Methodology for diagnosing personal growth

Questionnaire for students in grades 5 - 8

Before you are several different statements. Please read them and think - do you agree with these statements

or not. If you agree, please rate it positively.(+1, +2, +3 or +4) on a special form with number of this statement. If you don't agree with some statement, then put a negative mark on the form(-1, -2, ~3, or -4).

"+4" -

"+3" -

"+2" -

"+1" -

"O" - neither yes nor no;

"-one" -

"-2" -

"-3" -

"-4" - no, absolutely wrong (very strong disagreement). Try to be honest. There can be no "correct" here And "incorrect" ratings. It is only important that they express only your personal opinion. Thank you in advance!

3. Stray dogs must be destroyed because they can be dangerous.

4. Any quarrels can be settled without resorting to fights.

6. What adults call the cultural values ​​of the past, in fact, often turns out to be old junk.

7. Even if something is not clear to me in the lesson, I will not ask clarifying questions to the teacher - after all, this is not so important.

8. A person who has committed a crime will never be able to become good in the future.

9. It is foolish to take risks for the sake of another person. .

10. Even the strangest people with the most unusual hobbies should have the right to defend themselves and their views.

11. Sports activities are a necessity for the health of every person.

14. When I become an adult, I can live happily without creating my own family.

15. I am lucky that I live in Russia.

17. People who oppose the war are probably just cowards.

18. Only losers are engaged in physical labor.

19. Appearance is an indicator of respect not only for yourself, but also for others.

20. I like to learn the meanings of words I don't know.

21. Our country will be a better place if we get rid of all mentally ill people.

22. I feel sorry for helpless people and want to help them. 23. There are peoples who do not deserve to be treated well.

24. I think that smoking and alcohol help people relax and relieve stress after hard work.

25. I am often dissatisfied with the way I live.

26. I am not afraid to make a mistake when I choose something in my life.

27. It's good when a person does not have a family and children - this way he feels more free.

28. When I grow up, I will try to protect my homeland from enemies.

30. Action movies with gunfire and gore help children become brave and courageous.

31. The job of a janitor is no less important than any other job.

33. Studying is an occupation for abstruse "nerds".

34. If for the sake of justice it is necessary to kill a person - this is normal.

35. I like to give gifts to my friends, relatives, acquaintances.

36. Most of the crimes in our city are committed by people who came to us from other places.

37. I believe that one dose of drugs can not become a drug addict.

38. I am very worried about any of my failures, even the smallest ones.

41. Victory Day (May 9) is not a holiday for everyone, but only for veterans and the elderly.

42. Trade in animals listed in the Red Book is a good way to make money.

43. Prisoners of war can be treated cruelly, because they are our enemies.

44. I wanted I would like to earn extra money in my free time if it does not interfere with my studies.

45. If a child abruptly interrupts the conversation of adults, there is nothing to worry about - the child also has the right to speak out.

46. ​​A person cannot know everything, so I do not worry about the fact that I do not know many important things.

47. It is better to release 10 criminals than to execute one innocent person.

48. People who beg are likely to be lazy and deceitful.

50. All famous, famous people try to keep in good physical shape.

51. It is hard for me to meet new people, I am often shy and embarrassed at the same time.

52. I want to know why and for what I live.

54. I don't like it when our anthem is played - it's boring and you have to get up all the time.

56. To yield in a dispute means to show one's weakness.

57. Good study is also important and serious work. 58. On the walls of the entrance, you can draw and write whatever you like.

60. I feel bad when people around me are upset about something.

61. I will help another person even if I am very busy.

63. I like outdoor games, sports or fishing more than sitting in front of a computer or TV.

65. My actions often depend not on myself, but on other people.

66. It is not necessary for a person to know something about his ancestors or relatives.

67. It happens that I feel strong excitement, a sense of pride when I hear songs about my homeland.

68. It's okay if, after washing your hands, you didn't turn off the faucet in the school cafeteria, because our country has the largest water reserves in the world.

69. A strong military power, including Russia, should be respected and feared by other countries.

70. A community work day to clean up the territory of a house or school is a useless exercise.

71. If an adult swears, there is nothing wrong with that - after all, he is already an adult.

72. I think that even without getting good knowledge I will be able to get a good job in the future.

7Z. Even notorious criminals do not deserve torture and bullying, because they are also people.

75. Refugees from Asia and Africa should be banned from entering our country, as their influx increases the level of crime.

76. I think that health is not the most important thing for a person today.

77. I don't feel sad or sad when I'm alone.

78. I most often agree with the opinion of the majority.

80. I would like to travel to other countries, but I want to live in my own country.

81. I believe that it is imperative to feed homeless animals and wintering birds.

82. It seems to me that our country has too many weapons and this is bad - their number could be reduced.

8Z. If necessary, I can even do the work that I do not like.

84. I can offend a person if I don't like him in some way.

85. TV is necessary for entertainment and relaxation, and not to learn something new from it - there is a school for this.

86. All homeless people and beggars must be caught and forced to work by force.

87. A person will never do anything if it is not profitable for him.

88. People of a different race or nationality may be normal people, but I would prefer not to take them as friends.

89. The taste of food is more important than its usefulness.

90. It seems to me that there is more bad in me than good.

91. When I do bad things, my conscience torments me.

Answer sheet

Last name, first name

Questionnaire FOR STUDENTS 9th - 11th grades

You will be presented with a series of statements. Please read them and Decide how much you agree or disagree with them. You can evaluate the degree of your agreement or disagreement in points (from"+4" to "-4"):

"+4" - definitely yes (very strong agreement);

"+3" - yes, of course (strong agreement);

"+2" - in general, yes (medium agreement);

"+1" - rather yes than no (weak agreement);

"O" - neither yes nor no;

"-one" - rather no than yes (weak disagreement);

"-2" - in general, no (medium disagreement);

"-3" - no, of course (strong disagreement);

"-4" - no, absolutely wrong (very strong disagreement).

Try to be sincere. Here not may be "correct" And "incorrect" ratings. It is only important that they reflect your personal opinion. You can enter your scores on a special form next to with serial number of the questionnaire approval. Thank you!

1. I like it when our whole family goes to visit, celebrates some holiday or just gathers at a common table.

2. Those who criticize what is happening in the country cannot be considered true patriots.

3. Stray dogs must be destroyed, as they can be dangerous.

4. Any conflict can be settled without resorting to force.

5. I am able to happily do a variety of work.

6. What many call the cultural values ​​of the past, in fact, often turns out to be primitive old junk.

7. Do not ask the teacher with questions during the lesson: they distract from main.

8. A person who has committed a crime can never change for the better.

9. It is foolish to take risks for the benefit of another person.

10. Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.

11. Sports activities are a vital necessity for every person.

12. Most of my peers prefer to communicate with beautiful people.

13. I strive to solve my problems on my own, on my own.

14. I can live happily without creating my own family.

15. I owe a lot to my country.

16. It is better to go to the forest for a Christmas tree, because there you can choose the most fluffy one.

17. People who oppose war are actually cowardly.

18. Physical labor is the lot of losers.

19. Appearance is an indicator of respect not only for yourself, but also for others. .

20. I strive to learn the meanings of unfamiliar words.

21. It will be easier for the country if we get rid of from mentally ill people.

22. I feel sorry for helpless people and want to help them.

23. There are nations and peoples who do not deserve to be treated well.

24. I believe that smoking or alcohol can help me relax and relieve stress.

25. I often feel disappointed from life.

26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.

27. Without a family and children, a person feels more free.

28. I am ready to defend my homeland in case of serious danger.

29. Keeping animals in mobile menageries is inhumane.

30. Action movies with gunfire and gore build courage.

31. A housewife can also be a creative person.

32. Obscene expressions in communication are a sign of lack of culture.

33. Study is an occupation for "nerds".

34. If for the sake of justice it is necessary to kill a person, then it's ok.

35. I experience strong positive emotions when I give someone a gift.

36. Most of the crimes in our city are committed by visitors.

37. From one dose of drugs, I will not become a drug addict.

38. I am very worried about any, even minor, failures.

39. I am ready to argue with the teacher if I think that he is wrong.

40. I am proud of my last name.

42. Importing rare exotic animals from abroad is a normal way to make money.

43. Prisoners of war should not be subject to human rights.

44. I would like to work in my free time if it does not interfere with my studies.

45. What communication without a bottle of Klinsky!

46. ​​A person cannot know everything, so I do not worry about my ignorance of some important things.

47. It is better to justify 10 criminals than to execute one innocent.

48. People who beg for alms are most likely lazy and deceitful.

49. Refereeing against “ours” at international competitions is often unfair, because no one likes Russians.

50. All people who have taken place in life try to maintain good physical shape.

51. It's hard for me to meet new people.

52. It is important for me to find the meaning of my own life.

53. Looking at old family photos is a weird thing to do.

54. Once abroad, I will try not to be perceived as a Russian.

55. Cleaning up someone else's garbage in tourist sites is a stupid thing to do.

56. To make concessions means to show weakness.

57. Good study is also serious work.

58. Manifestation of vandalism is one of the forms of youth protest.

59. I like to delve into encyclopedias, magazines, dictionaries: you can find a lot of interesting things there.

60. I can't feel good when people around me are depressed about something.

61 . I can sacrifice my well-being to help a stranger.

62. It is unfair to put people with dark skin color in leadership over white people.

63. I prefer active rest to sitting at the TV or computer.

64. I feel awkward in unfamiliar company.

65. My actions often depend on external circumstances.

66. It is not necessary for a person to know his family tree.

67. It happens that I experience great excitement when I hear songs about my Motherland.

68. Taking into account all the pros and cons, the storage of foreign nuclear waste in Russia will bring more financial benefits than environmental harm.

69. We are a strong military power, and that is why we must be respected.

70. Subbotnik to clean up the territory of a house or school is a relic of the past.

71. I can't imagine colloquial Russian without swearing.

72. I think that even without getting good knowledge I will be able to make a good career in the future.

73. Even notorious criminals do not deserve torture and bullying, because they are also people.

74. I am ready to help an elderly person only for a fee.

75. The authorities should deny access to our country to refugees from economically backward states, as their influx increases the level of crime.

76. I think that health is not the most important thing in life today.

77. Temporary loneliness does not depress me.

78. I most often follow the opinion of the majority.

79. It upsets me that I do not do everything for my parents that I could.

80. I would like to travel to other countries, but I prefer to live in my own.

81. I think that wearing natural fur coats is immoral.

82. It seems to me that there are too many weapons in our country.

83. I can force myself to do work that I don't like.

84. I can be rude to a person if I don’t like him for something.

85. Television should be primarily a means of entertainment and recreation, and only secondarily a source of information about events in the country and the world.

86. All homeless people must be caught and forced to work.

87. It is human nature to never do anything without regard to one's own benefit.

88. True religion can only be one single religion.

89. The palatability of food products, in my opinion, is more important than their usefulness.

90. Deep down I know that I value myself low.

91. When I do wrong, my conscience torments me.

Last name, first name

Form FOR answers

Form FOR answers

Results processing

Schoolchildren's answers are distributed on 13 scales: they correspond to 13 lines in the answer form filled in by the respondent. The results are obtained by adding up the scores for each scale.

1. The nature of the student's relationship to the family is shown by his assessments of statements Nos. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions Nos. 1, 40, 79, the sign does not change. In the answers to questions 1, 14, 27, 53, 66, the sign is reversed.
2. The nature of the student's relationship to the Fatherland is shown by his assessments of statements Nos. 2, 15, 28, 41, 54, 67, 80. At the same time, in answers to questions Nos. 15, 28, 67, 80, the sign does not change. In the answers to questions Nos. 2, 41, 54, the sign changes to the opposite.
3. The nature of the student's relationship to the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions Nos. 29,81, the sign does not change. In the answers to questions Nos. 3, 16, 42, 55, 68, the sign changes to the opposite.
4. The nature of the student's relationship to the world is shown by his assessments of statements Nos. 4, 17, 30,43,56, 69, 82. At the same time, in the answers to questions Nos. 4, 82, the sign does not change. In the answers to questions Nos. 17, 30, 43, 56, 69, the sign changes to the opposite.
5. The nature of the student's attitude to work is shown by his assessments of statements Nos. 5, 18, 31,44,57,70,83. At the same time, in the answers to questions No. 5, 31, 44, 57, 83, the sign does not change. In the answers to questions Nos. 18, 70, the sign changes to the opposite.
6. The nature of the student's relationship to culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32, the sign does not change. In the answers to questions Nos. 6.45, 58, 71, 84, the sign changes to the opposite. .
7. The nature of the student's attitude to knowledge is shown by his assessments of statements Nos. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions Nos. 20, 59, the sign does not change. In the answers to questions Nos. 7, 33, 46, 72, 85, the sign changes to the opposite.
8. The nature of the student's relationship to a person as such is shown by his assessments of statements Nos. 8, 21, 34,47,60, 73, 86. At the same time, in answers to questions Nos. 47, 60, the sign does not change. In the answers to questions No. 8, 21, 34, 86, the sign changes to the opposite.
9. The nature of the student's relationship to a person as another is shown by his assessments of statements Nos. 9,22,35,48,61,74, 87. At the same time, in the answers to questions Nos. 22, 35, 61, the sign does not change. In the answers to questions Nos. 9, 48, 74, 87, the sign changes to the opposite. .
10. The nature of the student's relationship to a person as different, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements Nos. 10, 23, 36, 49, 62, 75, 88. At the same time, the sign does not change in the answer to question No. . In the answers to questions Nos. 23, 36, 49, 62, 75, 88, the sign is reversed.
11. The nature of the student's relationship to his bodily self is shown by his assessments of statements No. 11, 24, 37, 50, 63, 76, 89. At the same time, in the answers to questions No. 11, 50, 63, the sign does not change. In the answers to questions Nos. 24, 37, 76, 89, the sign changes to the opposite.
12. The nature of the student's relationship to his inner world, his spiritual self is shown by his assessments of statements No. 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question No. 77, the sign does not change. In the answers to questions No. 12, 25, 38,51,64,90, the sign changes to the opposite.
13. The nature of the student's relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91, the sign does not change. In the answers to questions Nos. 65, 78, the sign changes to the opposite.

Interpretation of results

The description of the levels of development of the child's attitude to a particular value that is brought to your attention gives an approximate, typified picture of what is behind the student's answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection.

In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of answers over four levels. Make the overall picture multi-faceted and multi-colored, mark especially outstanding results for yourself.

In the case of individual diagnosis, be extremely attentive to the answers of a teenager. Carrying out factor analysis, pay attention to what his answers “fall out” of his own individual “norm”. Perhaps this is the point of his personal growth (or regression).

And in fact, and in another variant of the diagnosis, even in the presence of a negative trend, try to emphasize all the positive points.

If you need to make the survey results public, please be extremely tactful. Remember: you don't judge, you meditate!

Adolescent relationship with family

From +15 to +28 - the value of the family is highly significant for a teenager. He values ​​family traditions and foundations, remembers various little things that are pleasant for one of the family members. Family holidays are always held with his participation and assistance in preparation. In the future, he wants to create a happy family.

+1 to +14 - a family for a teenager is of a certain value, but the very fact of having a family, family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder, he will not always remember the birthday of someone close to him. He takes care of his parents for granted. He assumes that the family he will create in the future will not be too similar to the one in which he lives now.

-1 to -14 - the attitude towards the family of a teenager, as a rule, is consumer. He "should" be given money for petty expenses and forgive pranks. But if something serious is needed from parents, a teenager will achieve this by any means - flattery, lies, obedience. He himself, most likely, believes that he owes nothing to anyone.

-15 to -28 - the family does not represent any value for the child. This attitude is manifested in a sense of shame for one's surname, a conscious rejection of the norms of behavior accepted in the family, ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.

The attitude of a teenager to the Fatherland

+15 to +28 points (stable-positive attitude)- A teenager has a well-developed sense of citizenship and patriotism. Homeland for him is not an abstract category, but a specific country where he is going to live, which HE is proud of. He feels his personal responsibility for the fate of the country. At the same time, such feelings are caused not by the conjuncture, not by the fashion for patriotism, but are deeply personal, experienced.

+1 to +14 points (situational-positive attitude)- a teenager experiences a feeling of the Motherland as a feeling of his home, village, city. However, it seems to him that what is happening in the country and in his “small homeland” has little in common with each other. He gets up when the anthem sounds, rather, not out of a spiritual outburst, but because it is customary. If necessary, the teenager will not refuse to help the veterans, although he may not offer his own help.

-1 to -14 points (situational-negative attitude)- A teenager tries not to openly show his attitude to the country. He is in principle indifferent to talk about her "wretchedness". He can “correctly” speak on the topic of citizenship and patriotism, but depending on the situation, he can place accents in different ways. A teenager knows how to guess at what moment what is “patriotic” and what is not. It seems to him that what is happening with the country and with himself has little in common with each other.

-15 to -28 points (persistently negative)- it can be assumed that a teenager is distinguished by a philistine attitude towards his country. Homeland for him is just a place where he lives, and which can be easily changed to any other. All successes are his own successes, and the country is to blame for the failures (“but perhaps in this country ...”). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which you can get dividends.

The attitude of a teenager to the Earth (nature)

+15 to +28 points (stable-positive attitude)- a teenager has a fully developed ecological consciousness. It is natural for him to feel pity and empathy for any animal; he is ready to clean up the forest and clean the reservoirs, finding these activities exciting and important for himself personally. And he will certainly pick up and feed an abandoned puppy, will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of a need to feel the harmony of the world in which he lives).

+1 to +14 points (situational-positive attitude)- a teenager takes care of animals, flowers, but mainly those that belong directly to him. Environmental problems are perceived by him as objectively important, but at the same time not dependent on him personally. He will not litter in the forest if others do not. He will take part in the subbotnik together with the class, but if there is an opportunity to refuse, then he will most likely use it.

-1 to -14 points (situational-negative attitude)- a teenager's own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the garbage thrown by him, the litter box set on fire. Breaking branches in the forest, chasing cats and dogs in the yard, he does not think about what he is doing. And even more so, he will not react if others do the same. He divides all animals into useful and useless, pleasing to his eyes and causing disgust.

-15 to -28 points (sustained-negative attitude)- nature is perceived by a teenager as an object of consumption. The attitude of a teenager to the forest, animals, water bodies is dictated by the need for their own comfort, and if it works out, then for their own benefit. He is able to hurt an animal just for fun. HE treats those who show respect and love for “our smaller brothers” with mockery.

Teenager's relationship to the world

From + 15 TO +28 points (stable-positive attitude)- the teenager has a clearly expressed pacifist position. He believes that only weak people and states resort to violence. To manifestations of brute force, he is emphatically negative. I am sure that there is always an opportunity to resolve the conflict without infringing on the rights of other people. Not afraid to make concessions.

+1 to +14 points (situational-positive attitude)- a teenager in general shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in the complex modern world one must always be ready for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions, because he does not want to appear weak in the eyes of others.

-1 to -14 points (situational-negative attitude)- the teenager is sure that peace can be maintained mainly by force, threats, ultimatums. He sees war as one of the natural ways to resolve conflicts. In his opinion, the strong one is the one who is feared. He believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of a violent act, but most likely he will not refuse to play the role of a "second plan".

-15 to -28 points (sustained-negative attitude)- it can be assumed that for a teenager there is no alternative: negotiations or a military operation. The war for him can be a value - with the help of it you can solve the problems of overpopulation and lack of food for everyone. He is entirely on the side of the force, and everyone who tries to resist this is "weak" for him. Most likely, this applies to both local (class, yard, school) and major conflicts, where nothing depends on him yet.

Adolescent attitude to work

From +15 to +28 points (stable-positive attitude)- a teenager is distinguished by diligence in everything: from cleaning the class to reading a difficult book. He enjoys complex, laborious, even tedious work. He does not consider it shameful to help his parents with the housework, he can offer to do something himself. He earns money somewhere or not yet - in any case, the teenager is not ashamed of this.

+1 to +14 points (situational-positive attitude)- most likely, only a prestigious job commands the respect of a teenager. Although if everyone around is busy with something non-prestigious (for example, cleaning the territory during a subbotnik), then it can also participate “for the company”. He will help with household chores, but he will be annoyed that it takes so much time.

FROM -1 to -14 points (situational-negative attitude)- a teenager, if possible, will shift part of his work to another. If he finds out that one of his classmates works after school, he will most likely react like this: “What, you have nothing to do ?!”. In his view, "dirty" work is the lot of second-class people or those who have not managed to get a job in life. He certainly would never take it on his own.

-15 to -28 points (sustained-negative attitude)more or less difficult work causes disgust in a teenager. He comes up with a lot of reasons why he should not take it. A teenager will gladly take advantage of the fruits of someone else's labor, if possible passing them off as his own. There is no connection between hard work and well-being for him.

Adolescent attitude to culture

FROM + 15 to +28 points (stable-positive attitude)- cultural forms of behavior are, of course, personally significant for a teenager and are actively implemented by him in everyday life. He is alien to rudeness, "decoration" of speech with obscene phrases, he is attentive and tactful in relation to other people. He understands the need to preserve the cultural heritage that the Axis inherited from the past, and categorically does not accept vandalism.

+1 to +14 points (situational-positive attitude)- a teenager recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his daily life. He probably would like to look like a "cultured person", but is not ready to make daily efforts for this. He finds justification for episodic manifestations of rudeness on his part (“I am only rude in response”), slovenliness (“well, let them be met by clothes, but they see off by mind”), obscene abuse (“strong emotions are difficult to express in another way”) and etc. Vandals are antipathetic to him.

-1 to -14 points (situational-negative attitude)- cultural forms of behavior are considered by a teenager as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being the way he is. The word "culture" is probably associated with him with the TV channel "Culture" and brings irresistible boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn the vandals of his peers.

-15 to -28 points (sustained-negative attitude)- the word "culture" in all its forms causes rejection in a teenager and is considered as a manifestation of the deceitfulness of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite. Tact seems to him a manifestation of weakness, rudeness and obscene language - strength, "sipping beer" to the accompaniment of swearing - the best pastime. Monuments of the past are perceived by him, most likely, as ordinary old junk, so he does not mind at all "thrown them off the ship of our time."

Adolescent attitude to knowledge

+15 to +28 points (stable-positive attitude)- in front of you is an inquisitive person who has a steady desire to learn new things. A teenager may be "uncomfortable" to the teacher, as he asks a lot in the lesson, doubts seemingly obvious things. He believes that the success of professional growth, career is directly related to the depth of knowledge and seeks to obtain it.

+1 to +14 points (situational-positive attitude)- a teenager can study well, but on his own initiative he is unlikely to delve into books for a long time to find the meaning of a term or fact that he does not understand. In his mind, knowledge and a future career are, of course, connected, but do not put so much effort into this!

-1 to -14 points (situational-negative attitude)- A teenager will never ask an adult if something is not clear to him. He frankly does not understand how popular science programs can be watched on TV. Knowledge is purely utilitarian for him (he learned it, answered it - that means he didn’t get into trouble).

-15 to -28 points (sustained-negative attitude)- obviously, the need for knowledge in a teenager is practically absent. He frankly despises those who study, considers them "nerds" - people living an inferior life. He is sure that the level and quality of his education will not have any impact on his future life.

The attitude of a teenager to a person as such

From +15 to +28 points (stable-positive attitude)- the value of a person, as he is in all his manifestations, is certainly significant for a teenager. Human life is priceless to him. No considerations of justice can justify the "tears of the innocent". "The forest is cut down, the chips fly" - this is unacceptable for our hero. He is merciful, capable of sympathy. compassion, forgiveness.

+1 to +14 points (situational-positive attitude)- the value of a person can be comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. A teenager accepts the death penalty for the most serious crimes. When the triumph of justice and "mercy To the fallen" are on different scales, he will most likely choose the first.

-1 to -14 points (situational-negative attitude)- more likely. a teenager tends to divide people into normal and abnormal. The first one is quite respectful. maybe even be merciful to them; the latter he considers “subhuman.” And he would like to encounter them as rarely as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle "the forest is cut, the chips fly" is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chip”. - rather, a "collector" or "firewood knitter".

-15 to -28 points (sustained-negative attitude)- a person as a value, most likely, is an empty phrase for a teenager. He is prone to manifestations of cruelty towards other people, contemptuously treats any acts of mercy. "Weaklings" and "abnormals", in his opinion, worsen our lives, hinder the growth of well-being, therefore, they must be completely isolated from society. Surely he believes that justice, order, stability are worth it in order to eliminate the mentally ill, the homeless. The most dangerous thing is that he can move from words to actions.

The attitude of a teenager to a person as an Other

+15 to +28 points (stable-positive attitude)- a teenager is a true altruist. He is always ready to help other people, even strangers, without waiting for a request from them. In his actions for the benefit of others, he is disinterested. Always ready to help the weak, the needy. For the sake of such help, he is ready to risk his own well-being. He likes to give gifts "just like that."

+1 to +14 points (situational-positive attitude)- a teenager is not averse to helping those in need, but prefers to do it when asked about it. He is careful in his actions for the benefit of others, trying not to jeopardize his own well-being. He does not trust the sincerity of those begging for alms, and if they are close to him, he tries to pretend that he does not notice them. He enjoys making gifts, but at the same time, deep down, he expects a gift in return. If this does not happen, he gets upset.

-1 to -14 points (situational-negative attitude)- A teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Selflessness seems to him wastefulness, he prefers to do everything for his own benefit, skillfully disguising it. He is sure that every good deed should be adequately rewarded, therefore, before doing something good, he does not hesitate to find out "what will happen to him for it."

-15 to -28 points (sustained-negative attitude)- a teenager is focused exclusively on his own person, sincerely considers himself "the center of the universe." Not to do, but even thinking about others is not included in his plans. He seeks profit in everything, not really hiding it. Selflessness seems to him absurd, utter stupidity. He is prone to slander, a cynical attitude towards those who need something, who need help. All beggars are lazy and liars for him. Much more than giving, he likes to receive gifts, preferably expensive and useful.

The attitude of a teenager to a person as an Other

+15 to +28 points (stable-positive attitude)- a teenager recognizes the rights of people to a different way of life, different from his own, and the free expression of his views. He certainly accepts other cultures, has a positive attitude towards cultural differences, and is susceptible to any manifestations of cultural discrimination. He strives for understanding, insight into the essence of other cultures, is able to avoid cultural prejudices and stereotypes in their assessment. There is also a perceptible desire to view other cultures not from their own "bell tower", but through the prism of the values ​​and priorities of these cultures themselves.

+1 to +14 points (situational-positive attitude)- a teenager is inclined to recognize and accept cultural pluralism, respect for a wide variety of socio-cultural groups, but at the same time shares (often unconsciously) some cultural prejudices, uses stereotypes regarding representatives of certain cultures. He cannot independently see many, especially hidden, manifestations of cultural discrimination in everyday life. It is difficult for him to imagine what problems cultural minorities, migrants or refugees might face. This is due to a lack of understanding of the Other, the inability to see him from the inside, to look at the world from his point of view.

-1 to -14 points (situational-negative attitude)- a teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain sociocultural groups. Such a dissonance between the declared humanistic principles and the real manifestation of intolerance, the teenager tries to justify with references to public opinion (

-15 to -28 points (sustained-negative attitude)- a teenager deliberately refuses to recognize, accept and understand representatives of other cultures. He tends to characterize cultural differences as deviant, unwilling to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is defiantly hostile and contemptuous of such people, eager to “clear” the space of his own life from them. A teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.

The attitude of a teenager to his bodily self

From +15 to +28 points (stable-positive attitude)- for a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and connects his further life successes with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, drugs and will try to prevent this from happening to others.

+1 to +14 points (situational-positive attitude)- the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not place it too highly. Health for him is a natural state, a self-evident “thing”, and not something that requires special efforts. Addiction to bad habits is an excusable weakness, not a manifestation of lack of will. Perhaps, deep down, he believes that he is able to achieve success in life without paying close attention to his physical form.

-1 to -14 points (situational-negative attitude)- the value of health is low in the mind of a teenager. He considers reflections and conversations about health and a healthy lifestyle to be a waste of time, the lot of pensioners. He wants to look good, in a sporty way, in the eyes of others, but he is frankly too lazy to do something for this. Bad habits do not seem so harmful to him, on the contrary, they have a certain pleasantness, charm. He will probably smile approvingly when he hears the phrase "who does not smoke and does not drink, he will die healthy."

-15 to -28 points (sustained-negative attitude)- own health, especially the health of others, does not represent any significant value for a teenager. He either does not care at all about his physical condition, or he hates everything that is connected with his bodily life (the latter case is real under the condition of low self-acceptance of a teenager). He despises those who care about their health. He considers his bad habits to be absolutely natural and, perhaps, even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical culture and sports.

The attitude of a teenager to his spiritual self

+15 to +28 points (stable-positive attitude)- A teenager accepts himself for who he is. He believes in his strengths and capabilities, treats himself honestly, sincerely in the manifestation of feelings. Feels comfortable even in an unfamiliar company. He is not afraid of loneliness, moments of solitude are important and fruitful for him. He steadfastly endures personal troubles, is not afraid to seem ridiculous.

FROM +1 to +14 points (situational-positive attitude)- accepting himself as a whole, a teenager may still feel awkward about some of his features. He thinks of himself as a person who is sympathetic to others, but a certain worm of doubt and insecurity still undermines him. He would like to protect himself now and in the future from falling into ridiculous situations and situations. He is somewhat burdened by a secluded position and, if possible, tries to replace it with something (listening to music, watching videos, etc.).

-1 to -14 points (situational-negative attitude)- a teenager accepts himself as he is, only at certain moments of his daily life. He always wants to "jump" out of his "skin", immediately turn out to be beautiful, rich and famous. His idols are usually just like that. Deep down, he hopes for his attractiveness to others, but he is sure that they see his shortcomings first of all. Loneliness is both painful for him and saving. In a society of peers, he prefers to be on the sidelines.

-15 to -28 points (sustained-negative attitude)- a teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.). He perceives any change in the situation as potentially catastrophic for him in terms of consequences. Once alone, he begins to engage in "masochistic self-digging" and "self-criticism." His own inferiority is his obsession. He experiences an acute sense of guilt for what he is at all, which in the future may turn into a painful desire to dominate others.

The attitude of a teenager to his spiritual self

From +15 to +28 points (stable-positive attitude)- A teenager sees himself as the author and manager of his own life. The feeling of personal freedom is extremely important to him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live "in good conscience."

+1 to +14 points (situational-positive attitude)- a teenager feels in himself the opportunity to be the master of his own life, but he believes this is real only in case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he takes it with an eye: the possibility of error and responsibility alert him. HE recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.

-1 to -14 points (situational-negative attitude)

the teenager is more impressed by the role of the follower, rather than the author and manager of his own life. He is looking for a company of people whose spiritual strength could "cover up" his indecision and self-doubt. Tries to avoid choice as much as possible; with noticeable external pressure, he is ready to give up personal freedom in favor of a sense of peace and spiritual comfort. He tends to attribute his failures to unfavorable circumstances. Pangs of conscience burden him, so he prefers not to think about his conscience.

-15 to -28 points (sustained-negative attitude)- a teenager feels like a "pawn" in the elements of life surrounding him, a hostage of powerful external forces that are beyond his control. He is afraid and avoids any free action. He seeks the patronage of the powerful of this world and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want a choice. He believes in the strength and infallibility of the majority, for this saves him from personal responsibility for himself and his life. The principle of his life is not to stick out.

Municipal educational institution

additional education for children

"Valuyskaya city station of young technicians"

Belgorod region

ORGANIZATION OF MONITORING

IN CREATIVE ASSOCIATIONS VGSUT

for teachers of additional education)

PREPARED:

Butorina S.V.,

Deputy Director for UVR

Valuiki, 2008

Subject of monitoring.

Methodology for determining the results of educational activities.

Monitoring of personal development of students.

Conclusion

Appendix.

Subject of monitoring

Monitoring is a word that has entered the pedagogical lexicon relatively recently. The modern dictionary of foreign words defines this concept as the constant monitoring of a process in order to identify its compliance with the desired result or initial assumptions.

Monitoring is necessary to track the effectiveness of the educational and upbringing activities of the teacher.

The purpose of monitoring is one - to find out how much the process of education and upbringing organized in a creative association contributes to positive changes in the child's personality. Find out, first of all, in order to detect and solve the most acute problems of organizing the process of education and upbringing, in order to analyze, generalize and draw conclusions about the result of the teacher's work.

The subject of monitoring (what is being studied) in a creative association can be divided into three areas:

learning pupils in the additional educational program. The effectiveness of the techniques and teaching methods used by the teacher. To diagnose learning, observation, testing, control surveys and tasks, interviews, and research work are used.

The personality of the pupil - as an indicator of the effectiveness of the upbringing process. In what direction is the development of the child's personality going? What values ​​does he focus on? What kind of relationship to the world around him, to other people, to himself, does he develop in the process of education? Positive changes occurring in the personality of the pupil can be characterized by such an integral concept as personal growth. Personal growth (as opposed to, say, personal regression) is expressed in the development of humanistic value relations of a person to the world, to people and to himself.

Children's team of the creative association. The influence of the collective on the child is multifaceted: due to some of its properties, it can generate processes of leveling the personality, its averaging; at the expense of others - to develop the individuality of a person, his creative potential.

Methodology for determining the results of educational activities.

The main indicator of the effectiveness of any activity is, as you know, its result. Therefore, in order to track the quality of students' learning in the educational program, it is necessary to organize a system of tasks aimed at identifying the degree of learning in various program parameters. To monitor learning outcomes for an additional educational program, you can use the methodology of Klenova N.V., Buylova L.N., who suggest using two tables (Appendix 1). They allow you to imagine:

a set of knowledge, abilities, skills that a child should acquire as a result of mastering a specific educational program;

a system of the most important personal qualities that it is desirable to form in a child during the period of his training under this program, and the time of communication with a teacher and peers;

to determine, using the criteria, the possible levels of severity of each measured indicator in different children, and hence the degree of compliance of these indicators with the requirements.

Table 1 demonstrates the technology for determining learning outcomes for an additional educational program

Column "Indicators (estimated parameters)" fixes that what is being evaluated. These are, in fact, the requirements that are imposed on the student in the process of mastering the educational program. The content of indicators can be expectedresults, that are included in the program by the teacher. As rightly noted by Z.A. Kargin, the expected results just "may become for us a kind of" standard "in identifying the real achievements of the pupils of the children's association at the end of the academic year"*.

Moreover, these indicators can be given either for the main sections of the curriculum (detailed version), or at the end of each academic year (generalized version). Enter theseindicators in the table - the task of the teacher, well knowing the goals, objectives, features of the content of his program. Presented in a systematic way, they will help the teacher to visualize what he wants to get from his pupils at one stage or another of mastering the program.

The set of measured indicators is divided in the table into several groups:

theoretical preparation of the child;

practical training of the child;

general educational skills of the child.

Column "Criteria"(criterion = yardstick) contains a set of features, on the basis of which the desired indicators (phenomena, qualities) are assessed and the degree of compliance of the child's real knowledge, skills, and skills with the requirements set by the program is established.

Column "The degree of severity of the assessed quality" includes a list of possible levels of mastering the program material and general educational skills and abilities by the child - from minimum to maximum. At the same time, the table provides a brief description of each level in a meaningful aspect.

For convenience, the selected levels can be designated by the corresponding test scores. For this purpose, introduced column "Wozpossible number of points, which should be carefully thought out and completed by the teacher himself before starting to track the results. To do this, in front of each level, it is necessary to put down the score that, in the opinion of the teacher, best corresponds to one or another degree of severity of the quality being measured (for example: 1 point can correspond to the minimum level, 5 points to the average, 10 points to the maximum). The process of "ascent" from one level to another can be reflected by adding a certain number of points for specific achievements in mastering the program. For example, in order to “move” from the average level to the maximum and get the coveted 10 points, the child needs to go through several intermediate steps, each of which can also be indicated in points from 6 to 9 (it is quite clear that these steps are not highlighted in the table, since only the teacher can determine them).

When determining the level of mastering the program by a child, other scales can also be used (the only recommendation is not to use the traditional 5-point system adopted in a general education school in additional education). For example, you can assign "creative titles" to children: instructor, craftsman, master, etc. or, based on the results of training, to award special signs, certificates, medals.

In the column "Diagnostic methods" opposite each of the assessed indicators, it is advisable to write down the method by which the teacher will determine the compliance of the child's learning outcomes with the program requirements. Among these methods, you can use: observation, testing, control survey (oral and written), analysis of the control task, interview (individual, group), analysis of the student's research work, etc.). This list of methods is far from exhausting the entire possible range of diagnostic tools; it can be supplemented depending on the profile and specific content of the educational program.

The total result, determined by calculating the test score, makes it possible to determine the level of measured quality in a particular student and track the actual degree of compliance with what the child has learned, as well as make appropriate adjustments to the process of his subsequent learning.

Monitoring of personal development of students.

To monitor the personal development of pupils, you can use Table 2. In the aggregate, the personal properties given in the table reflect the multidimensionality of the personality; allow you to identify the main individual characteristics of the child, are easily observed and controlled, available for analysis by any teacher and do not require the involvement of other specialists. At the same time, the list of qualities proposed in the table can be supplemented by the teacher in accordance with the goals of his program.

Work on the proposed technology allows you to promote the personal growth of the child, to identify how he came, what he learned, what he became after a while.

As diagnostic methods For personal changes in a child, you can use observation, questioning, testing, diagnostic conversation, the method of reflection, the method of an unfinished sentence, and others.

For clarification, I will make explanations regarding some of the personal qualities listed in the table.

Igroup of indicators - organizational and volitional qualities

Patience although it is given to the child to a large extent by nature, lends itself to directed formation and change, it can be developed in children already from 1.5-2 years old. When evaluating its level in a particular child, the highest score is assigned for a kind of conscious restraint: if the child has the strength to complete tasks throughout the lesson, without external additional motives.

Will it is also possible to purposefully shape from an early age. At the same time, the dependence of the degree of development of the volitional sphere of the personality on the level of physical and mental activity is noticeable - if the latter is reduced, then, as a rule, the will is also weak. Optimal for the development of the will is the average level of psychophysical activity of the child. The highest score is recommended to evaluate the child's ability to perform certain activities through their own volitional efforts, without outside incentives from the teacher or parents. The development in a child of such qualities as patience and will is the most important condition for his controllability, and hence self-organization.

Patience and will are developed, as is known, only by the method of constant control of the child over his own behavior. However, this requires appropriate motivation. It may be associated with the desire of the student to show a higher degree of adulthood, independence and thereby achieve self-affirmation among the people around him. Therefore, the development of patience and will should go simultaneously with the formation of high self-esteem in the child (more on this will be discussed below).

Another condition for the upbringing of the discussed qualities is the development of students' faith in their own strengths, ridding them of the fear of failure. Also of great importance is the encouragement of the child for the most insignificant successes in the manifestation of patience and will.

Completes the first block of personality traits self-control. This characteristic makes it possible to reveal the degree of self-organization of children; it shows whether the child is capable of obeying the demand addressed to him; to fulfill one's own will; achieve intended results.

Forms of self-control can be very different: control over one's own attention, over one's memory, over one's own actions, etc.

Thus, self-control is an integrative characteristic that testifies to the child's ability to regulate his natural givenness and acquired skills.

Table 2 distinguishes three levels of development of self-control: low - when the child is almost constantly controlled from the outside; medium - when he himself periodically manages to control his intentions and actions; high - when the child is able to constantly control himself. For the implementation of activities according to interests, the last of these options is optimal, and it gives the highest score.

A few words about how a teacher encourages a child to self-organize if the family has not formed the necessary skills for this (namely, this is what school teachers and teachers of additional education most often face).

1. First of all, children need to be shown the meaning of those personal qualities that they have to develop in themselves. Each child must be explained what qualities are given to him by nature, and which he can form himself. It is important to convince children (better with specific examples) that the development of human qualities (patience, will, self-organization, goodwill in relations with other people, etc.) will lead to a more complete manifestation of natural abilities and improve learning outcomes.

2. Another incentive for self-organization can be a public summing up after each lesson, including the manifestation of organizational, volitional and other qualities. However, singling out those who have distinguished themselves, one should not name those who have not yet been able to demonstrate these qualities; silence will be perceived as giving these children a chance to equal others.

3. Another factor that reinforces the skills of self-organization in children can be quite strict control over the fulfillment by students of both the instructions of the teacher and the promises made to him. The consistency and perseverance of the teacher himself is extremely important here.

4. Parents can play an important role in teaching children to self-control. The family should be the environment that can encourage children to the conscious formation of personal qualities. However, for parents, the primary value, as a rule, is either the grades of their children, when it comes to school, or the level of practical skills acquired in institutions of additional education (the ability to sing, dance, construct, sculpt from clay, etc.). Unfortunately, the least of all adults are oriented towards the development of proper human qualities in children - kindness, patience, attention, perseverance, the ability to obey, etc., which make it possible to form a universal system for the child's adaptation. Therefore, a teacher who wants to involve parents in the process of personal growth of their children should conduct preliminary work with parents to explain the importance of developing human qualities both for the adaptation of the child in general and for greater effectiveness of basic and additional education in particular.

IIgroup of indicators - orientation qualities

Self-esteem- this is the child's idea of ​​\u200b\u200bits advantages and disadvantages and at the same time a characteristic of the level of his claims. The significance of this phenomenon lies in the fact that self-esteem, as it were, starts or slows down the mechanism of self-development of the individual; self-esteem is the key to understanding the pace of a child's development. Adults largely determine what level of self-esteem will be formed in a child: underestimated, normally developed, or overestimated.

Low self-esteem means the underdevelopment of a positive self-image, disbelief in one's own strengths, and therefore, the lack of an internal incentive for development, since the child does not see his own merits, on the basis of which he can improve. Such children require special attention, constant praise for the most minimal achievements.

Normal self-esteem means that the child has formed an adequate idea of ​​his strengths and weaknesses, which combines the positive ideas of the individual about himself with a sufficient measure of self-criticism. It is this level of it that is an effective stimulus for self-development of the individual.

Inflated self-esteem can appear both as a result of immoderate praise of the child, and as a result of inadequate assessment of his own giftedness, which he perceives as superiority over others. This type of self-esteem is the most difficult in terms of personality development, since it either deprives the child of an incentive to develop (because it creates in his mind the illusion of reaching a positive limit), or gives him the desire to achieve leadership in the group at any cost, including at the expense of others. children. Such children, as a rule, are difficult to manage, are often aggressive, and are almost incapable of working on themselves. The presence of a worthy competitor in the group can play the role of an external incentive for their self-development.

It is very important for the teacher to identify students with a particular level of self-esteem, since this forms the basis for individually oriented work in a group.

Interest in lessons. It is well known that children begin to study in a circle, section, studio, as a rule, under the influence of their parents and are not always interested in this themselves. Therefore, it was quite natural to single out in the table three levels of interest in children's activities:

interest is imposed from outside;

interest is periodically stimulated from outside;

interest is self-supporting.

Such differentiation means that in the process of learning the child is given opportunities to develop his own interest in the chosen business. It is easier to do this if there are natural inclinations for a particular type of activity. But even if the child does not have any, then with the help of will, patience and the achievement of certain results (success), interest can be formed and developed further. The highest score is given when the interest is supported by the child independently.

What is the method of work of the teacher in this direction?

Whatever initially caused the child's interest in a particular case - his natural inclinations, attitudes, coming from his parents, etc., at first he has a general, not a specific character (for example, a child wants to speak French well or dance beautifully, without thinking about what systematic efforts the desired result will require from him).

Regular classes, associated for the child with overcoming difficulties, lead some children to a decrease, and then to the loss interest (such children, as a rule, are eliminated from studios and sections, leave electives); other children - on the contrary - to its deepening, the transition from a general interest to a specific one, associated with the desire to deeper and more fully master the chosen type of activity. It is on the basis of the movement from a general interest to a specific one that an increase in the level of interest is possible, its transition to the stage when interest is maintained independently.

Here it is desirable to take into account two points. First, it is advisable to celebrate and support the smallest successes of the child. Secondly, since most children need to reinforce their efforts in the form of a positive assessment in each lesson, it becomes necessary to plan the pace and expected results of the child's activities (these can also be micro-groups of two or three children with approximately the same level of skill development). After making an assessment for a particular lesson, the teacher must set appropriate tasks for different children for the next lesson: what exactly is important to master for this or that child by the next time.

Step-by-step planning of the expected result - a kind of "ladder" - will be the concretization of the child's development in terms of his level of interest in the matter. The child will have a personal reference point that stimulates his own efforts. Thus, the traditional process of developing certain skills through systematic training, developing a skill to automatism will be strengthened by the "connection" of the child's consciousness, his own desire to climb a step higher. This will be the transition from externally stimulated interest to self-supported interest, from development driven by external factors to self-development.

Illgroup of indicators - behavioral qualities

Here stand out: child's attitude to conflicts in the group and type of cooperation. These characteristics are the fruit of upbringing and are very slightly due to the natural factor. They fix the authority of the child in the group, his communicative competence, the degree of his manageability and discipline.

Communication problems with peers are included in the table because any individual development is some kind of competition. In their peers, children feel equal by nature and it is with them that they relate their successes in working on themselves. This orientation is especially significant in adolescence. In other words, communication with peers acts as an additional social incentive to turn on the mechanism of the child's self-development.

The nature of communication largely depends on the type of self-affirmation of the personality, which, in turn, depends on the level of self-esteem inherent in the child. Inflated self-esteem often leads to self-affirmation through the desire to subjugate other children, to dominate them. Understated itself is an obstacle to normal communication, because such children often experience a feeling of self-doubt, stiffness, and anxiety surrounded by peers.

The criteria of this block highlighted in the table can be differentiated by the degree of controllability on the part of the child himself and expressed by the corresponding marks in points.

The essence of the teacher in this case, it is to minimize the possibility of conflicts in the group and to maximize the desire and ability of children to participate in joint activities.

In case of occurrence conflict in a group, the teacher must follow several rules, following which will help in resolving the conflict.

It is impossible to drive the conflict deeper (not to pay attention to it, limit yourself to reading notations to the conflicting parties, immediately take the side of one child).

When looking for the cause of the conflict, try to be objective and unbiased, not to look for the culprit in the first place.

Remember that with all the variety of causes of the conflict, its "organizer" (source) is the one who claims superiority over others. A completely different child can directly provoke a conflict and eventually become its victim.

Overcoming the conflict is, first of all, overcoming the desire of individual children to subjugate others, in whatever forms it manifests itself.

Conflict prevention is about identifying power-oriented children and limiting their attempts to dominate others.

Cooperation is the ability of the child to take part in the common cause. Joint activity is associated with the distribution of functions between its participants, and therefore, implies a certain ability of the child to obey circumstances, take into account the opinions of others, limit himself in some way, and take the initiative, improve the common cause. Accordingly, the table highlights several levels of cooperation - from the desire to avoid being included in joint activities to a creative attitude towards it.

The initial determination of a particular level of cooperation among students can be carried out with the help of general tasks aimed at the implementation of a certain type of activity. Already in the process of this common cause, the differentiation of its participants in terms of their ability to cooperate will be quite clearly visible. The teacher's further work in this regard should be connected with finding out the individual reasons that determined the appropriate level of cooperation (for some, this is elementary laziness, for others, the fear of seeming inept, awkward, etc.). Understanding the reasons will make it easier for the teacher to find specific ways to form an orientation towards cooperation in different children.

The described technology for monitoring the personal development of a child, as in the case of tracking subject learning outcomes, requires documenting the results obtained for each child.

This goal can be served by an Individual card for recording the dynamics of the child's personal development (Table 5).

Filling in the card is carried out by the teacher with a frequency of 2 times a year - at the beginning and at the end of the school year. If necessary, this can be done more often - up to 3-4 times a year; for this purpose, you can enter additional columns.

For a detailed reflection of the dynamics of changes, it is better to put points in tenths.

The resulting sections allow you to consistently record the step-by-step process of changing the personality of each child, as well as plan the pace of individual development, focusing on the problems identified using Table 5 and this card. The student himself can be involved in assessing the qualities listed in the card. This will allow, firstly, to correlate his opinion about himself with the ideas that people around him have about him; secondly, to clearly show the child what reserves she has for self-improvement.

Conclusion.

The value of the proposed technology lies in the fact that it makes it possible to make the educational work of the teacher measurable, as well as to include the student in the process of self-development consciously controlled by him.

Thus, a reasonably organized system for monitoring and evaluating the educational results of children in the system of additional education makes it possible not only to determine the degree of mastering the program by each child and identify the most capable and gifted students, but also to trace the development of students' personal qualities, provide them with timely assistance and support.

Wherein it is important to distinguish between evaluation of training resultsindividual child and assessment of the general level of training of allpupils any children's association. From these two aspects, a general assessment of the result of the work of a children's association (circle, club, studio, etc.) is formed.

Summing up the general results, i.e. evaluating the effectiveness of the joint creative activity of students of a particular children's association, the teacher must determine the following:

what is the degree of implementation of the educational program by children, i.e. how many children completed the program in full, how many - partially, how many - did not master at all;

how many children have become winners of competitions, festivals, competitions, olympiads for the current academic year;

how many children wish to continue their education in this educational program;

What is the number of pupils transferred to the next stage of education;

what is the level of organization, self-discipline, responsibility of children involved in a group;

what is the nature of the relationship in the group (level of conflict, type of cooperation).

Appendix

Table 1.

Monitoring the results of the child's learning for additional

educational program

Indicators(assessedoptions)	Criteria	The severity of the Assessed quality	Possiblequantitypoints	Diagnostic methods
I. theoreticalchild preparation: 1. Theoreticalknowledge (according to the mainsections of educational and thematicprogram plan) 2. Proficiencyal terminalgia	Compliance with theoretical knowledgechild programmaticrequirements; Meaningfulness and correctness of uselearning special terminology	minimum level(the child has mastered less than 1/2 of the amount of knowledge provided by the program); middle level(the volume of acquired knowledge is more than 1/2); maximum level(the child has mastered almost the entire amount of knowledge provided by the program for a specific period). minimum level(the child, as a rule, avoids using special terms); middle level(the child combines special terminology with household terminology); maximum level(special terms are used consciously and in full accordance with their content)		Observation, testing, control questioning, etc. Interview
II. practical underbaby cooking: 1.Practical skills and abilities, envisaged program (onthe main sections of the educational and thematic plan aboutgrams) 2.Knowledge spec al equipment vanity and equipment niem 3.Creative skills	Correspondence of practical skills andsoftware skillsrequirements No hassle to usespecial equipmentdovaniya and equipment Creativity in performing practical tasks	minimum level(the child has mastered less than 1/2 of the provided skills and abilities); middle level(the volume of acquired skills and abilities is more than 1/2); maximum level(the child has mastered almost all the skills and abilities provided by the program for a specific period). minimum skill level the child experiences serious difficulties when working with the equipment); middle level(works with equipment with the help of a teacher); maximum level(works with the equipment independently, does not experience any special difficulties). initial (elementary)level of development of creativity(the child is able to perform only the simplest practical tasks of the teacher); reproductive level(performs mainly tasks based on the sample); creative level(performs practical tasks with elements of creativity)		Control tasks Control tasks Control tasks
III. general educationalskills and abilitieschild: 1. Teaching-intel lectual mind niya: 1.1 Knockout skillarmy and analyzecreate a specialliterature 1.2. Profitabilitycomputersourcesinformation 1.3. Ability to carry out teaching and research job ( writerefrats, conductindependentmedical researchniya) 2. Educational commune active skills: service skillto hear and hearteacher Ability to speak in front of an auditria 2.3. Leadershipcontroversy, involvementengage in discussion 3. Educational org nizational mind knowledge and skills: 3.1. Ability to organizeyour working(training) place 3.2. Compliance with safety rules in the process of activity 3.3. Accu skillto carry outwork	Independencein the selection and analysis of literature Independence in using computersthorny sources of information Independencein educational and researchbody work Adequacy of perception of information coming from the teacher Freedom of possession and presentation of prepared information to students Independence in the construction of a discussion speech, logic in the construction of evidence The ability to independently prepare their workplace for activities and clean it up after themselves Compliance of real safety compliance skills with program requirements Accuracy and responsibility in work	minimum skill level(the student experiences serious difficulties when working with literature, needs constant help and control of the teacher); middle level(works with literature with the help of a teacher or parents) maximum level(works with literature independently, does not experience any special difficulties) Levels - by analogy with clause 3.1.1. Levels - by analogy with clause 3.1.1. Levels - by analogy with clause 3.1.1. Levels - by analogy with clause 3.1.1. Levels - by analogy with clause 3.1.1 minimum level(the child has mastered less than ½ of the safety skills required by the program); middle level(the volume of acquired skills is more than 1/2); maximum level(the child has mastered almost the entire scope of skills provided by the program for a specific period) satisfactory-good-excellent		Research work analysis Observation Observation

(Table 2)

Monitoring the personality of a child's development in the process of mastering an additional educational program

Indicators (evaluated parameters)	Criteria	The degree of severity of the assessed quality	Possible points	Diagnostic methods
Organizational and volitional qualities: 1 Patience 2.Will 3. self- the control	The ability to endure (withstand) known loads for a certain time, to overcome difficulties Ability active encourage yourself to practical actionwiyam The ability to control check your actions (lead to proper their actions)	Patience is enough for less than ½ of a lesson; Patience is enough for more than ½ of a lesson; Patience enough for the whole lesson; Volitional efforts of the child are stimulated from outside; Sometimes by the child himself; Always - by the child The child is constantly acting under the influence of external control; Periodically controls himself; Constantly in control of himself		Observation Observation Observation
II. Orientation kaqualities: 1. Self esteemka 2. Interest inclasses inchildren's association	Ability to evaluate yourself adequatelyreal achievements Conscious participationchild in the development of educational programs	Overpriced; understated; Normal Interest in studies is dictated to the child from the outside; Interest is periodically maintained by the child himself; Interest constantly supported by the child	1The main educational program of primary general education Maou Sosh No. 12 and is focused on the formation and development metasubject and personal results students. Educational, creative, research and design activity students ...

In recent years, the education system in Russia has undergone significant changes, and as expected, this whole process proceeded in stages. The primary school has become the launching pad for the implementation of the second generation of the GEF. But today we can say with confidence that the Federal State Educational Standard of Primary General Education gives a qualitatively new idea of ​​the content of primary education. The concept of “universal learning activities” has entered the professional life of a teacher as a key term for understanding modern requirements for the effectiveness of the educational process. It is these requirements that become the object of the teacher's purposeful work on the formation of the student's personality and, as a result, the object of measuring and evaluating his achievements.

In the modern education system, shifts are clearly visible from obtaining a certain set of knowledge to the formation of an independent, creative, flexible personality, capable of acting in accordance with changing conditions; improve and self-learn.

Thus, the development of the student's personality, the disclosure of his potential, talents, the formation of self-awareness, self-realization moves from the category of one of the possible approaches to learning, to the category of basic requirements for the results of teaching children at school.

The modern standard imposes new requirements on the system for evaluating the subject results of mastering the program material. Meta-subject and subject results are subject to purposeful formation and tracking. The personal results of the student are not subject to the final assessment.

Can all of the above be tracked and measured by the usual methods of monitoring and evaluation? Partially yes. But how to measure the meta-subject results or personal achievements of students?

The most accurate measuring tool for tracking and evaluating the process of student personality development is monitoring, which will allow you to make the necessary adjustments in a timely manner, plan further work to develop students' actions.

To this end, we have developed a "Personal Growth Map", which reflects the growth dynamics of the student's personality according to the following criteria: "Diagnostics of success", "Social life" and "Psychological aspects" throughout the entire period of study at an educational institution. They also reflected the assessment of the creative activity of the student. This form of student assessment helps not only to supplement the traditional assessment, but also to become an incentive for the child's personal development. The unconditional value of the "Personal Growth Maps" lies in the fact that it helps to increase the student's self-esteem, maximize the disclosure of the individual capabilities of each child, and develop motivation for further creative growth. Therefore, it is extremely important to learn for yourself and explain to the child and parents that maintaining the "Personal Growth Maps" is not a race for the number of diplomas and all kinds of diplomas! Thus, the process of participation in educational activities or in creative work becomes primary, and its result becomes secondary.

"Personal growth maps" is a way of recording, accumulating and evaluating the individual educational achievements of students in a certain period of their education from the 1st to the 9th grades.

"Personal growth maps" complement the traditional control and measuring tools and allow you to take into account the results achieved by students in a variety of activities: educational, creative, social, communicative and others.

Unlike the Portfolio, which is just a collection of the student's work and results, the uniqueness and innovativeness of the Personal Growth Map lies in the fact that:

• they record the results of monitoring a particular student throughout the entire period of study in an educational institution;
• in the opportunity to see the “picture” of significant educational results in general (in dynamics);
• in the collection, systematization and fixation of the individual results of the development of a particular student in the formation of meta-subject UUD;
• in diagnosing the possibilities and features of the development of a particular child;
• in identifying the dynamics of individual educational achievements of a particular child throughout the entire period of his education in an educational institution;
• in building an individual development trajectory for a particular child;
• in the simplicity of working with the "Personal Growth Map" - accessibility and visibility;
• the need to organize close cooperation between the school and the family to implement a program to strengthen the "pluses" and eliminate the "minuses" in the educational, educational and communicative achievements of a particular child;

Thus, the "Personal Growth Maps" allows you to adjust your attitudes towards your achievements and set the child up for success motivation, because. captures and presents not only the best results of its activities, but also clearly demonstrates gaps in competencies of various types. The "Map of Personal Growth" reflects significant information to determine strategies for individual work with a particular student, which will allow the class teacher to outline an action plan to overcome existing difficulties or further development of the student.

It is necessary to dwell in more detail on the criteria for monitoring, which is carried out in three areas: "Diagnostics of success", "Social life", "Psychological aspects".

1. "Diagnosis of Success" child includes the following options:

• "My Academic Achievements"- which is essentially monitoring the student's UUD. The dynamics of this parameter makes it possible to assess the effectiveness of the activities carried out and make timely and reasonable decisions. It should be carried out once a year (with the exception of the first year of study) according to a single standard procedure. The beginning of the systemic diagnostic work of the teacher is the pedagogical diagnostics of the child’s starting readiness for successful education in primary school, which we carry out thanks to ……. "School Start" Diagnostics "School start" - starting readiness - is a set of skills (i.e. possession of ways of action, thinking, communication) that allow the child to successfully master the educational material and be included in the educational situations that the teacher creates for him. Psychological and initial readiness mutually complement each other and give a common vision of the prospects for learning and development of the child in a particular educational environment. With the joint application and interconnected analysis of the results of diagnosing psychological and starting readiness, we, adults who teach and accompany the development of the child, have the opportunity to maximize the adjustment of the educational process for each individual student, to enhance the positive impact of a particular educational system. It should be mentioned once again that the above diagnostics "School start" is carried out once - at the beginning of the first grade. That is why there are two curves for the first year of study in the "Personal Growth Maps" diagram, which is a specific feature of the annual diagnostics. Further, the process of forming UUD is annually monitored on the basis of a single “line” of indicators. These diagnostic sections are held at the end of the school year (April - May) and the elementary school uses the teaching materials "Learning to learn and act" (authors: T.V. Merkulova, A.G. Teplitskaya, M.R. Bityanova, T.V. Beglova ). This complex helps to monitor meta-subject universal educational activities. To increase the motivation of students and a holistic perception of the material, all tasks are united by a game plot.
• "Participation in the Olympiads"- this criterion is a necessary indicator of the success of the student throughout the entire process of learning at school. It is this criterion that clearly demonstrates the subject achievements of the student, namely, the experience mastered by the students in the course of the subject in the process of the subject being studied to obtain new knowledge and apply it.
• "Participation in competitions"- this important indicator is a demonstration of the level of activity of the student, his participation in competitions of various levels. Monitoring according to this criterion is carried out during the academic year.
• "My art"- this criterion allows you to adjust the attitude towards your achievements and set the child up for success motivation, because. captures and presents not only the best results of his creative activity. Any work of children is a lot of work, and the students are well aware of the price of its result in the form of an assessment in the Personal Growth Map. A quantitative indicator of creative work is not an end in itself for children; with its help, children become more self-confident and receive support from their classmates. Thus, personal growth is a kind of going beyond what has already been achieved and is the development of a person's value attitude to those objects of reality that are recognized as a value within the framework of the civilization with which the person himself identifies.

2. "Social life" - the changing social and political environment has an impact on the formation of the child's personality. In the conditions of modern life in our society, the ability of students to solve socially significant problems, the formation of an active citizenship, patriotic convictions, adherence to democratic values, and positive socialization become an urgent problem. An important direction in our activity is the development of a socially active personality, the formation of socially significant competencies. Naturally, in the educational environment, these competencies can be formed through the socialization of the child in the classroom and school team, through the performance of their official functions and one-time assignments. The specified criterion monitors the following parameters:

• "My school"
• "My class"

3. "Psychological aspects" - This aspect is diagnosed and processed by an educational psychologist, using various techniques that allow you to track the following parameters:

• "Self-esteem"
• "I - through the eyes of classmates"
• "Aggression"
• "Motivation"
• "Anxiety"

All criteria are translated into levels: low, medium, high, and only then, the indicators are entered into a table and plotted on a graph. The color of the graph for each year has its own specific color. After two or three years, according to the schedule, you can clearly see the picture of the development of the child, his positive or negative dynamics in one or another indicator, and therefore, you can adjust the work with this student.

It is especially worth noting that evaluating the results through the category of personal growth, we emphasize the importance for the upbringing of the positive dynamics of personality development, that is, the development of the child's value attitude towards people, his homeland, work, and not its compliance with any standard, standard or norm. This approach allows us to evaluate the efforts of a child classified as "abnormal", "deviant" children.

And in conclusion, I would like to add that the “Personal Growth Maps” in our educational institution have become a kind of “successor document” when students move to secondary school, which is a huge help in the work of the class teacher both with students and with their parents.

Appendix 1

Personal growth map (blank)

Personal growth map of a student MBOU secondary school No. 99

FULL NAME.___________________________________________________

Sections Classes	Success Diagnosis		Social life			Psychological aspects of
	My academic achievements	Participation in competitions, olympiads, etc.	My schoola life	My friends	I know the world	Self-esteem	Aggression	Motivation	Anxiety
1 class
Grade 2
3rd grade
4th grade

Methodology for diagnosing the personal growth of schoolchildren

(Stepanov's method)

As practice has shown, for high school students, working with the questionnaire will not cause any particular difficulties and will take only one lesson. But it will be difficult for schoolchildren of 5-8 grades to work with a large amount of information. Therefore, in these classes it is recommended to carry out diagnostics in two days, dividing the questionnaire in half accordingly.

Two versions of the diagnostic questionnaire are proposed - for students in grades 5-8 and for students in grades 9-11. The structure of these two questionnaires, the methods of their processing and interpretation of the results do not fundamentally differ from each other - only some wording of the questions differs.

Each of the questionnaires consists of 91 statements, to which adolescents can express their attitude. To do this, they must decide for themselves how much they agree (or disagree) with the statements contained in the questionnaire, and assess the degree of their agreement (or disagreement) in points from "+4" to "-4". The number of statements - 91 - is explained as follows: for each of the 13 values ​​(more precisely, objects of value attitude) presented in the table, we developed 7 statements that reveal the attitude of schoolchildren to these values.

Below are the texts of the questionnaires, answer forms and the general technique for processing and interpreting the results.

Questionnaire for students in grades 5 - 8

Before you are several different statements. Please read them and think whether you agree with these statements or not. If you agree, then put a positive mark (+1, +2, +3 or +4) in a special form next to the number of this statement. If you do not agree with any statement, then put a negative mark on the form (-1, -2, -3, or -4).

"0" - neither yes nor no;

Try to be honest. There can be no “right” and “wrong” assessments here. It is only important that they express only your personal opinion. Thank you in advance!

1. Stray dogs must be destroyed because they can be dangerous.
2. Any quarrels can be settled without resorting to fights.
3. What adults call the cultural values ​​of the past, in fact, often turns out to be old junk.
4. Even if something is not clear to me in the lesson, I will not ask clarifying questions to the teacher - after all, this is not so important.
5. A person who has committed a crime can never become good in the future.
6. It is foolish to take risks for another person.
7. Even the strangest people with the most unusual hobbies should have the right to defend themselves and their views.
8. Sports activities are a necessity for the health of every person.
9. When I become an adult, I can live happily without creating my own family.
10. I am lucky that I live in Russia.
11. People who oppose the war are probably just cowards.
12. Only losers are engaged in physical labor.
13. I love learning the meanings of words I don't know.
14. Our country will be a better place if we get rid of all mentally ill people.
15. There are people who do not deserve to be treated well.
16. I think that smoking and alcohol help people to relax, relieve stress after hard work.
17. I am often dissatisfied with the way I live.
18. I am not afraid to make a mistake when I choose something in my life.
19. It is good when a person does not have a family and children - this way he feels more free.
20. When I grow up, I will try to protect my homeland from enemies.
21. Action films with shooting and blood help children become brave and courageous.
22. The job of a janitor is no less important than any other job.
23. Studying is an occupation for abstruse "nerds".
24. If for the sake of justice it is necessary to kill a person - this is normal.
25. I like to give gifts to my friends, relatives, acquaintances.
26. Most of the crimes in our city are committed by people who come to us from other places.
27. I believe that one dose of drugs can not become a drug addict.
28. I am very worried about any of my failures, even the smallest ones.
29. I am proud of my last name.
30. Victory Day (May 9) is not a holiday for everyone, but only for veterans and the elderly.
31. Trade in animals listed in the Red Book is a good way to make money.
32. Prisoners of war can be treated cruelly, because they are our enemies.
33. If a child abruptly interrupts the conversation of adults, there is nothing to worry about - the child also has the right to speak out.
34. A person cannot know everything, so I don't worry about not knowing many important things.
35. It is better to release 10 criminals than to execute one innocent person.
36. People who beg are likely to be lazy and deceitful.
37. All famous, famous people try to keep in good physical shape.
38. It’s hard for me to meet new people, I often feel shy and embarrassed at the same time.
39. I want to know why and for what I live.
40. I don't like it when our anthem is played - it's boring and you have to get up all the time.
41. To yield in a dispute means to show one's weakness.
42. A good study is also an important and serious work.
43. On the walls of the entrance you can draw and write whatever you want.
44. I feel bad when people around me are upset about something.
45. I will help another person even if I am very busy.
46. I like outdoor games, sports or fishing more than sitting at a computer or TV.
47. My actions often depend not on myself, but on other people.
48. A person does not need to know anything about his ancestors or relatives.
49. It happens that I feel strong excitement, a sense of pride when I hear songs about my homeland.
50. There is nothing wrong if, after washing your hands, you did not close the tap in the school cafeteria behind you, because our country has the largest water reserves in the world.
51. A strong military power, including Russia, should be respected and feared by other countries.
52. A community work day to clean up the territory of a house or school is a useless exercise.
53. If an adult swears, there is nothing wrong with that - after all, he is already an adult.
54. I think that even without getting good knowledge I will be able to get a good job in the future.
55. Refugees from Asia and Africa should be banned from entering our country, as their influx increases the level of crime.
56. I think that health is not the most important thing for a person today.
57. I don't feel sad or sad when I'm alone.
58. I tend to agree with the majority opinion.
59. I would like to travel to other countries, but I want to live in my own country.
60. I believe that it is necessary to feed homeless animals and wintering birds.
61. It seems to me that our country has too many weapons and this is bad - their number could be reduced.
62. If necessary, I can even do the work that I do not like.
63. I can offend a person if I don't like him in some way.
64. TV is for entertainment and relaxation, not for learning something new from it - there is a school for that.
65. All homeless people and beggars must be caught and forced to work by force.
66. A person will never do anything if it is not profitable for him.
67. People of a different race or nationality may be normal people, but I would prefer not to take them as friends.
68. The taste of food is more important than its usefulness.
69. It seems to me that there is more bad in me than good.
70. When I do bad things, my conscience torments me.

Answer sheet

Last name, first name (You can specify if you wish) _______________

___________________________________________________________

Questionnaire for students in grades 9-11

You will be presented with a series of statements. Please read them and determine how much you agree or disagree with them. You can evaluate the degree of your agreement or disagreement in points (from "+4" to "-4"):

"+4" - definitely yes (very strong agreement);

"+3" - yes, of course (strong agreement);

"+2" - in general, yes (medium agreement);

"+1" - rather yes than no (weak agreement);

"0" - neither yes nor no;

"–1" - rather no than yes (weak disagreement);

"–2" - in general, no (medium disagreement);

"-3" - no, of course (strong disagreement);

"–4" - no, absolutely wrong (very strong disagreement).

Try to be sincere. There can be no “right” and “wrong” assessments here. It is only important that they reflect your personal opinion. You can enter your assessments in a special form next to the serial number of the questionnaire approval. Thank you!

1. I like it when our whole family goes to visit, celebrates some holiday or just gathers at a common table.
2. Those who criticize what is happening in the country cannot be considered true patriots.
3. Stray dogs must be destroyed, as they can be dangerous.
4. Any conflict can be resolved without resorting to force.
5. I am able to happily do different jobs.
6. What many call the cultural values ​​of the past, in fact, often turns out to be primitive old junk.
7. Do not turn to the teacher with questions during the lesson: they distract from the main thing.
8. A person who has committed a crime can never change for the better.
9. It is foolish to take risks for the benefit of another person.
10. Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.
11. Sports activities are a vital necessity for every person.
12. Most of my peers prefer to communicate with beautiful people.
13. I strive to solve my problems on my own, on my own.
14. I can live happily without creating my own family.
15. I owe a lot to my country.
16. It is better to go to the forest for a New Year tree, because there you can choose the most fluffy one.
17. The people who oppose the war are actually cowardly.
18. Physical labor is the lot of losers.
19. Appearance is an indicator of respect not only for yourself, but also for others.
20. I try to learn the meanings of words I don't know.
21. It will be easier for the country if we get rid of mentally ill people.
22. I feel sorry for helpless people and want to help them.
23. There are nations and peoples who do not deserve to be treated well.
24. I believe that smoking or alcohol can help me relax and relieve stress.
25. I often feel disappointed in life.
26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.
27. Without a family and children, a person feels more free.
28. I am ready to defend my homeland in case of serious danger.
29. Keeping animals in mobile menageries is inhumane.
30. Action movies with gunfire and gore build courage.
31. A housewife can also be a creative person.
32. Obscene expressions in communication are a sign of lack of culture.
33. Studying is an occupation for "nerds".
34. If for the sake of justice it is necessary to kill a person, then this is normal.
35. I experience strong positive emotions when I give someone a gift.
36. Most of the crimes in our city are committed by visitors.
37. One dose of drugs won't make me an addict.
38. I am very worried about any, even minor, failures.
39. I am ready to argue with the teacher if I think that he is wrong.
40. I am proud of my last name.
41. Victory Day (May 9) is a holiday only for veterans and the elderly.
42. Importing rare exotic animals from abroad is a normal way to make money.
43. Prisoners of war should not be subject to human rights.
44. I would like to work in my free time if it does not interfere with my studies.
45. What communication without a bottle of "Klinsky"!
46. A person cannot know everything, so I do not worry about my ignorance of some important things.
47. It is better to exonerate 10 criminals than to execute one innocent.
48. People who beg are likely to be lazy and deceitful.
49. Refereeing in relation to "ours" at international competitions is often unfair, because no one likes Russians.
50. All people who have taken place in life try to maintain good physical shape.
51. It's hard for me to meet new people.
52. It is important for me to find the meaning of my own life.
53. Looking at old family photos is a weird thing to do.
54. Once abroad, I will try not to be perceived as a Russian.
55. Cleaning up someone else's garbage in tourist parking lots is a stupid thing to do.
56. To make concessions means to show weakness.
57. Good education is also hard work.
58. Manifestation of vandalism is one of the forms of youth protest.
59. I like to dig in encyclopedias, magazines, dictionaries: you can find a lot of interesting things there.
60. I can't feel good when the people around me are depressed about something.
61. I can sacrifice my well-being to help a stranger.
62. It is unfair to put people with dark skin color in leadership over white people.
63. I prefer active rest to sitting at the TV or computer.
64. I feel uncomfortable in unfamiliar company.
65. My actions often depend on external circumstances.
66. A person does not need to know his ancestry.
67. It happens that I experience great excitement when I hear songs about my homeland.
68. If we take into account all the pros and cons, then the storage of foreign nuclear waste in Russia will bring more financial benefits than environmental harm.
69. We are a strong military power, and that is why we must be respected.
70. A community work day to clean up the territory of a house or school is a relic of the past.
71. I can't imagine colloquial Russian without swearing.
72. I think that even without getting good knowledge I can make a good career in the future.
73. Even notorious criminals do not deserve torture and bullying, because they are also people.
74. I am ready to help an elderly person only for a fee.
75. The authorities should deny access to our country to refugees from economically backward states, as their influx increases the level of crime.
76. I think that health is not the most important thing in life today.
77. I am not oppressed by temporary loneliness.
78. I tend to follow the majority opinion.
79. It saddens me that I don't do everything I could for my parents.
80. I would like to travel to other countries, but I prefer to live in my own.
81. I think that wearing natural fur coats is immoral.
82. It seems to me that there are too many weapons in our country.
83. I can force myself to do work that I don't like.
84. I can be rude to a person if I don’t like him with something.
85. First of all, television should be a means of entertainment and recreation, and only secondly - a source of information about events in the country and the world.
86. All homeless people must be caught and forced to work.
87. It is human nature to never do anything without regard to one's own benefit.
88. There can be only one true religion.
89. The taste of food, in my opinion, is more important than their usefulness.
90. Deep down, I know that I value myself low.
91. When I do wrong, my conscience torments me.

Answer sheet

Surname, name (you can specify if you wish) _________________

________________________________________________________

Results processing

Schoolchildren's answers are distributed on 13 scales: they correspond to 13 lines in the answer form filled in by the respondent. The results are obtained by adding up the scores for each scale.

1. The nature of the student's relationship to the family is shown by his assessments of statements Nos. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions Nos. 1, 40, 79, the sign does not change. In the answers to questions Nos. 14, 27, 53, 66, the sign changes to the opposite.

2. The nature of the student's relationship to the fatherland is shown by his assessments of statements Nos. 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions Nos. 15, 28, 67, 80, the sign does not change. In the answers to questions Nos. 2, 41, 54, the sign changes to the opposite.

3. The nature of the student's relationship to the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions Nos. 29, 81, the sign does not change. In the answers to questions Nos. 3, 16, 42, 55, 68, the sign changes to the opposite.

4. The nature of the student's relationship to the world is shown by his assessments of statements Nos. 4, 17, 30, 43, 56, 69, 82. At the same time, in the answers to questions Nos. 4, 82, the sign does not change. In the answers to questions Nos. 17, 30, 43, 56, 69, the sign changes to the opposite.

5. The nature of the student's relationship to work is shown by his assessments of statements Nos. 5, 18, 31, 44, 57, 70, 83. At the same time, in answers to questions Nos. 5, 31, 44, 57, 83, the sign does not change. In the answers to questions Nos. 18, 70, the sign changes to the opposite.

6. The nature of the student's relationship to culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32, the sign does not change. In the answers to questions Nos. 6, 45, 58, 71, 84, the sign is reversed.

7. The nature of the student's relationship to knowledge is shown by his assessments of statements Nos. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions Nos. 20, 59, the sign does not change. In the answers to questions Nos. 7, 33, 46, 72, 85, the sign changes to the opposite.

8. The nature of the student's relationship to the person as such is shown by his assessments of statements Nos. 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions Nos. 47, 60, 73, the sign does not change. In the answers to questions No. 8, 21, 34, 86, the sign changes to the opposite.

9. The nature of the student's relationship to a person as an Other is shown by his assessments of statements Nos. 9, 22, 35, 48, 61, 74, 87. At the same time, in the answers to questions Nos. 22, 35, 61, the sign does not change. In the answers to questions Nos. 9, 48, 74, 87, the sign changes to the opposite.

10. The nature of the student's relationship to a person as an Other, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements Nos. 10, 23, 36, 49, 62, 75, 88. does not change. In the answers to questions Nos. 23, 36, 49, 62, 75, 88, the sign is reversed.

11. The nature of the student's relationship to his bodily self is shown by his assessments of statements No. 11, 24, 37, 50, 63, 76, 89. At the same time, in the answers to questions No. 11, 50, 63, the sign does not change. In the answers to questions Nos. 24, 37, 76, 89, the sign changes to the opposite.

12. The nature of the student's relationship to his inner world, his spiritual self is shown by his assessments of statements No. 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question No. 77, the sign does not change. In the answers to questions Nos. 12, 25, 38, 51, 64, 90, the sign is reversed.

13. The nature of the student's relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91, the sign does not change. In the answers to questions Nos. 65, 78, the sign changes to the opposite.

Interpretation of results

The proposed description of the levels of development of the child's attitude to a particular value gives an approximate, typified picture of what is behind the student's answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, an occasion for your pedagogical reflection.

In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of answers over four levels. Make the overall picture multi-faceted and multi-colored, mark especially outstanding results for yourself.

In the case of individual diagnosis, be extremely attentive to the answers of a teenager. Carrying out factor analysis, pay attention to what his answers “fall out” of his own individual “norm”. Perhaps this is the point of his personal growth (or regression).

And in fact, and in another variant of the diagnosis, even in the presence of a negative trend, try to emphasize all the positive points.

If you need to make the survey results public, please be extremely tactful. Remember: you don't judge, you meditate!

1. Attitude of a teenager to a family

From +15 to +28 points (stable-positive attitude) -the value of the family is highly significant for a teenager. He values ​​family traditions and foundations, remembers various little things that are pleasant for one of the family members. Family holidays are always held with his participation and assistance in preparation. In the future, he wants to create a happy family.

– a family for a teenager is of a certain value, but the very fact of having a family, family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder, he will not always remember the birthday of someone close to him. He takes care of his parents for granted. He assumes that the family he will create in the future will not be too similar to the one in which he lives now.

– the attitude towards the family of a teenager, as a rule, is consumerist. He "should" be given money for petty expenses and forgive pranks. But if something serious is needed from parents, a teenager will achieve this by any means - flattery, lies, obedience. He himself, most likely, believes that he owes nothing to anyone.

– the family does not represent any value for the child. This attitude is manifested in a sense of shame for one's surname, a conscious rejection of the norms of behavior accepted in the family, ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.

2. The attitude of a teenager to the Fatherland

– a teenager has fully developed feelings of citizenship and patriotism. Homeland for him is not an abstract category, but a specific country where he is going to live, which he is proud of. He feels his personal responsibility for the fate of the country. At the same time, such feelings are caused not by the conjuncture, not by the fashion for patriotism, but are deeply personal, experienced.

+1 to +14 points (situational-positive attitude) – a teenager experiences a feeling of the Motherland as a feeling of his native home, village, city. However, it seems to him that what is happening in the country and in his “small homeland” has little in common with each other. He gets up when the anthem sounds, rather, not out of a spiritual outburst, but because it is customary. If necessary, the teenager will not refuse to help the veterans, although he may not offer his own help.

-1 to -14 points (situational-negative attitude) – the teenager tries not to openly show his attitude to the country. He is in principle indifferent to talk about her "wretchedness". He can “correctly” speak on the topic of citizenship and patriotism, but depending on the situation, he can place accents in different ways. A teenager knows how to guess at what moment what is “patriotic” and what is not. It seems to him that what is happening with the country and with himself has little in common with each other.

-15 to -28 points (persistently negative) – It can be assumed that a teenager is distinguished by a philistine attitude towards his country. Homeland for him is just a place where he lives, and which can be easily changed to any other. All successes are his own successes, and the country is to blame for the failures (“but perhaps in this country ...”). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which you can get dividends.

3. The attitude of a teenager to the Earth (nature)

+15 to +28 points (stable positive attitude) – a teenager has a fully developed ecological consciousness. It is natural for him to feel pity and empathy for any animal; he is ready to clean up the forest and clean the reservoirs, finding these activities exciting and important for himself personally. And he will certainly pick up and feed an abandoned puppy, will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of a need to feel the harmony of the world in which he lives).

+1 to +14 points (situational-positive attitude)– the teenager takes care of animals, flowers, but mostly those that belong directly to him. Environmental problems are perceived by him as objectively important, but at the same time not dependent on him personally. He will not litter in the forest if others do not. He will take part in the subbotnik together with the class, but if there is an opportunity to refuse, then he will most likely use it.

-1 to -14 points (situational-negative attitude) – a teenager's own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the garbage thrown by him, the litter box set on fire. Breaking branches in the forest, chasing cats and dogs in the yard, he does not think about what he is doing. And even more so, he will not react if others do the same. He divides all animals into useful and useless, pleasing to him and his eyes and causing a squeamish attitude.

-15 to -28 points (persistent negative attitude) – nature is perceived by a teenager as an object of consumption. The attitude of a teenager to the forest, animals, water bodies is dictated by the need for their own comfort, and if it works out, then for their own benefit. He is able to hurt an animal just for fun. He treats with mockery those who show respect and love for "our smaller brothers."

4. Attitude of a teenager to the world

+15 to +28 points (stable positive attitude)- at teenager there is a clearly expressed pacifist position. He believes that only weak people and states resort to violence. To manifestations of brute force, he is emphatically negative. I am sure that there is always an opportunity to resolve the conflict without infringing on the rights of other people. Not afraid to make concessions.

+1 to +14 points (situational-positive attitude)– the adolescent generally shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in the complex modern world one must always be ready for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions, because he does not want to appear weak in the eyes of others.

-1 to -14 points (situational-negative attitude) – the teenager is sure that the world can be maintained mainly by force, threats, ultimatums. He sees war as one of the natural ways to resolve conflicts. In his opinion, the strong one is the one who is feared. He believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of a violent act, but most likely he will not refuse to play the role of a "second plan".

-15 to -28 points (persistent negative attitude)– it can be assumed that there is no alternative for a teenager– negotiations or military operation. The war for him can be a value - with the help of it you can solve the problems of overpopulation and lack of food for everyone. He is entirely on the side of the force, and everyone who tries to resist this is "weak" for him. Most likely, this applies to both local (class, yard, school) and major conflicts, where nothing depends on him yet.

5. The attitude of a teenager to work

+15 to +28 points (stable positive attitude) – a teenager is distinguished by industriousness in everything: from cleaning the classroom to reading a difficult book. He enjoys complex, laborious, even tedious work. He does not consider it shameful to help his parents with the housework, he can offer to do something himself. Is he working somewhere or not yet?– in any case, the teenager is not ashamed of it.

+1 to +14 points (situational-positive attitude)– most likely, only a prestigious job commands the respect of a teenager. Although if everyone around is busy with something not prestigious (for example, cleaning the territory during a subbotnik), then they can participate “for the company”. He will help with household chores, but he will be annoyed that it takes so much time.

-1 to -14 points (situational-negative attitude) – a teenager, if possible, will shift part of his work to another. If he finds out that one of his classmates works after school, he will most likely react like this: “What, you have nothing to do ?!”. In his view, "dirty" work– the fate of second-class people or those who have not managed to settle in life. He certainly would never take it on his own.

-15 to -28 points (persistent negative attitude) – more or less difficult work causes disgust in a teenager. He comes up with a lot of reasons why he should not take it. A teenager will gladly take advantage of the fruits of someone else's labor, if possible passing them off as his own. There is no connection between hard work and well-being for him.

6. Attitude of a teenager to culture

+15 to +28 points (stable positive attitude) – cultural forms of behavior are, of course, personally significant for a teenager and are actively implemented by him in everyday life. He is alien to rudeness, "decoration" of speech with obscene phrases, he is attentive and tactful in relation to other people. He understands the need to preserve the cultural heritage that we inherited from the past, and categorically does not accept vandalism.

+1 to +14 points (situational-positive attitude)– an adolescent recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his daily life. He probably would like to look like a "cultured person", but is not ready to make daily efforts for this. He finds justification for episodic manifestations of rudeness on his part (“I am only rude in response”), slovenliness (“well, let them be met by clothes, but they see off by mind”), obscene abuse (“strong emotions are difficult to express in another way”) and etc. Vandals are antipathetic to him.

-1 to -14 points (situational-negative attitude) – cultural forms of behavior are considered by a teenager as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being the way he is. The word "culture" is probably associated with him with the TV channel "Culture" and brings irresistible boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn peer vandals.

-15 to -28 points (persistent negative attitude) – the word "culture" in all its forms causes rejection in a teenager and is considered as a manifestation of the deceitfulness of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite. Tact seems to him a manifestation of weakness, rudeness and foul language– strength, "sipping beer" to the accompaniment of swearing– best pastime. Monuments of the past are perceived by him, most likely, as ordinary old junk, so he does not mind at all "thrown them off the ship of our time."

7. The attitude of a teenager to knowledge

+15 to +28 points (stable positive attitude)- in front of you - an inquisitive person who has a steady desire to learn new things. A teenager may be “uncomfortable” to the teacher, as he asks a lot in the lesson, doubts seemingly obvious things. He believes that the success of professional growth, career is directly related to the depth of knowledge, and strives to obtain them.

+1 to +14 points (situational-positive attitude)– a teenager can study well, but on his own initiative he is unlikely to delve into books for a long time to find the meaning of a term or fact that he does not understand. In his mind, knowledge and a future career are, of course, connected, but do not put so much effort into this!

-1 to -14 points (situational-negative attitude) – a teenager will never ask an adult if something is not clear to him. He frankly does not understand how popular science programs can be watched on TV. Knowledge is purely utilitarian for him (learned, answered– so he didn't get in trouble.)

-15 to -28 points (persistent negative attitude) – Obviously, the need for acquiring knowledge in a teenager is practically absent. He frankly despises those who study, considers them "nerds" - people living an inferior life. He is sure that the level and quality of his education will not have any impact on his future life.

8. The attitude of a teenager to a person as such

+15 to +28 points (stable positive attitude) – the value of a person, as he is in all his manifestations, is certainly significant for a teenager. Human life is priceless to him. No considerations of justice can justify the "tears of the innocent". "The forest is cut, the chips fly"– this is unacceptable for our hero. He is merciful, capable of sympathy, compassion, forgiveness.

+1 to +14 points (situational-positive attitude)– the value of a person can be comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. A teenager accepts the death penalty for the most serious crimes. When the triumph of justice and "mercy for the fallen" are on different scales, he will most likely choose the first.

-1 to -14 points (situational-negative attitude) – most likely, a teenager tends to divide people into normal and abnormal. To the former he treats them quite respectfully, perhaps even mercifully towards them; the latter, however, he considers “subhuman” and would like to encounter them as rarely as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle "the forest is cut, the chips fly" is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chip”,– rather, a "gatherer" or "firewood knitter".

-15 to -28 points (persistent negative attitude) – a person as a value is most likely an empty phrase for a teenager. He is prone to manifestations of cruelty towards other people, contemptuously treats any acts of mercy. "Weaklings" and "abnormals", in his opinion, worsen our lives, hinder the growth of well-being, therefore, they must be completely isolated from society. Surely he believes that justice, order, stability are worth it in order to eliminate the mentally ill, the homeless. The most dangerous thing is that he can move from words to actions.

9. The attitude of a teenager to a person as an Other

+15 to +28 points (stable positive attitude)- teenager - true altruist. He is always ready to help other people, even strangers, without waiting for a request from them. In his actions for the benefit of others, he is disinterested. Always ready to help the weak, the needy. For the sake of such help, he is ready to risk his own well-being. He likes to give gifts "just like that."

+1 to +14 points (situational-positive attitude)– a teenager is not averse to helping those in need, but prefers to do it when asked about it. He is careful in his actions for the benefit of others, trying not to jeopardize his own well-being. He does not trust the sincerity of those begging for alms, and if they are close to him, he tries to pretend that he does not notice them. He enjoys making gifts, but at the same time, deep down, he expects a gift in return. If this does not happen, he gets upset.

-1 to -14 points (situational-negative attitude) – the teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Selflessness seems to him wastefulness, he prefers to do everything for his own benefit, skillfully disguising it. He is sure that every good deed should be adequately rewarded, therefore, before doing something good, he does not hesitate to find out "what will happen to him for it."

-15 to -28 points (persistent negative attitude) – teenager is focused exclusively on his own person, sincerely believes himself"the center of the universe". Not to do, but even thinking about others is not included in his plans. He seeks profit in everything, not really hiding it. Selflessness seems to him absurd, utter stupidity. He is prone to slander, a cynical attitude towards those who need something, who need help. All beggars for him– lazy and liars. Much more than giving, he likes to receive gifts, preferably expensive and useful.

10. The attitude of a teenager to a person as an Other

+15 to +28 points (stable positive attitude)– a teenager recognizes the rights of people to a different way of life, different from his own, and the free expression of his views. He certainly accepts other cultures, has a positive attitude towards cultural differences, and is susceptible to any manifestations of cultural discrimination. He strives for understanding, insight into the essence of other cultures, is able to avoid cultural prejudices and stereotypes in their assessment. There is also a perceptible desire to view other cultures not from their own "bell tower", but through the prism of the values ​​and priorities of these cultures themselves.

+1 to +14 points (situational-positive attitude)– a teenager is inclined to recognize and accept cultural pluralism, respect for a wide variety of socio-cultural groups, but at the same time shares (often unconsciously) some cultural prejudices, uses stereotypes regarding representatives of certain cultures. He cannot independently see many, especially hidden, manifestations of cultural discrimination in everyday life. It is difficult for him to imagine what problems cultural minorities, migrants or refugees might face. This is due to a lack of understanding of the Other, the inability to see him from the inside, to look at the world from his point of view.

-1 to -14 points (situational-negative attitude) – a teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain socio-cultural groups. The teenager tries to justify such a dissonance between the declared humanistic principles and the real manifestation of intolerance by referring to public opinion (“everyone thinks so”), immoral behavior allegedly characteristic of representatives of these groups (“they are all like that”), personal unsuccessful experience of interacting with them (“I met such people and I am sure that ... "). This position is based on cultural centrism, xenophobia, the presumption of guilt of the other. Denying such flagrant manifestations of intolerance as fascism, genocide, segregation, a person can easily label people of other cultures as “unworthy of respect”, “dangerous”.

-15 to -28 points (persistent negative attitude) – a teenager deliberately refuses to recognize, accept and understand representatives of other cultures. He tends to characterize cultural differences as deviant, unwilling to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is defiantly hostile and contemptuous of such people, eager to “clear” the space of his own life from them. A teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.

11. The attitude of a teenager to his bodily "I"

+15 to +28 points (stable positive attitude) – For a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and connects his further life successes with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, drugs and will try to prevent this from happening to others.

+1 to +14 points (situational-positive attitude)– the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not place it too highly. Health for him is a natural state, a self-evident “thing”, and not something that requires special efforts. Addiction to bad habits is an excusable weakness, not a manifestation of lack of will. Perhaps, deep down, he believes that he is able to achieve success in life without paying close attention to his physical form.

-1 to -14 points (situational-negative attitude) – the value of health is low in the mind of a teenager. He considers reflections and conversations about health and a healthy lifestyle to be a waste of time, the lot of pensioners. He wants to look good, in a sporty way, in the eyes of others, but he is frankly too lazy to do something for this. Bad habits do not seem so bad to him, on the contrary,– they have a certain pleasantness, charm. He will probably smile approvingly when he hears the phrase "who does not smoke and does not drink, he will die healthy."

-15 to -28 points (persistent negative attitude) – own health, especially the health of others, does not represent any significant value for a teenager. He either does not care at all about his physical condition, or he hates everything that is connected with his bodily life (the latter case is real under the condition of low self-acceptance of a teenager). He despises those who care about their health. He considers his bad habits to be absolutely natural and, perhaps, even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical culture and sports.

12. The attitude of a teenager to his spiritual "I"

+15 to +28 points (stable positive attitude) – teenagers accept themselves for who they are. He believes in his strengths and capabilities, treats himself honestly, sincerely in the manifestation of feelings. Feels comfortable even in an unfamiliar company. He is not afraid of loneliness, moments of solitude are important and fruitful for him. He steadfastly endures personal troubles, is not afraid to seem ridiculous.

+1 to +14 points (situational-positive attitude)– accepting himself as a whole, a teenager may still feel awkward about some of his features. He thinks of himself as a person who is sympathetic to others, but a certain worm of doubt and insecurity still undermines him. He would like to protect himself now and in the future from falling into ridiculous situations and situations. He is somewhat burdened by a secluded position and, if possible, tries to replace it with something (listening to music, watching videos, etc.).

-1 to -14 points (situational-negative attitude) – a teenager accepts himself as he is, only at certain moments of his daily life. He always wants to "jump" out of his "skin", immediately turn out to be beautiful, rich and famous. His idols are usually just like that. Deep down, he hopes for his attractiveness to others, but he is sure that they see his shortcomings first of all. Loneliness is both painful for him and saving. In a society of peers, he prefers to be on the sidelines.

-15 to -28 points (persistent negative attitude) – a teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.). He perceives any change in the situation as potentially catastrophic for him in terms of consequences. Once alone, he begins to engage in "masochistic self-digging" and "self-criticism." His own inferiority is his obsession. He experiences an acute sense of guilt for what he is at all, which in the future may turn into a painful desire to dominate others.

13. The attitude of a teenager to his spiritual "I"

+15 to +28 points (stable positive attitude) – the teenager sees himself as the author and manager of his own life. The feeling of personal freedom is extremely important to him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live "in good conscience."

+1 to +14 points (situational-positive attitude)– the teenager feels in himself the possibility of being the master of his own life, but he believes this is real only in case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he takes it with an eye: the possibility of error and responsibility alert him. He recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.

-1 to -14 points (situational-negative attitude) – the teenager is more impressed by the role of the follower, rather than the author and manager of his own life. He is looking for a company of people whose spiritual strength could "cover" his indecision and self-doubt. Tries to avoid choice as much as possible; with noticeable external pressure, he is ready to give up personal freedom in favor of a sense of peace and spiritual comfort. He tends to attribute his failures to unfavorable circumstances. Pangs of conscience burden him, so he prefers not to think about his conscience.

-15 to -28 points (persistent negative attitude) – a teenager feels like a “pawn” in the life surrounding him, a hostage of powerful external forces beyond his control. He is afraid and avoids any free action. He seeks the patronage of the powerful of this world and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want a choice. He believes in the strength and infallibility of the majority, for this saves him from personal responsibility for himself and his life. The principle of his life is not to stick out.

Methodology for diagnosing the personal growth of schoolchildren Personal growth can be defined as the development of humanistic value relations of a person to the world, to other people, to himself. With the help of this technique, these relationships are diagnosed. The principles for compiling the questionnaire are as follows:

The wording of statements should be understandable for students and be perceived unambiguously;

The abstracts of the questionnaire should be formulated in such a way that one or another answer does not look in the eyes of the student as obviously socially approved;

In order to avoid comfortable behavior, attempts to guess the answer, to treat this or that thesis correctly, adolescents must be given the right to fill in anonymously.

This questionnaire can be used to assess the current state of a teenager's value relations. And also to identify the dynamics of the development of the student's personality, his personal growth or regression.

Methodology for studying the level of development of the children's team. In educational work, it is important to study the level of development of the children's team, as well as the nature of the relationship of adolescents in the children's team. The school uses the well-established diagnostic technique “What kind of team we have” by A.N. Lutoshkin. The purpose of this diagnostic technique is the degree of cohesion of the children's team. After all, the personal development of a student entering a particular team largely depends on this. The children's team is one of the most important conditions for this development. The methodology allows you to study the children's team, determine how satisfied the students are with their team, how much they consider it strong, united. The essence of the diagnosis is as follows. The teacher explains to the students that any team in its development goes through a number of stages, and invites them to familiarize themselves with the figurative description of the various stages of the development of the team. Next, the teacher asks to determine at what stage of development their team is. Based on the answers, the teacher can determine the degree of satisfaction with his class team, find out how schoolchildren evaluate its unity in achieving socially significant goals. At the same time, it is possible to identify those adolescents who underestimate or overestimate the level of development of the team.

Sociometry. The methodology of sociometry is aimed at studying interpersonal relationships in a group. It allows you to determine the informal structure of the children's community, the system of internal likes and dislikes, to identify leaders, types of leadership and outcast members of the group. Sociometry makes it possible to understand how much the team surrounding the student favors his personal development, how much the members of the team are disposed towards him, how much the student himself is located towards the members of the team. Sociometry allows you to reveal a holistic picture of relationships, mutual and unilateral choices and deviations. As well as the groupings existing within the group of students and the connections between them.

Methodology for determining the index of group cohesion. The method of K. Sishore is used at school to determine group cohesion, which is an important parameter. This parameter shows the degree of integration of the group, its cohesion into a single whole. This technique consists of 5 questions and is easy to process.

Expert methodology for monitoring the quality of educational opportunities. Monitoring the quality of educational opportunities is based on expert methodology (V.A. Yasvin). Expertise as a research method is focused primarily on the competence and experience of experts. At the same time, a number of diagnostic techniques are also used in the examination process, which can be used to obtain structured quantitative information necessary for system analysis (comparison, ranking, identifying the dynamics of certain processes, etc.). The whole set of various information obtained from various sources is generalized and comprehended by the expert group, characteristics are given and models of various components of the educational, organizational and social subsystems of the school are built.

Building a model of such a complex and multidimensional reality as a school organization allows you to display it in a visual and structured form, as well as to reveal a number of hidden internal properties in it, which is extremely important for effective management of its quality. The initial examination of the school organization, carried out as part of monitoring the quality of educational opportunities, includes the construction of the following models: models of the management and pedagogical system; models of the content of the educational plan of the school; models of the school environment of the school with an analysis of its perception by various members of the educational community (leaders, teachers, students and parents); models of organizational culture of the teaching staff. Psychological diagnostics of the subjective attitude towards the school of various categories of members of the educational community and an analysis of the ideas of the director and his deputies about the state and development of the school are also carried out.