Supporting the education process. Difficult children. /part 7/

Typical forms of behavior are a formidable, dynamic, stereotype. The destruction of the personality stereotype on which negative behaviors are based (in this is one of the essential tasks of re-education) is in fact one of the most difficult pedagogical tasks.The formed negative stereotype represents a chain of reactions and actions that take place one after the other almost without the participation of a conscious behavioral analysis. But re-education implies not only the demolition of the old stereotype, but replacing it with a new one.

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Such replacement is done with great resistance from the student, accompanied by stormy emotional experiences, above all negative. The isolation and avoidance of difficult children in student groups in order not to negatively affect other pupils in advance condemns failure to re-educate and stimulates difficult children to maintain and develop their extra-curricular relationships. Understanding the internal motivation and motivation of difficult children is necessary for their re-education, but very often educators do not reach the essence and complexity of these children's motives. For example, a student during a lesson can behave rudely and ruin the lesson. The motives in this case may be the unwillingness to offend the teacher (most often the teacher sees these motives), but the student's desire to attract the attention of his classmates.

Difficult children have typical individual character specificities, which also determines a relatively differentiated individual approach in their upbringing. It is also important to understand from all educators / parents, teachers, staff from the pedagogical room / that the difficult nature of the child is determined by objective social situations / pedagogical errors and pedagogical negligence / and that the attitude of trust, respect and love for difficult children is a basic prerequisite for changing their character. A number of the most common groups of difficult students can be systematized, characterized by particular characteristics of the character, requiring a particular individual pedagogical approach: emotionally unstable children, excited and affective children, distrustful and confined children, children with disabilities complex for inferiority. Emotionally unstable difficult children quickly interrupt and discard the activities they go through, jump to another occupation, make it up, redeem it, and so on. These pupils easily succumb to all sorts of seduction, suggestion and imitation.