult with a psychologist, psychotherapist and specialists from the SPC and the CCRRO.

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Low motivation of younger students

1. With low motivation, it should be borne in mind that for children, communication with adults and with other children is usually an independent and most important value. Therefore, the main line of the recommendation is a variety of techniques for joint activities of children and adults, including cognitive elements.

2. If the examination of a child reveals a complete lack of cognitive orientation, then it can be assumed that adults simply never conducted joint cognitive activities with this child, and this often hides the lack of cognitive values in the family.

3. The reason for the lack of cognitive interests in a child can also be the opposite: when parents, too concerned about his development, too early and in inappropriate forms begin to “stuff” him with knowledge, teach him to read, write and count. Pedagogical illiterate training can firmly discourage a child from doing any such things. The way out in this case is the same: joint classes with a cognitive orientation, and not one-sided learning from the position of a teacher who hammers knowledge into a negligent student. The simplest options for joint cognitive activities with a child of primary school age are the observation of germinating plants (beans are a very convenient and accessible object for such observations); or fixing changes in nature, when, from early spring to late autumn, a child with his parents, walking through the nearest forest, identifies plants using the simplest school determinant and writes down what new types of flowers appear every week.

4. Any circle with a cognitive orientation can help adults compensate for the home deficit of cognitive values. It is especially successful if one of the older children who are already passionate about astronomy, computers, history or insects introduces the child to the circle. But joint cognitive activities should be in the nature of involving one child in the sphere of interests of another, and not the usual “pulling up” of a lagging behind, say, in mathematics. The significance of communication with an older child may be a condition for the "launch" of cognitive motives. The place of joint activities of children does not have to be a circle; at home, parents can arrange something like a “club of interests” for children, in which they themselves take part.

The reason for the failure of the majority of Russian schoolchildren and students is the lack of interest in learning. And no persuasion of parents, punishments, conversations with teachers and the director can return the desire to sit down for textbooks and notes. Psychologists say that the “whip method” does not motivate you to study in any way, but on the contrary, it forms a clear cause-and-effect relationship “if you don’t want to do like everyone else, you will be punished.” Therefore, educators and educators around the world agree that The best way to return interest in learning - not to force, but to motivate.

Remember the purpose

Many parents and educators make the mistake of telling a teenager that learning is the main goal in life. In fact, everything looks a little different. Learning as a process is not a goal. This is just an action that leads to the achievement of the main result: a successful career, high wages and social status.

Therefore, the student needs to decide immediately what he wants to get in the end. If the goal is to get the desired and highly paid job, then you can’t do without studying. And if there is no such desire, then you can now take a place in the queue for unemployment benefits.

A teenager who has learned to set goals and achieve them, and he himself will understand that having a solid knowledge base, he has competitive advantage in the job market. And the probability that the company will choose it from thousands of others is quite high. Therefore, the main motivating factor should be the achievement of the ultimate goal.

To be first

A school class or a student audience is, first of all, a team where each student is a part of it. The interaction of the team can be represented as a clockwork, where each individual gear sets in motion a system of details and parts of a single system. And if a breakdown occurs somewhere, then the cyclical and well-coordinated work of the entire mechanism is disrupted.

So it is in education. If a student is not doing well in school, then, most likely, the overall performance in the class will fall. In order to return the desire to learn and form responsibility for the results not only to oneself, but to the whole group, it is useful to conduct collective intellectual games. This will allow you to feel like part of a single team again and strive to achieve both personal and collective results.

material interest

Money is a strong motivating factor for a student. And not only parents can encourage good grades in school. Today in Russia there are several both public and private charitable foundations that pay scholarships to schoolchildren who show excellent results in their studies, who are informal class leaders and help classmates “pull up” academic performance in a particular subject. If you want to have your own money, start learning.

Discipline

Demotivate schoolchildren and personal hobbies. For example, computer games or social networks. If the time spent in front of a computer monitor exceeds three hours, then it's time to change the type of activity: do a little physical workout, take a walk down the street, drink a cup of tea, or do another useful activity.

If the dependence on the keyboard and mouse is already quite strong, then you can turn to a school psychologist. Remember that teenagers obsessed with computer games and surfing in in social networks are more likely to develop depression, have difficulty communicating with peers, and are twice as likely to attempt suicide.

Fatigue

Today, such a psychological disorder as “professional burnout syndrome” is more often diagnosed in working people. However, burnout is also inherent in schoolchildren and students. At such moments, a teenager feels apathy, withdraws into himself, loses interest in learning. To avoid this, you need to diversify your pastime. For example, playing sports, hobbies and hobbies can be an excellent prevention of burnout.

In conclusion, I would like to add that the loss of interest in learning is a temporary matter, and most likely, after a while, the learning process will again be able to involve the student. However, parents and teachers should also support his interest in education. If a teenager feels the disinterest of adults in this matter, then he himself will soon become imbued with indifference to what is happening.

Today, many students do not show interest in the school curriculum, perceiving classes as a tedious obligation. The desire to study is almost completely lost by the 5th-7th grade, while study itself is a natural way of human existence.

School doesn't work...

Alas, today it is not easy to find a student who would be impatiently waiting for the start of the school year to be back in school again. school desk. Even first-graders quickly become disillusioned with their new way of life, finding themselves in the role of schoolchildren. But this is especially true for students in grades 5-7 - they do not show obvious interest in school disciplines, they have no need to master school curriculum. And although the school is by no means a place to just kill time in it, many students perceive the educational process as a tedious obligation between breaks and rest, when you can play computer games, play sports or do what you love.

The school is not associated with students as . They already have everything for this. Hence the lack of internal motivation for schoolchildren to study. If it were their will, they would cut the study time in half. Today the school has lost its former monopoly on knowledge- thanks to Google and Wikipedia, you can easily and quickly find any information of interest. While ordinary school disciplines cause bewilderment in children and adolescents, such as: is it really necessary to know the rules of spelling in the era of its automatic correction? Yes, the school adheres to the traditional set of disciplines, it is conservative.

But learning itself is a natural way of human existence. After all, the most difficult thing that we have to master in life - walking and talking - we learn this in early childhood with enviable zeal and playfully. Although the child sometimes has to go through thousands of painful moments for him, while he begins to speak more or less coherently and articulately. As well as moving around on their feet - all this is the result of the indomitable desire of children to learn. They don't give up until they master the skateboard computer game or not recognize all the islands in the Pacific Ocean.

What life dictates...

Play is a natural way for kids and teens to develop countless skills and gain knowledge. The problem is that the natural enthusiasm for learning declines in children as early as primary school and almost disappears at puberty. The teaching materials offered by the school do not arouse interest in learning. The educational needs of modern children and adolescents do not coincide with the point of view of adults.

Man, by nature, cannot be programmed, but teachable. Basically, we are all willing to learn when it makes sense for us. In order for knowledge and skills to be learned, they must help us solve a problem or realize a need. Children embrace the touch screen because they can play exciting games on it, or they learn how to crack the code on the family computer to watch what they are not allowed to. And what cannot be used specifically in their own environment loses its appeal. Who wants to spend hours practicing boomerang processing or learning Sanskrit? Intrinsic motivation to learn arises in connection with specific experiences in one's own living space. We strive to acquire certain knowledge and skills in order to cope with the problems that we face in our daily lives. All this the child has the opportunity to master outside of school.

Access code

However, there are other motives for studying. Knowledge and skills are also seen as cultural codes of the community. And the one who can reproduce his knowledge and has similar skills that are characteristic of a significant community, himself belongs to this group of people. This knowledge and skill often has no connection with everyday life, but is one of the conditions for access to the appropriate circle of initiates. And teenagers intuitively master something, so as not to be outcasts of that peer group, belonging to which is valuable to them. Be it football club, music or fashion.

Likewise, in elementary school, children learn because they want to be part of the class - “children learn because the whole class is striving for the same goal,” as Swiss psychologist Allan Guggenbuehl explains this type of socio-psychological motivation. And the educational material also performs the function of "social glue". Moreover, the role of the teacher is important here - if he can realize this function of the educational material, then the class, as they say, is in his pocket, since he will be able to motivate those who are not interested in the educational material in terms of its content. Integrating very different children from different cultures and with different talents is the main task of the elementary school.

To date, the curriculum itself has become a priority. Which is a consequence of the prevailing trend of rationing, expressed in the erroneous belief that every child can learn everything, the main thing is to find an individual approach to him. In fact, in order to engage additional motivation in learning, the school needs to develop more tolerance for otherness. “There may be weaker students in each class, with lower academic performance, but they still do better when the class is embraced by a common goal,” continues Guggenbühl. It is important that children learn to navigate the classroom, to get to know themselves, and to show interest in group values and their community.”

Accounting for gender differences

The reserve for increasing interest in learning undoubtedly turns out to be taking into account the gender differences of students. Including the features of the mental constitution of girls and boys. Collaborative learning is certainly the right choice, but not absolutely in every way. In particular, girls and boys should have a different schedule of hours, for example, in disciplines such as physical education and languages.

“Boys should be subject to different criteria of discipline, and different topics should be discussed with them than with girls. In the organization of the educational process at school, not an ideological, but a pragmatic approach should be implemented, says Guggenbühl. – “It is very strange when more than half of schoolboys-boys are diagnosed with a deficit of attention and concentration, behavioral or while reading. This is a scandalous misunderstanding." One gets the impression that if a child does not meet the performance standard, then he is declared sick and poorly performing, and, accordingly, an outcast in the class. This points to serious shortcomings in the school system.

Relationship value

Another reason for the desire to learn something lies in our desire for relationships. We need significant people to whom we refer, with whom we are in closer emotional contact. We show interest in each other, fantasize about others, inevitably build certain expectations and conflict. For children and adolescents, in addition to family members, mentors are extremely important, people who are ready to invest their time and energy in them.

Students give more at school if they have contact with the teacher. That is, the student's interest in the subject is initiated through this contact. Children quickly learn to recognize when a teacher is pleased or annoyed by them. Interest in the subject may arise because the student values the partnership with the teacher. Therefore, the teacher must have sufficient inner freedom and time to manifest himself as a person for his students. Such teachers are usually referred to as “with a weirdo”.

Ordinary is boring

There is another reason why students become interested in learning. It's about about striving for the extraordinary. American psychologist Joan Lucariello analyzed students' spontaneous speech. Something they are willing to talk about without guidance from their parents and teachers. The conclusion was obvious: events and problems that go beyond the boundaries of everyday life - madness, surprise, obscenity or violence. Ordinary did not attract much attention, it is boring. Psychological reason Togo: our thinking is activated when we encounter something extraordinary. Which is what gets our attention. For this reason, we adults watch news broadcasts. And if they told only about everyday, neutral events, their rating would drop to zero. Adolescents quickly become aware of what the curriculum requires of them and may lose interest in it.

Interest in educational material increases if in some part it is unusual and is perceived not only as a regular part of the curriculum. From the standpoint of a student, the teacher should not only be a mediator of educational material, but also broadcast a keen interest in the world around him, in the mysteries and paradoxes of life. That is to be a mentor. The school as a social institution today grows only through the efforts of teachers who are able to interest students, open up to them as a person, and establishing contact with them, people of the new generation, understanding their interests, hobbies and experiences, be on the same wavelength with them, Guggenbühl is convinced. In a word, those who are able to use all the reserves of increasing internal motivation for learning in their students.

Naturally, such a teacher will be able to succeed (and not just one, but many) only when the education system is built on an appropriate concept, and the state is ready to finance it.

Svetlana Aleksandrova Lins

The publications of Allen Guggenbuhl were used in the work on this article.

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