The multidisciplinary school complex includes a kindergarten, a primary school, as well as gymnasium and lyceum classes of various profiles. 193 teachers teach 2231 students.
Practical implementation of the adaptive school model:
At the same time, lines of lyceum, gymnasium, correctional and developmental and primary vocational education are being built;
Multi-level differentiated training and development of students is carried out, taking into account their inclinations and abilities, state of physical and mental health.
Basic principles for constructing an adaptive school model:
·system-structural integral ideological and organizational unity of its subsystems and individual objects;
multidisciplinarity;
·equal partnership coexistence of different pedagogical paradigms;
·gradual overcoming of contradictions in the cognitive, personal (emotional-volitional), cultural and competency-based paradigms of education;
·broad optimization approach.
Basic features of the adaptive school model:
The presence of a heterogeneous composition of students (“a school for everyone”);
Focus on abilities, inclinations, life plans;
Flexibility, openness, timely adequate response to socio-cultural and psychological-pedagogical situations;
Creating the necessary conditions for the implementation of variable education within one school;
Ensuring content and methodological continuity at all stages of training;
Differentiated learning;
The presence of diagnostic, organizational and didactic procedures that allow for soft forms of differentiation, offering permanent regrouping of students based on tracking the dynamics of their development;
Health as an integral indicator of the model’s effectiveness;
Optimal combination of teaching and educational models.
Pedagogical bulletin. 2002, No. 9. P. 7.
Yamburg E.Sh. School for everyone: Adaptive model. (Theoretical
fundamentals and practical implementation). – M.: New school, 1996.
Humanistic school of V.A. Karakovsky(school No. 825 Moscow)
School No. 825 was founded in 1970; in 1977, with the arrival of the new director V.A. Karakovsky, the creation of a humanistic educational system (personality-oriented) began here, which went through several stages in its formation and development.
At the first stage (1977-1981), a diagnosis of teaching and student teams, their activities, and the relationship of the school with society was carried out. The work developed by V.A. was introduced and refined. Karakovsky concept of the educational system; the prospects for the development of the school were determined, program documents were created (“Commandments of the teaching staff”, “Moral principles of a schoolchild in a model city”, etc.); teachers and students were involved in joint creative activities and began to use the communard methodology. The result this stage was the formation of new pedagogical thinking, a reassessment of values and the approval of the idea of the need for further development of the educational system.
The second stage (1981 - 1986) was characterized by stabilization of the system, its structural components, self-government bodies were created. At the same time, the main value was considered to be the student’s personality, interests and abilities. The quality of academic performance and the level of education of students have increased. Inside teaching staff The style of relations changed; it began to be defined by democratization, cooperation and co-creation. Collective creative activity has become dominant. However, during this period, contradictions arose between educational and extracurricular activities, which set a number of new tasks for the team aimed at changing the leading types of activities, its essential foundations - this was the main content of the third stage of development of the Armed Forces (1986-1988).
The next, fourth, stage in the formation of the educational system was the development of promising directions for its further development. At the same time, large-scale changes in society that began in 1991 led to fundamental changes in the educational sphere. The proclaimed principles of democratization and humanization required the teaching staff to make adjustments to all structural components of the system from goal to result. The content of educational work was based on universally significant values: Man, Family, Fatherland, Labor, Knowledge, Culture, Peace, Earth. humane relations have become the main mechanism for educating the individual. In the educational system, the degree of freedom has increased, the role of the situation of choice and the situation of success has increased. Dialogue, group discussion, and the method of creating a pedagogical situation and conditions for individual self-realization began to dominate in educational methods.
Methods of educational work: A textbook for students. higher ped. textbook institutions / L.A. Baykova, L.K. Grebenkina, O.V. Eremkina, etc.; edited by V.A. Slastenina. – M.: Publishing Center “Academy”, 2002. – p. 25-26.
PRESENTATION
"Adaptive school
E.A. Yamburg".
Tronyaeva K.V.
An adaptive school is a school where every child, regardless of his abilities and individual characteristics SUCCESSFUL"
(E. Yamburg)
Basic principles of the education system in an adaptive model
4. The principle of continuity and succession of education in the system “ School-kindergarten”
3. Principle
individualization, differentiation and
mobility
educational
space
1. Humanization
2. The principle of unity of cultural and educational space based on historical traditions
5. The principle of democratization of education
The main criterion for the activities of the teaching staff of the new model of an educational institution is the criterion for the development of the personality of children and adolescents.
Humanization of education is aimed at turning education towards complete picture world: the world of culture, the world of man; to humanize knowledge;
on the formation of humanitarian
and systems thinking.
- The principle of unity of cultural and educational space based on historical traditions (as the basis for the harmonization of national relations).
- The principle of individualization, differentiation and mobility of the educational space. The principle is based on the generally accessible nature of education in accordance with the individual and age characteristics of the child, the differentiation of the structure of the educational process and multi-level educational preparation student.
- The principle of developmental, activity-based education. The development of a child’s personality occurs in the process of specially organized educational and cognitive activities. In the process of this activity, the child masters not only knowledge, skills, and abilities, but also gains experience in independently obtaining and applying them as the main principle of life. Knowledge, abilities and skills become a means of developing the personality of each student.
- The principle of continuity and continuity of education in the “School-kindergarten” system means such a construction of socio-ecological space when a child or teenager studies and realizes the vital need for constant updating of education.
- The principle of democratization of education presupposes the formation of a different pedagogical relationship from the authoritarian culture, which is based on a system of cooperation between an adult and a child, an educator, a teacher and the administration of an educational institution.
Main tasks of the adaptive model
Ensure scientific and practical construction of the process and content of educational activities within the framework of lifelong education and continuity in work kindergarten and schools.
Develop and include a comprehensive program of sociological, medical, psychological and pedagogical support for the development of children and adolescents.
Based on experimental scientific data and research results on comprehensive development personality to ensure an individual development trajectory for children and adolescents.
Combine extracurricular and out-of-school education spaces into unified system socio-ecological educational space model.
Develop programs to provide additional services to children, students and their families.
Develop a system of measures to improve the professional potential of the teaching staff based on the content of education, new psychological and pedagogical technologies and the ability to work in an experimental and innovative mode.
To build a socio-ecological space of education model based on new requirements for the content of education and new psychological and pedagogical technologies.
Manage educational institution based on modern management technologies and their development by the teaching staff.
The formulated objectives are specified at each level of education.
Adaptive Model Structure
The basis for the implementation of the “School-Kindergarten” tasks is the stepwise construction of the education system.
II stage:
Primary general education:
1 - 4 grades (children from 6 to 9 years old)
I stage:
Before school education in kindergarten
(children from 4 to 5 years old);
school early development
(children living in an assigned micro-site, not attending kindergarten, from 4 to 5 years old).
At this level of education, there are classes for age norms, developmental education (A.V. Zankov’s system) and classes for compensatory education.
IV stage:
Secondary (complete) education:
10-11 grades.
III stage:
Basics general education:
5th - 9th grades (teenagers from 10 to 14-15 years old).
Depending on the readiness and identified individual characteristics of students, taking into account the conditions of the experimental model, classes are allocated:
At this stage there are
the following types classes:
advanced learning classes;
age standards for children who are able to master the curriculum without much difficulty;
general educational level;
pedagogical support classes for children who require correction of the educational process and compensation for physical and mental health.
advanced development;
individual training.
All activities of out-of-school educational institutions are built in accordance with the principles of sociological educational system and is aimed at solving the main problems of the model.
The structure of the model includes:
1. Sociological-medical-psychological-pedagogical service for the provision of educational services children, teenagers and their parents, teaching staff.
2. Research laboratories of didactics and psychology for the development of experimental programs and evaluation of the results of experimental and innovative activities.
- adaptation educational process to the student and his individual characteristics;
- small group of students , allowing for the effective implementation of individual and differentiated approaches, individual-group scheduling;
- "full day" interaction between teacher and student (9.00 – 16.00);
- security comfortable conditions for a schoolchild (two meals a day, walks, an extensive system additional education, psychological and medical services, etc.);
- health-preserving environment for UVP participants;
- parental participation through the board of trustees in co-financing the UVP and the material and technical base of the school
Self-realization
Research activities
Self management
Education
Education
- a small teaching staff that allows the teacher to occupy various management positions - teacher, educator, administrator;
- school work simultaneously in two modes - functioning and development;
- involvement of parents in the management of the school is mandatory and necessary conditions school activities;
- system creation children's self-government schools as implementation democratic principle management and self-organization of students’ lives at school.
YAMBURG SCHOOL
The official name of this state
secondary educational institution - Education Center N 109, Moscow. A
unofficial, which bears the stamp of personality, fits into two words.
Over the past years, its director has become a Doctor of Pedagogical Sciences, Honored Teacher of the Russian Federation, Corresponding Member Russian Academy
education and generally became famous.
The school itself is from an experimental site,
where it was run in adaptive model
(device educational system to the capabilities and needs of students, and not
on the contrary), has turned into a multidisciplinary education center: kindergarten, primary classes,
gymnasium, lyceum, classes
pedagogical correction...
Central Educational Center No. 109 is famous primarily as the cradle of the school’s adaptation model (the institution itself is already 27 years old). That is, schools where methods of working with students, forms of teaching and approaches to organizing the educational process are selected depending on which children study in a particular class. It is not the child who adapts at school, but the school that is ready to adapt to him, based on his characteristics. The result is a multi-level education system that gives each student the opportunity to realize their potential. Today there are 237 teachers and 2020 students in the education center. It operates a theater studio, a school of arts and crafts, and even a hairdresser (the staff are the students themselves). However, director Yamburg says: “I don’t think at all that we grabbed God by the beard. We still have to work and work.”
The main principles of an adaptive school are a focus primarily on the child’s characteristics (both mental and physical), a flexible approach to learning and the absence of strict selection at the entrance. Theoretically, people are accepted here regardless of the financial situation of the family. And regardless of certain deviations (except for particularly severe cases, the so-called contingent of special boarding schools), which somewhere would be considered unacceptable. “The sooner we identify disorders (for example, dysgraphia or dyslexia), the more likely it is that we will help the child return to normal by school,” explains Evgeniy Yamburg. Therefore, interviews, including with a psychologist, are conducted here not in order not to hire, but in order to determine the amount of work to be done.
In practice, preference is given to
still residents
Adaptive school of Yamburg
E.A. Yamburg Honored Teacher of the Russian Federation, Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education (since 2000), Director of the Education Center No. 109 (Moscow), better known as the “Yamburg School”. Author of the books “This Boring Science of Management”, “School for Everyone” (the best pedagogical book in Russia in 1997), “Pedagogical Decameron”. Developer and author of the adaptive school model - a new model of a multi-level and multidisciplinary general education public school with a set of classes of various orientations, educational services, open to children of a wide variety of abilities and abilities, regardless of their individual psychological characteristics, health, inclinations, financial security of the family. The most important message of such an educational institution is that it is not the child who adapts to the school, but the school that adapts to the capabilities, needs and abilities of the child. So, for example, in addition to a serious educational program, Central Educational Center No. 109 has a powerful system of additional education: a stable for hippotherapy, a school of arts and crafts, a travel club “Zuid-West”, a theater studio, a cinema club, etc.
In the education center No. 109 under the leadership of E.A. Yamburg has been implementing the idea of integrated education for children with developmental disabilities for many years. E.A. Yamburg calls its educational system an “adaptive school.” IN adaptive school there should be a place for everyone, regardless of their individual psychophysical characteristics and inclinations, that is, the school adapts to each child, and not vice versa. While maintaining the classroom-lesson system, the educational process is organized depending on the abilities of children, the level of their intellectual development and preparedness. The education center educates children of all ages, starting from kindergarten, and of various abilities: from classes of correctional and developmental education to lyceum physics and mathematics, humanities, and medicine. The purpose of the educational process: the formation of a positive self-concept of students, the creation of a system of adaptive pedagogy, a system of multi-level differentiated education. A rehabilitative space is created around a child in need of help, in which the shortcomings of the school education that the children received before entering the educational center, family upbringing are compensated, impairments in performance are eliminated, and physical and neuro-mental health is protected and strengthened. The compensating means of the rehabilitative space are pedagogical love for the child; understanding children's difficulties and problems; accepting the child as he is; compassion, participation, necessary help; teaching elements of self-regulation.
Types of pedagogical support are implemented in the following principles: learning without coercion; understanding the lesson as a rehabilitation system; content adaptation; simultaneous connection of all senses, motor skills, memory and logical thinking in the process of perceiving the material; mutual learning (in principle, optimal tempo) from the position of complete assimilation.
Introduction
1.Basic principles of the education system in the adaptive model
2.Main objectives of the adaptive model
3.Structure of the adaptive model
4.Yamburg School
Conclusion
Bibliography
Introduction
Changes in the political and socio-economic paths of development of our society are determined by the transformation of teaching practice and the development of diverse models of educational institutions, aimed at maximizing the satisfaction of the educational needs of the younger generation and society as a whole.
One of the possible models of a new educational institution may be an adaptive model of a school in which a socio-ecological space is built. The society of the educational space makes it possible to prepare students for life, for labor activity in society. Environmentally friendly principles for constructing an educational space create comfortable conditions personality development. The sociological educational space preserves and develops the physical and mental health of children and adolescents; creates conditions for intellectual, emotional and personal development depending on age characteristics and individual inclinations and abilities.
The operating conditions of such an educational space are objectified by the individual age characteristics of each child. These conditions are aimed at overcoming alienation from one’s own self, society and nature, at implementing the idea of preserving and enhancing human dignity. The life activities of children and adolescents take place not only within the walls of kindergarten and school, but also outside them in extracurricular and extracurricular activities. In this model, the teaching staff is given the place of a guide, carrying out the relationship between the process of development (growing up) of children, adolescents and the social environment, in the formation of a human citizen aimed at improving society.
In the sociological educational space, there is a process of progress in the subjectivity of both the preschooler, the student, and the educator and teacher. Child development occurs due to changes in the content and forms of legal and educational-cognitive activities. Consequently, the adaptive model of an educational institution is a form of content and process of education. This model is a system for preserving and enhancing sociocultural universal human values.
1.Basic principles of the education system in the adaptive model
All principles of the formation of an adaptive school model are aimed at ensuring social and pedagogical conditions for the development of a socio-ecological educational system, at ensuring its full functioning. All principles are interconnected and complement each other.
1. Humanization of education means that at the center of the educational space is the child, his health, free development personality, respect for the child’s personality, dignity; trust in him; acceptance of his personal goals, requests and interests; education of citizenship and love for the Motherland.
The educational process is based on the priority of universal human values.
The main criterion for the activities of the teaching staff of the new model of an educational institution is the criterion for the development of the personality of children and adolescents.
2. The humanization of education is aimed at turning education towards a holistic picture of the world: the world of culture, the world of man; to humanize knowledge; on the formation of humanitarian and systemic thinking. Humanization of education is one of the main means of filling the spiritual vacuum.
3. The principle of the unity of the cultural and educational space, based on historical traditions (as the basis for the harmonization of national relations).
4. The principle of individualization, differentiation and mobility of the educational space. The principle is based on the generally accessible nature of education in accordance with the individual and age characteristics of the child, the differentiation of the structure of the educational process and the multi-level educational preparation of the student.
5. The principle of developmental, activity-based education. The development of a child’s personality occurs in the process of specially organized educational and cognitive activities. In the process of this activity, the child masters not only knowledge, skills, and abilities, but also gains experience in independently obtaining and applying them as the main principle of life. Knowledge, abilities and skills become a means of developing the personality of each student.
6. The principle of continuity and continuity of education in the “School-kindergarten” system means such a construction of socio-ecological space when a child or teenager studies and realizes the vital need for constant updating of education.
7. The principle of democratization of education presupposes the formation of a different pedagogical relationship from the authoritarian culture, which is based on a system of cooperation between an adult and a child, an educator, a teacher and the administration of an educational institution.
2.Main objectives of the adaptive model
1. To ensure the scientific and practical construction of the process and content of educational activities within the framework of lifelong education and continuity in the work of kindergarten and school.
2. Develop and include a comprehensive program of sociological, medical, psychological and pedagogical support for the development of children and adolescents.
3. Based on experimental scientific data and research results on the comprehensive development of personality, ensure an individual development trajectory for children and adolescents.
4. Unite extracurricular and out-of-school educational spaces into a single system of socio-ecological educational space of the model.
5. Develop a system of measures to improve the professional potential of the teaching staff based on the content of education, new psychological and pedagogical technologies and the ability to work in an experimental and innovative mode.
6. Develop programs to provide additional services to children, students and their families.
7. Build a socio-ecological space of an education model based on new requirements for the content of education and new psychological and pedagogical technologies.
8. Manage the educational institution on the basis of modern management technologies and their development by the teaching staff.
The formulated objectives are specified at each level of education.
3.Structure of the adaptive model
The basis for the implementation of the “School-Kindergarten” tasks is the stepwise construction of the education system.
Stage I:
Preschool education in kindergarten (children from 4 to 5 years old); early development school (children living in an assigned micro-site, not attending kindergarten, from 4 to 5 years old).
II stage:
Primary general education: grades 1 - 4 (children from 6 to 9 years old). At this level of education, there are classes for age norms, developmental education (A.V. Zankov’s system) and classes for compensatory education.
III stage:
Basic general education: grades 5 - 9 (teenagers from 10 to 14-15 years old). At this level the following types of classes are provided:
· advanced training classes;
· age standards for children who are able to master the curriculum without much difficulty;
· pedagogical support classes for children who require correction of the educational process and compensation for physical and mental health.
IV stage:
Secondary (complete) education: grades 10-11. Depending on the readiness and identified individual characteristics of students, taking into account the conditions of the experimental model, classes are allocated:
· general educational level;
· advanced development;
· individual training.
The idea of continuity of education in a step-by-step structure provides for continuity of requirements and conditions for organizing training and education both between levels and at each of them. This means that it is based on an individual approach and differentiation curricula provides for the free transition of a student from one type of class to another at a certain level of education in accordance with the requests of parents, students and the opinions of teaching staff. Process of transition from one stage structural model presupposes a certain system of knowledge, skills and abilities for the student; the level of his intellectual, emotional and spiritual development; appropriate physical, mental and moral health and much more. Consequently, the correlation of educational standards between levels makes it possible to build the educational process more smoothly within the framework of the principle of continuity. Personality-oriented is a means of limiting overload, reducing neuroticism and mental discomfort. At the second and third stages of the model, the work of extended day groups is provided, the content of which is aimed at implementing the main tasks of the socio-ecological educational process.
At the second, third and fourth stages of education, special courses are provided that work according to the requests of parents, the needs of students and fulfill specific educational objectives. This reveals the specificity of each special course, the unifying point of which is their focus on expanding the sociocultural educational space, on the development and enhancement of the universal human values of each student. So, for example, at the fourth stage of education, taking into account the already formed interests of students in a certain specialization, the free right to choose the profile of a special course is provided, or the student can attend several special courses.
From the first to the fourth stage of the adaptive model, in-depth study of foreign languages (English, German, Japanese, Chinese) is provided as a means of mastering national historical traditions, human development, and harmonization of national relations.
Adaptive model of Yamburg school
4.Yamburg School
The official name of this state secondary educational institution is Education Center N 109 in Moscow. And the unofficial, which bears the stamp of personality, fits into two words.
Over the past years, its director became a Doctor of Pedagogical Sciences, an Honored Teacher of the Russian Federation, a corresponding member of the Russian Academy of Education, and generally became famous. The school itself, from an experimental site where the “adaptive model” was tested (adapting the educational system to the capabilities and needs of students, and not vice versa), turned into a multidisciplinary education center: kindergarten, primary classes, gymnasium, lyceum, pedagogical correction classes... The Yamburg school is also its own theater, stables, a flotilla with two steamships and several sea boats, an arts and crafts workshop, a cafe, a hairdresser, medical offices... This is, if you like, Yamburg City, where there is just about everything.
Director of the capital's Education Center No. 109, Honored Teacher of the Russian Federation Evgeny Aleksandrovich Yamburg is also a cheerful person. In the corridors on the walls there are framed caricatures of teachers, not classics. In the director's reception room there is a painted sculptural image of Yamburg itself, reduced by one and a half times. Probably so that everyone, even a first-grader, can feel like an equal with him.
Central Educational Center No. 109 is famous primarily as the cradle of the school’s adaptation model (the institution itself is already 27 years old). That is, schools where methods of working with students, forms of teaching and approaches to organizing the educational process are selected depending on which children study in a particular class. It is not the child who adapts at school, but the school that is ready to adapt to him, based on his characteristics. The result is a multi-level education system that gives each student the opportunity to realize their potential. Today there are 237 teachers and 2020 students in the education center. It operates a theater studio, a school of arts and crafts, and even a hairdresser (the staff are the students themselves). However, director Yamburg says: “I don’t think at all that we grabbed God by the beard. We still have to work and work.”
IN Soviet times an experiment to create an educational institution capable of adjusting a standardized and straightforward system schooling under the child, was carried out virtually secretly. Different teaching methods were needed, designed for different categories of students. The experience of foreign colleagues was studied clandestinely and also clandestinely introduced into practice.
Today adaptive schools operate in 60 regions of Russia, in the near and far abroad. The author of the system, Evgeniy Yamburg, does not count his followers and emphasizes that other adaptive schools are not copies of Central Educational Center No. 109 - teachers there can use other methods. The main thing is to preserve the basic principles.
Each school should ideally have its own identity. This one has no gray-green-blue walls; the atmosphere in which children spend time should not reek of officialdom. Another fundamental point is that there is everything you need for the educational process. However, in the Central Educational Center it is not customary to mention the number of computers and other equipment; the main thing is the teaching technique. Meanwhile, the center recently purchased a batch of laptops for students in special classes. Quite significant. If we're talking about O private school, here God himself ordered to organize “conveniences” at a level above average. But state educational institutions, as a rule, do not shine in this regard. Literally and figuratively. Evgeniy Aleksandrovich says that when he comes to inspect other schools, he first of all pays attention to the condition of the plumbing facilities, and specifically shows me the toilets and washbasins - light tiled floors, flowers, fish in the aquarium...
The school is acquiring branded features. For example, not long ago a piece of Old Arbat appeared - one of the halls was turned into it: almost real lanterns, a model of the facade of the building where Okudzhava lived, benches and a small area that can be turned into an impromptu stage.
On the walls there are caricatures of teachers, apparently to create an informal atmosphere. Naturally, no one is offended - this is customary. A smaller copy of the school principal, made of papier-mâché, is right in front of his office.
Despite its external and internal presentability, this school, in the language of the characters in Chukovsky’s book “From Two to Five,” is the most “everyone” school. In the sense that no one will “cut” your child upon admission. The main principles of an adaptive school are a focus primarily on the child’s characteristics (both mental and physical), a flexible approach to learning and the absence of strict selection at the entrance. Theoretically, people are accepted here regardless of the financial situation of the family. And regardless of certain deviations (except for particularly severe cases, the so-called contingent of special boarding schools), which somewhere would be considered unacceptable. “The sooner we identify disorders (for example, dysgraphia or dyslexia), the more likely it is that we will help the child return to normal by school,” explains Evgeniy Yamburg. Therefore, interviews, including with a psychologist, are conducted here not in order not to hire, but in order to determine the amount of work to be done. In practice, preference is still given to residents of nearby areas.
The flexible approach declared by the adaptive school is the opportunity to constantly choose. Including teaching methods. For example, in Waldorf schools they study only according to the Waldorf canons, in the Amonashvili school - in accordance with the methodology of the same name. And here the pedagogical tools can be anything. The main thing is that it suits the children's group.
In kindergarten Central District No. 109 there are groups working according to the Montessori development method, traditional groups, there were groups that used elements of Waldorf pedagogy, etc. How your child will be taught and in which group depends on his knowledge, skills and abilities.
The question that worries parents immediately after admission is what grade will their child go to? At first glance, the system is complex - regular, correctional, gymnasium, lyceum classes... But it is precisely what is needed so that children with different levels there was a place for development in school and so that they felt comfortable at the same time.
It is clear that correctional classes are designed for children who require increased attention from teachers, for those who will find it difficult to study in a regular class. Studying in a gymnasium or lyceum class is more prestigious than in a general education class, but it is also much more difficult. For example, in the linguistic lyceum two foreign languages are studied, in the medical lyceum a serious emphasis is placed on chemistry and biology, etc.
It happens that you don’t want to go to a correctional class. Moreover, parents resist. According to the school director, in such cases it takes a long time to prove that correctional does not mean bad. Working with parents is the responsibility not only of the directorate, but also of the psychological and pedagogical service, without which, according to Evgeniy Yamburg, it is impossible to make the school adaptive. It is explained to stubborn people that in a correctional class the child will be given the same knowledge - according to the state standard, but using different pedagogical technicians. That in such a class there are half as many students and therefore the teacher has the opportunity to pay more attention to everyone. And that it is better for some children to study here at first and then, having caught up, move on to a regular class, rather than initially getting into a situation of constant failure.
People enter the gymnasium on a competitive basis and at will: if you want, take exams there; if you don’t want, go to a general education class. The task of entering the Lyceum Central Educational Center No. 109 is complicated by the fact that not only students of the center are accepted there - anyone can enter. As well as preparing for admission to special courses at the center. Education at the lyceum begins in the ninth grade.
It is noteworthy that transitions from one stage school life to another in an adaptive school are as gentle as possible. Thus, some of the first classes are located on the territory of the kindergarten, that is, the children who enter them are in a familiar environment; part of the fifths according to the same scheme - on the territory of an elementary school.
By the way, training in gymnasium classes does not begin from the fifth year of study, as in others Russian schools, and from the sixth. On the fifth day, children get used to new teachers, new system building the educational process, etc. For students, this is quite serious stress, emphasizes Evgeniy Yamburg.
Classes at Central Education Center No. 109 last until about an hour or two in the afternoon. And then the fun begins.
For example, the school has its own stable with 27 horses. The fact is that the administration of the Central Educational Center decided to introduce hippotherapy into school practice. There are many indications for its use. Thus, even children with cerebral palsy who regularly ride horses improve coordination of movements and develop a sense of self-confidence. Hippotherapy is effective even with less serious problems with health.
However, that's not all. At the CO there is a travel club "Zuid-West", whose members in winter develop hiking routes along the Volga (Yamburg residents have been exploring this river for 15 years), search for information on the Internet about each section of the route, putty on watercraft - the school fleet includes 15 six-oared yawls (at the CO There are also two own ships). They go sailing along the Volga in the summer. On the one hand, this is all interesting and, of course, educational. On the other hand, there is another opportunity to mix a variety of children and teenagers. On a hike, after all, everyone is on the same team, who, how and in what grade is already of great importance does not have.
River travel, horses - things are already familiar to both schoolchildren and teachers. But pedagogy is on the march: Central Educational Center No. 109 is implementing new project- together with a dog kennel. Students of the center are now frequent guests there. “Statistics show that in most cases, a child who has a dog at home learns better,” says Evgeniy Yamburg. “The reason is simple: caring for a dog - feeding, walking - disciplines, develops responsibility. In addition, we teach our students to communicate with different children. Including disabled people. The first reaction of our children, who first appeared at the boarding school, was shock, they had never seen children in wheelchairs. The owners were embarrassed, but we came with dogs, and through them, as through intermediaries, the children -they finally started communicating. In general, this is a pretty serious scientific work which we plan to continue."
The question of how much all this costs cannot but arise in the mind of a modern parent, who is already accustomed to always paying for everything. CO N 109 - state educational institution. That is, basic school education here is provided free of charge.
However, some services are paid. For those who have chosen a more serious path of preparation for entering a university - lyceum classes, some of the subjects are taught by teachers from partner universities training center. For example, from High school economy. This item of expenditure is not financed by the state. It is also paid to study the second foreign language in the linguistic class and all kinds of in-depth training courses. For example, studying one subject in preparation courses for admission to a lyceum costs about 300 rubles per month.
Evgeniy Aleksandrovich admits that from time to time it is necessary to resort to the help of parents: maintaining horses, watercraft and other advanced school infrastructure is an expensive matter. But definitely worth it.
adaptive model school Yamburg
Recognition on the sovereign level of the importance of the introduction of foreign language in the beginning school makes it necessary to think about the tasks of an early school subject and the possibilities of their implementation. As you know...
Interpretation of age-old psychological characteristics and interests of modern foreign language
Speaking about secondary school students, we should note first for everything that is based on the knowledge acquired at the beginning school, they may be associated with other thoughts between that material and mental material...
History of correctional pedagogy
The problem of education and training of schoolchildren with developmental disabilities is one of the most important and current problems correctional pedagogy...
New means and methods of education
Among the new pedagogical trends of the second half of the 20th century. One can note the “City as a School” project, which appeared in 1972 in New York. It is intended for high school students who were unable to obtain a certificate of education...
Organizational and methodological features of lessons physical culture with students school age in a small school
A small school is a school that has a small number of students, that is, a small number of students. A small school has many negative aspects, but at the same time great advantages...
Illumination of Romania
Admission to the middle beginning: At the end of the 8th year of beginning (at the end of the 14th-15th year), all students take a national test. Beginning in 2004, this test will be called Testarea National and can only be built once - at the heart...
Representative of foreign reform pedagogy Wilhelm August Lai
Lai believed that the “school of action” was capable of changing the social reality of Germany, and experimental pedagogy was capable of synthesizing all the pedagogical quests of the early twentieth century...
Project development of a continuing education program
Our goal design development is the provision high level admission of graduates to higher educational institutions...
Development of children's social abilities in the pedagogy of S. Frenet
Creating a child-oriented school, S. Frenet is not at all inclined to believe that adults should rely on the immediate desires of children in everything...
From the age of five, most American preschoolers are raised in kindergartens, essentially zero grades, in which children are prepared for primary school, gradually moving from play to reading, writing...
Social and pedagogical features of the US educational system
After finishing 5th grade, children move to secondary school. Training in high school is 7 years. Students in grades 9-12 attend high school, and younger students attend middle school. Upon completion of the 12th grade, students receive a certificate...
Social and pedagogical features of the US educational system
American education V Once again is approaching the final phase of self-evaluation of its reforms. This happens almost every ten years. On April 18, 2001, the President released the Education Strategy program. It was bold, complex...
Comparative analysis national education systems of Italy and France
At the age of six, children enter primary school. Its first two stages - 1 and 2 - are free for everyone. All general education subjects at this stage - reading, writing, drawing, arithmetic, music, etc. - are compulsory...
Jan Komensky: pedagogical heritage
In his book "Mother's School" Comenius writes that "children are a priceless treasure." and how happy are those to whom God has given children, “for parents, children should be sweeter and more precious than gold and silver, pearls and gems.". "Gold Silver...
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