Supporting the education process. Difficult children. /part 8/

In the conversations, they are frank, repent quickly, make promises easily, and with the same ease distort them. For these students, a rigid regime, tactful control, ongoing and continuous checking of each of their jobs is required. Appropriate colleagues, taking individual boss, are conditions for a positive influence on emotionally unstable difficult children. Excited and affective tough children demonstrate violent spontaneous reactions as a result of minor jokes on the part of their classmates or a teacher's remark. Inflammation, affectivity, hostility are protective actions that are permanently fixed and become habitual reactions when they lead to the desired outcome of the conflict by the pupil.

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This is because, through his affective reactions, the pupil has emerged as a "victor" in the conflict, he has disarmed his opponent (tutor) for a short time. In raising these children, it is advisable to remove the causes of insensitivity. A straightforward and relaxed approach is needed when assessing and sanctioning their behavior. Re-education is pre-doomed if the pedagogue also gets into a state of affection, which is often the case in practice. A friendly conversation with such children when they are in a calm state would enable the student to share their concerns and problems. Typically, the reasons for the formation of the character of these children are rooted in their family relationships, to which the perpetrator must also direct his efforts. In the mistrustful and confined children, the difficult character is formed under the influence of oppressive, abusive and ironic attitude. When they do not find a way out of the situation, such disciples close themselves, showing indifference and indifference to their duties and to their life destiny. They are strangled by the more noisy and restless classmates and companies.

Such pupils may have a selective focus on a subject, an authoritative pedagogue, a beloved co-worker, and a comrade. It is necessary to penetrate intelligently the soul of these students, where under the mask of external indifference there is a rich and complicated emotional life. These children, in some ways, are more difficult to self-reveal than affective because they do not allow anyone close to themselves. But careful and patient attitude towards these children allows them to reveal their experiences to the teacher. The inferiority complex of children is challenged by their persistent perceptions of their own objectively existing or subjectively assessed as such physical, mental or moral deficiencies. In their behavior, such children exhibit uncertainty and indecision and, as a result, reduced social activity. The inferiority complex can be formed when the educator assesses the student's activity always negative. Because the student can not always properly assess his / her activity, he / she forms his own self-assessment under the influence of the teacher's assessment. It is not uncommon for the inferiority complex to be compensated for by a side-by-side activity that may be socially significant or associal.