At the end of the academic year, the public’s longing for an individual approach to education intensified. All over the Russian land there are still cries and groans, where our school is somehow not sincere, the teachers are indifferent, they do not want to plunge into the individual sorrows of someone there. Well, of course, annual grades will be released soon, exams are just around the corner – not everyone will be lucky. Here they are crying. And they swear. FGOS is waving. They shout: “How much!”
GEF is a federal educational standard, i.e. And there is something really nice to look at and hear what is written. Including differentiated learning, the conditions the school has to create, and how teachers should take into account the individual characteristics of students. Here are the results of these parents, and behind them, the older schoolchildren themselves are surprising. And suddenly they start demanding strange things too. Especially in the spring, yes.
Let’s say a distraught mother comes running to school and tells the teachers that after classes they should sit next to Olya, because she does not understand with everyone in the lessons, so they should sit next to Olya. Or Vasya’s father arrives, goes to school in a day or two, and explains to the failing teachers that we’re in the 21st century, spaceships do just that, and because his son has work to do, you can take a test on WhatsApp. It’s more important than sitting behind the desk in trousers. And everyone is fiddling with the education law and the infamous Federal State Education Standard.
There is only one problem – no laws, no standards or other legal documents stipulate that a mass school should cease to be a mass school.
No one can force a teacher to reshape his schedule and course load to fit a particular child’s needs. No one can force a teacher to change the format of education from full-time to distance education for anyone without good reason, i.e. without the relevant certificates and statements. All this is unrealistic.
You can call the teacher soulless, emotionless, sarcastic all you want, but the teacher does not have the opportunity to sit alone with Olya after Olya’s sixth lesson because she has her seventh lesson in a parallel class / circle. / Neighborhood meeting / Method society, courses / God knows what else. At best, the teacher can set aside one hour per week for all additional consultations. And this hour depends on his schedule. And for this hour, all 33 of Olya’s classmates have equal rights. The same story, as you understand, with Vasya.
How can you not understand this? What a scanty imagination it takes not to imagine an apocalyptic painting in which the teacher, like a normal hermit, first devotes “only 15 minutes” to Olya, then Vasya, then Petya, then Katya, then Dima . … 35 people in the class. It ran 525 minutes. It’s almost 9 o’clock. And then a cry rises: “Soulless, emotionless teachers! You only think about money! What do we need every day? If a child comes in several times a week, is it difficult? Error – it is already 18 hours if everyone takes 15 minutes from the teacher several times. “But not everyone will. We really need this.” Olya’s mother, Vasya’s father, Petya’s grandmother, Dima’s grandfather, Katya’s sister all beat their breasts together. Even Dasha’s French bulldog grunts something. And why exactly? On what basis? Olya why? Better than Roma? Is Vasya better or Kolya? And Petya better than Masha? Other mothers, fathers and grandmothers, I think, also do not refuse a free teacher, but either they understand something from school or they are ashamed.
Or maybe Olya, Vasya and Petya have references? Well, maybe there is HVD, RAS, UO (aka IN)? No problem. It is possible to develop an adapted program, an individual training course, everything is big and terrible, as the Federal State Educational Standard dictates. What do you mean you don’t have to call? What does normal boy mean? Of course it’s normal. Nobody thought. But still, you decide: they either have special needs or just like everyone else.
By the way, about individual routes and adapted programs. We have participation. And some children whose parents were still baffled by the problem went through commissions, collected certificates and had to be treated differently. But in personal consultations (although they are) it is not expressed much, but in the fact that such children are asked less questions and their work is evaluated differently. And do you know? For many people, this doesn’t work. Olya’s mother comes back to school for half an hour, that is, she explains with fine mental organization how she is not like everyone else, is misunderstood, is not known, thinks outside the box, and then suddenly asks the teacher sternly. Why triple slapped for the same thing that Masha got four. And let’s say Masha has the official status of a disabled person and the same adapted program. Now it turns out that every interested and “seeking justice” parent should be told about Masha? Or should a parent not care about other children’s grades? Normally, it looks like the latter. And even without reference to possible diagnoses and other things.
The variability of assessment conditions is exactly the same as the differentiated approach prescribed by the Federal State Educational Standard. This is called “taking into account the individual psychological characteristics of students and the special relationship between teacher and students”. If it is Russian, for example, the teacher takes into account that everyone works at different speeds, and therefore slow children are allowed to complete one independently during a break, and energizers receive an additional task so that they do not turn around and become distracted. neighbors. Therefore, the very shy Kolya is not allowed to hand over the poem in front of everyone, but the artistic but restless Masha is forgiven for some sloppiness in the notes. But here’s the paradox – most people oppose this kind of differentiation. For some reason, many perceive such an individual approach as unfair. Suddenly, both schoolchildren and their parents begin to demand equalization. And especially those who, for some reason, yearn for a special relationship with themselves. Why all of a sudden?
I have a guess. People really want a special service, not an individual approach. And they just want it for themselves. And so that others do not have. Because otherwise, what’s the point of all this? Just that, gentlemen, comrades, on a special price list. And not in a public school.
The author expresses his personal opinion, which may not coincide with the editors’ position.