Characteristics of a weak student with deviant behavior. Maltseva Olga Anatolyevna Candidate of Psychological Sciences, Associate Professor of the Department of Developmental and Pedagogical Psychology of the Institute of Psychology, Pedagogy, Social Management
Title: “Characteristics of a student” - a selection of psychological and pedagogical characteristics (more than 50 pieces), as well as instructions and recommendations for writing your own characteristics.
Year of publication: 2009 - 12
Format: doc to rar. archive
Number of pages: many
Size: 5.2 MB
Good quality
Characteristics of the student- one of the most popular documents in work class teacher, head teacher, educational psychologist or social educator.
The characteristics used in educational practice are divided into three main types - psychological, pedagogical and psychological-pedagogical. In this collection we have collected all three types of characteristics, as well as samples, templates and recommendations for writing them.
In the archive, which is available for download via the link located at the end of this article, you will find examples of ready-made characteristics for students different classes, examples of positive characteristics for successful students and negative ones for weak ones, recommendations and templates for independently writing hacks of any type.
Total included in the selection more than 70 ready-made characteristics + forms, templates and recommendations for writing them.
In most cases, the specification includes the following sections:
1. General information about the student. (Last name, first name, patronymic, age, what grade he is in, nationality, information about parents, etc.).
2. State of health and physical development.
3. Conditions of family education.
4. Student interests.
5. Intellectual development.
6. Features of temperament.
7. Strong-willed qualities.
8. Communication skills in relation to the class staff and teachers.
9. Level of aspirations and self-esteem
10. Moral and ethical qualities
Conclusion.
- Pedagogical and psychological characteristics (more than 70 pcs.)
- The article “How to correctly write a profile for a student (school, college, university)? "
- Psychological and pedagogical characteristics of a student’s personality. Methodical instructions. (21 pages)
- Scheme for compiling the psychological and pedagogical characteristics of a child for admission to school
- Template “Characteristics of a schoolchild”
- Brief description of a “difficult” child
- Scheme for compiling psychological and pedagogical characteristics.
- Map of psychological characteristics of personal development of a teenager
- Blank diagram “Student Characteristics”.
In total more than 100 documents!
Sample characteristics:
Sample psychological characteristics first grader:
Characteristics of a 1st grade student
General information about the student:
FULL NAME. student: Mikhail K.
Date of birth: 09/19/2003
Child's family:
Family composition: social orphan, orphanage resident
Health status: normal
Complaints from the class teacher: during lessons he is involved in extraneous matters, wandering around the class. The main time of the educational process can be running around the class, crawling under tables, climbing into boxes. Behavior is often inappropriate: screaming for no apparent reason. Does not assimilate program material, does not keep up with the overall pace of the class, and has difficulty learning.
During the psychological examination of K.M., the following features were noted:
Makes contact with difficulty; isolation and passivity are observed. Shows no interest in communication, contact is superficial. Cognitive interest in the tasks presented is unstable, the scope of sustainable performance is narrowed. The reaction to comments is present, but expressed in a weak form. Study skills are developed to a very low degree. Reading technique is also very poor. Questions regarding awareness of the world around him often give incorrect answers (the amount of knowledge about the world around him does not correspond to the age norm; this knowledge is fragmentary and unsystematic).
Characteristics of verbal intelligence:
Needs simplification of questions and assignment instructions. Dialogue speech is poorly developed. Conceptual vocabulary is poor; has difficulty explaining abstract concepts. The general outlook is limited, knowledge about the world around us is fragmentary and unsystematic. The skill of performing simple counting operations is poorly developed, and it is difficult to perform arithmetic tasks involving addition and subtraction.
Emotional - volitional sphere: active, active, motor disinhibition observed.
Attention: attention is superficial, quickly depleted.
Memory: the level of memory development is low (the volume of short-term random access memory), however, no severe memory impairment was detected.
Thinking: visually effective. A psychological examination revealed a low level of verbal-logical and visual-figurative thinking. Experiences difficulties in establishing logical connections.
Performance: low
Nature of activity: activity is unstable. In the situation of conducting an examination, inhibition is noted (slowness, rigidity of mental processes; does not perform some tasks or performs them slowly, thinks for a long time, is silent, refused to do the “graphic dictation”, then began to do it); in other individual situations (the educational process and during breaks), disinhibition is observed (the child is active).
Learning ability: low, does not use enough help.
In order to provide comprehensive psychological, medical and pedagogical support for the child, K. Mikhail is sent to clarify the diagnosis and prescribe adequate treatment.
Teacher-psychologists MOU secondary school No.
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Sample: pedagogical characteristics for an average student
Pupils of 10 “G” school No. 192, Minsk
Kharchuk Anna Sergeevna
date of birth 01/09/1990,
living at the address:
st. 50 years of Victory 18-73
phone 000-01-20
Anna Kharchuk has been studying at school No. 196 since the first grade under a 12-year education program. During her studies, she established herself as a student with average abilities. The average grade is 5-6.
Completes homework regularly.
Anna has quite developed academic skills. Vocabulary and literacy levels correspond to age norms. Prevails oral speech over writing. Occasionally gets distracted in class average level mastering educational material, is interested in the humanities, loves reading books. Anna knows how to plan academic work, highlight the main thing in the educational material and systematize it.
There are no absences from classes without a good reason.
He does not create conflict situations in the classroom, but strives to be the center of attention of others. Anna shows interest in school and class activities and takes part in them. Attends preparatory courses at the College of Communications.
Anna is being brought up in a complete, prosperous family. All conditions have been created for the child to develop as a person.
Director of secondary school No. 192
Cl. supervisor
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Characteristics for a 4th grade student:
Ivanov D. (11 years old)
Student 4 "a" class Municipal Educational Institution Secondary School No. Bobruisk, 08/05/98. born, living at the address: st. house apt.
Dmitry has been studying at secondary school No. for the third year. Grades 1-2 studied at secondary school no. The second class was duplicated.
Parents create conditions for the child's development. They constantly provide assistance in preparing homework. The boy is always well-groomed and prepared for school.
D. easily and quickly establishes contact, shows interest, willingly carries out instructions, and asks questions in case of misunderstanding.
The child experiences constant difficulties in learning, cannot cope with the educational material, and does not keep up with the general pace of the class.
Performance: extremely low; often feels sleepy in class and complains headache. By the end of the lesson, the number of errors increases. Doesn't always understand the teacher's requirements.
Attention not stable enough, quickly depleted.
Memory does not correspond to conventionally accepted age standards.
Reading technique low. Reading unfamiliar words and words of complex structure - syllabic. He answers questions in monosyllables and does not give detailed answers. Cannot cope with tasks of increased difficulty. Doesn't have time to write assignments from dictation. Test papers Doesn't have time to do things together with the whole class and constantly needs individual help.
The teacher used various types of help to overcome the identified difficulties; the most effective was simplification and individualization of tasks (without time restrictions).
Learning ability: low, does not use enough help. Can perform a simple task according to a sample, however, knowledge transfer is difficult.
Thinking: visually effective. A psychological examination revealed a low level of verbal-logical and visual-figurative thinking. Experiences difficulties in establishing logical connections and generalizations.
Stock general ideas appropriate for age.
Disadvantages of the lexical and grammatical aspects of speech are noted. The boy is being brought up in a bilingual environment.
Extract from the protocol of a psychological study using the Wechsler method dated 02/28/06.
The child is emotionally stable and very friendly. There are no comments regarding behavior at school. Relationships with peers are smooth.
Criticality: adequate (rejoices in approval, waits for it; corrects behavior in accordance with the remark).
In order to provide comprehensive psychological, medical and pedagogical support for the child, D. is sent to clarify the diagnosis and prescribe adequate treatment.
Teacher-psychologist
4th grade teacher
Characteristic
for a 7th grade student of the MCOU "Anisimovskaya Secondary School"
Ivanova Jairam Fedorovna
Ivanova Jayram was born on September 20, 1998 in the city of Uzykagash, Zhambyl district, Almaty region. Lives in Talmensky district, Anisimovo village, st. Kirova, 18. Studied at the Municipal Educational Institution “Anisimovskaya Secondary School” since September 1, 2007. In the 1st grade, she was left for repeated training and was diagnosed with mental retardation. In the 7th grade I had quarterly unsatisfactory grades in physics, computer science, technology, and physical education.He is brought up in a complete large family by his mother Ivanova Svetlana Konstantinovna and his stepfather Matyushko Andrei Vasilyevich. Jairam has one younger sister and two younger brothers.Moves quickly from joy to sadness for no apparent reason; there is an inappropriate change in mood.Jairam, probably due to frequent absences from classes and insufficient home preparation, has large gaps in knowledge in many subjects. Motivation to study is weak. Attention in class is unstable, often forgets notebooks and pens. As a rule, does not show interest in acquiring new knowledge. Slow and has difficulty concentrating in class. Makes many careless mistakes and does not notice them when checking. Not organized. Doesn't know how to distribute his work over time, wastes time.Jayram often does not do his homework, is distracted in class, violates discipline, interferes with other students' work in class, and hides his diary. Does not respond properly to teachers’ comments or responds with rudeness and abuse. Very often misses classes without good reason.During two quarters of the current school year, I missed 198 lessons.Doesn't show initiative social activities. He often refuses to participate in public affairs and tries to avoid any work. Often does not fulfill his self-care responsibilities (school duty, class duty, participation in labor cleanup days) or performs them very carelessly after repeated reminders.By nature, the girl is reserved, stubborn, and prone to lies. Jairam has poor control over his feelings and easily falls into a state of confusion and depression. Has increased emotional excitability, prone to violent emotional manifestations. He almost always acts rashly and does not control himself carefully enough. Often cannot suppress unwanted emotions, and cases of foul language have been observed. Always harsh, uncontrolled both in communication with peers and with elders. In a quarrel, he insults other students, is rude, and uses physical force.Rejects any criticism. Refuses to admit his obvious mistakes and does nothing to correct them. Violates the school charter. Refuses to comply with teachers' demands. Renders Negative influence on classmates.Doesn't enjoy authority in class.Although Jairam is a difficult teenager, his mother, despite repeated invitations, did not refuse to attend school. Jairam does not want to communicate with his mother, this moment Due to a quarrel with his mother, he does not live at home. The mother can no longer influence her daughter.
- Student's name.
- Date of Birth.
- Health status.
- Psychological characteristics of a disadvantaged student. (Increased nervousness, low performance, fatigue, depression, increased excitability, inexplicable outbursts of anger, increased aggressiveness in behavior with peers, negativity towards teachers, refusal to make contact).
- Parents (full name, year of birth, place of work, education).
- Family conditions.
- Family relationships.
- A prosperous family (parents lead a healthy lifestyle, take raising their children seriously, the emotional atmosphere of the family of a student at risk is positive, parents are aware of all the child’s school events).
- Dysfunctional family (parents shy away from raising children, harsh treatment of the child, there are no uniform demands from parents, parents lead an unhealthy lifestyle, abuse alcohol, are not involved in raising children, are not interested in school performance and the interests of the child, there is a dysfunctional emotional atmosphere in the family) .
- The nature of the relationship between parents and child (mutual respect, dictate of parents, excessive guardianship, giving complete freedom to the child).
- Organization of work and rest of the child (assignments and responsibilities in the family, adherence to the daily routine, assistance and control in the implementation homework, weekends, organization summer holiday).
- Educational activities:
- student's performance in subjects;
- attitude towards learning: positive, negative.
- student's intellectual capabilities: high, average, low.
- Class position:
- Position of a student with bad behavior in a team: leader, follower. Who in the class is he friends with?
- Manner and style of communication with others.
- Attitude to social activities and socially useful work. (Willingly carries out instructions, approaches responsibly, without interest, refuses, accepts Active participation in school events, indifferent to school events, refuses to participate)
- Hobbies (activities in free time, visiting hobby groups and sections at school and preschool educational institutions).
- Child's self-esteem:
- level of self-esteem: adequate, overestimated, underestimated.
- Attitude to public opinion:
- strives to correct shortcomings, take into account comments, wants to become better;
- understands criticism, agrees with it, but does not correct itself;
- does not pay attention to criticism, does not want to change behavior;
- opposes comments, argues sharply, and does not demonstratively change his behavior.
- Pathological attractions of the student for deviant behavior: smoking, drinking alcohol, using drugs.
15. Is registered at the dispensary, at the IDN, at the High School and about what.
Director
Classroom teacher
Pedagogical characteristics
for a student of 4th grade
Director
Classroom teacher
Pedagogical characteristics
per student of grade 4 “D”…..
Director
Classroom teacher
View document contents
“Pedagogical characteristics for the student”
Pedagogical characteristics
per student 2 "D" class MBOU "Elementary school"
….studies in ……. school year. Physical health not age appropriate. Leading hand is right. The family is complete and prosperous. Both parents are involved in raising their son.
……studies in the adapted general education program “School of Russia” from 2nd grade in the 2015-2016 academic year.
Learning motivation.....is not fully formed, there is no desire to learn. Gaming activity predominates. Self-service skills are poorly developed: school things are constantly scattered, have not learned to clean up workplace after school, his briefcase is a mess, his clothes are not neat. He keeps his notebooks carelessly and cannot correctly write in his notebooks. During lessons, the teacher must constantly be close to…. and monitor the progress of the work. The boy gets tired quickly, does not participate in the lesson, often cannot answer the questions posed, and is busy with extraneous matters. Requires constant supervision from the teacher. Does not perceive educational instructions, cannot work on them independently, is distracted if he sees that there is no adult nearby, and has to be repeated several times. Experiences difficulties in the transition from oral to written forms of work. The ability to exert volition is reduced, he often does not complete the work he has started, and is lazy. Completes written work very slowly and does not keep up with the pace of the class. Problems with the Russian language have been identified. cannot divide a continuous text into sentences (determine the boundaries of sentences based on meaning and intonation, formulate a sentence in writing). When writing words and sentences from dictation. makes a lot of mistakes in previously learned spellings, replaces and distorts letters, adds his own, and finds it difficult to find independently learned spellings in words. Makes mistakes in placing stress in words, in dividing them into syllables. Often incorrectly transfers words from one line to another, may move one letter or leave it on the line. Has difficulty asking questions about words and cannot always determine the name of the part of speech. In mathematics, he cannot count in writing within 100, he can add and subtract numbers within 20 orally using a ruler.. He can solve simple problems, but has difficulty solving compound problems, problems involving difference comparisons, and has difficulty choosing the operation of multiplication and division when solving problems. . He cannot measure the required number of centimeters using a ruler and draw a segment. Is reading. 25 words per minute. Before school I couldn’t read, I didn’t know any letters. Reads syllables, but when reading he distorts words, does not finish reading or adds letters. It is difficult to explain what he read, since he always understands the meaning of the text. Retells short texts only on leading questions, because vocabulary is poor. He does not memorize poems. He tries to follow the rules of conduct in class, but he is quickly distracted and can get up and walk around the class. Doesn't know basic concepts about the world around him. The emotional-volitional sphere of .... is disturbed. He does not respond to comments immediately; if he corrects himself, it does not last long. At the same time, he is not touchy and does not withdraw into himself. Maintains distance when communicating with adults. Maintains friendly relations with classmates,
Director
Classroom teacher
Pedagogical characteristics
for a student of 4th grade
....studies in ....since the 2012-2013 academic year.
…..studies in the adapted general education program “School of Russia” from the 2nd grade of the 2013-2014 academic year. In educational activities for all years of study in primary school showed good knowledge in all subjects. Has high efficiency and pace of learning activities. The main educational activities are based on high level. Works actively and focused in all lessons. Regulatory universal actions well formed, namely such skills as adequate assessment of one’s own educational activities and actions of classmates, planning work in the lesson and working according to the plan. Able to analyze types of problems of different complexity, answer simple and complex questions, master the operations of comparison, generalization, and classification of objects. Communication skills: able to express his thoughts with sufficient completeness and accuracy; speaks monologue and dialogic forms of speech. She is curious and inquisitive, asks a lot of questions (not only on real topics). Shows interest in intellectual games, fantasies (I wonder what would happen if...). He often offers unusual answers and tells stories with rich imagination. As she grows, she strives to tell others about everything she knows. He knows how to joke and understands a joke, and is always the center of attention of his classmates.
Sociable. Actively participates in international competitions in mathematics, Russian language and showed good results, and also took part in the International Snail test in mathematics and Russian language and showed good results. She took 2nd place in the city reading competition.
In his spare time from studying, he likes to draw. Takes an active part in class and school affairs. She was repeatedly awarded certificates for good studies and active participation in the life of the class.
She is characterized as a calm, balanced girl, knows how to assess a situation and take deliberate actions, is courteous, and very organized.
Neat. Keeps own school supplies in order. He always comes to school with his homework completed.
Parents are interested in their daughter’s studies and are active assistants in their child’s studies. The atmosphere in the family is friendly and warm. Relationships between family members are trusting and close. Parents willingly cooperate with the teacher.
Director
Classroom teacher
Pedagogical characteristics
per student of grade 4 “D”…..
….studies in….. since the 2012-2013 academic year.
Physical development corresponds to age. Appearance always neat. School supplies are in order.
Home control is good…..frequently visits school, is interested not only in the successes….but also in the affairs of the class. In the family, the boy receives a lot of love and attention and responds in kind. The family is prosperous.
….studies in the adapted general education program “School of Russia” from 2nd grade since the 2013-2014 academic year. Throughout the entire period of study, he has good academic performance and good behavior. The main motive of educational activities is the high-quality acquisition of knowledge and its application in practice. Takes an active part in educational activities. He works focused in class and is especially interested in subjects such as mathematics and computer science. ...solves problems well and quickly, easily copes with solving examples, has mastered the multiplication and division tables. Gives a complete answer to the question posed. Vocabulary is normal, knows parts of speech, parts of words, parts of sentences. We teach well, does well in all subjects, and has good performance. Mastered the skills of conscious, correct and expressive reading in whole words at a reading rate of at least 100 words per minute.
The child has a developed memory, quickly remembers and enjoys telling stories, fables and poems.
The students participated in international competitions in mathematics and the Russian language and showed good results, and also took part in the International Snail test in mathematics and the Russian language, where they showed a basic level of 100%.
In his free time from studying, he likes to be creative. Takes an active part in class and school affairs. He was repeatedly awarded certificates for good studies and active participation in the life of the class. Reacts adequately to teachers’ comments, takes them into account in future activities, and immediately tries to correct mistakes. Maintains friendly relations with classmates and enjoys authority. Completes all assignments on time and conscientiously. He quickly establishes friendships with peers and tries to stay at the epicenter of all events.
Director
Classroom teacher
Basic requirements that a student’s characteristics must meet:
the student’s characteristics should reflect his individual psychological characteristics, manifested by him in the learning process and behavior;
divide students according to the level of predominance of certain characteristics;
show the attitude of the teacher to the student;
the student's characteristics must be drawn up according to a standard scheme;
should be easily “readable” and understandable for teachers who are not familiar with the students being characterized;
The characterization process should not be labor-intensive.
The text of the characteristic consists of four parts:
1. Personal details of the person for whom the profile is being written (placed in the center of the sheet or in a column on the right).
2. Information about activities or studies (from what year he has been working or studying, where, attitude to work, study, level of professionalism, educational achievements and mastery of skills, or knowledge of educational material).
3. Assessment of business and moral qualities: information about encouragement (discipline): relationships in the team.
4. Conclusions: an indication of where the characteristic is submitted.
Examples of Student Characteristics.
Characteristics of Pyotr Vasilievich Ivanov
19.. year of birth
student...-A class, high school No.. city……
Ivanov Petr has been studying at school No. ... in the city ..... since the first grade. Has established himself as a (diligent, disciplined, hardworking, attentive) student. Possesses educational material in good level. Studies (to the full extent of his abilities, not to the full extent of his abilities, needs constant supervision, does not show interest in studying, studies poorly). Has voluntary (visual, auditory, mechanical, mixed) memory, (beautifully, well, quickly, slowly) works (remembers educational material). Detects (logical, imaginative, concrete, creative) thinking. Has the ability to study (specify subjects). At work (lessons) always (attentive, active, indifferent, does homework, helps friends). Has good general development. Reads a lot.
Performing public assignments refers to (conscientiously, carefully, carelessly). Was elected to (specify public position). Actively participated (in public life schools (classroom, in the work of student government, in cultural events, in sports life). Was a participant in (school, city, regional) Olympiad/competition/tournament, awarded (diploma, certificate of honor, medal).
(Modest, cheerful, comradely, restrained, balanced, reasonable, disciplined, independent, susceptible to the influence of others). Rules of conduct (always complies, does not always comply, complies at the request of the teacher, ignores, has a violation of discipline, is prone to illegal behavior). He is respected among teachers. Has authority among his comrades. He has many friends and maintains friendly relations with many colleagues.
Parents pay proper attention to raising their son (they do not pay attention, they neglect upbringing, they are a bad influence).
_________________________________________________________
Characteristics of Irina Anatolievna Petrova
19.. year of birth,
students of ...-A class, secondary school No. .. of the city ......
Irina Petrova has proven herself to be a diligent, disciplined, hardworking student.
Has logical thinking, has the ability to study mathematics, literature, history.
Performs public assignments conscientiously. She took part in the regional Olympiad in mathematics, where she took… a place, she is fond of chess.
Reads science fiction and historical literature with interest.
In his free time, he writes poems, sings, and bakes cakes.
Irina is respected among teachers.
He has authority among his comrades and maintains friendly relations with many students.
School Principal: (Signature)
_______________________________________________
Characteristic
per student...A class
Municipal educational institution "Secondary secondary school №…»
Ivanov Ivan Ivanovich,
… the year of birth,
Living at:...
Studies: he studies well, slightly above average, is almost not interested in studies, reads little, has no specific academic interests.
Behavior: frequent violations of discipline; conflicts with teachers arise very rarely, but with fellow students often;
It is characterized by very high motor activity and restlessness.
Social activity is of average intensity, as are organizational skills and initiative. The student occupies an intermediate position between leaders and followers.
Communication at school: in terms of popularity in the class, the middle position, but there are no enemies. He is extremely sociable, constantly tries to be in public, in the thick of things, looking for new experiences and acquaintances.
Lack of shyness. Responsive. Differs in independent judgments.
Personal characteristics: not anxious, self-confident, self-esteem is high and not inflated, ambitious, rather arouses the sympathy of the teacher who filled out the card.
Communication in the family: lives in a friendly family, relationships with parents are trusting, he is given greater independence, but they try not to weaken control over behavior. There are no conflicts in the relationship between the teacher and parents.
School principal, (Class teacher) number (signature)
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Sometimes the characteristics require filling out an individual student card.
Psychological and pedagogical card of the student
"Psychological and pedagogical map of the student" uses the method of expert assessments in graphical form (the expert is the class teacher). This map allows you to create a “graphic” characteristic of a student.
This card is recommended for filling out and drawing up for each student at the end of certain periods of study, to identify the primary tasks in the process of teaching and educating the student, as well as to help a new teacher (in case of a change in class teacher) in working with the class:
If a student is studying in an eleven-year program, then it is recommended to draw up a “Psychological and Pedagogical Student Card” in grades 4, 8 and 10.
The map looks something like this.
