DIARY OF PEDAGOGICAL OBSERVATIONS

Full name

Class

GOU Skosh VIII type No. 482

Class teacher: Natalya Viktorovna Izmestyeva

1. Full name ________________________________________________
2. Class 2 "A"
3. Date of birth _______________________________________
4. Home address, home phone number______________________________
5. Child's family:

Mother Full name, place of work ___________________________________

Father Full name, place of work__________________________________________

1. Housing conditionsA 3-room apartment in which a mother, father, three children and relatives of the father live. The apartment is for sale.
2. Family relationshipselements of dictatorship on the part of the father can be traced. Mom has no opinion of her own and agrees with her husband in everything.

Presence of deviations from norms of behavior in the familyThe father’s behavior is inappropriate - he reacts to any comments regarding Vlad with outbursts of anger. He begins to speak in a raised voice, insult the interlocutor, not paying attention to his gender, age and status.

Educational potential of the familyParents are characterized by a low level of general and pedagogical culture, an inability to properly organize family leisure, and family life in order to overcome mistakes made in raising children.

1. Child's characterhot-tempered - easily upset, offended. He tries to eliminate the causes of his grievances with the help of abuse and fists. Not sensitive to others.
2. Personality qualities (positive, negative)TO positive qualities include independence and curiosity. Negative ones include short temper, unreasonable dissatisfaction, pugnacity.
3. The child’s position in the teamis at the junction of neutral / rejected
4. Educational activities:Difficulty mastering program material and needs constant help from adults.

Level of knowledge characterized by low performance.

Motivation for learning low.

Lesson attendanceregular, but without interest. Doesn't understand the learning task.

1. Extracurricular activities. Personal contribution to the life of the class, schoolloves to participate in school-wide events and competitions.

Homeroom teacher Izmestieva N.V. _______________

Date

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS

F.I. came to GOU Skosh VIII type No. 482 in the direction of the district PMPK. Previously, he studied at State Educational Institution Secondary School No. 1049, where he duplicated his studies in 2nd grade.

Outwardly, the child is neat, cultural and hygienic skills are sufficiently developed. Comes to school in clean clothes, combed and neat. Physical development corresponds to age. He loves sporting events and physical education classes.

The level of training is low. The learning process is very difficult for him. Distracted during lessons, attention is unstable - it is difficult to fixate for a short time. Vlad gets tired quickly, loses interest in classes, and is inattentive. Thinking is concrete, slow-moving. Memory capacity has been reduced. Knowledge about the world around us is unsystematic and fragmentary. Logical operations: analysis, synthesis, comparison, generalization at the formation stage.

Reading is syllable-by-syllable, abrupt, monotonous. Emphasizes the intonation of the text using a model. Consistent retelling only based on clarity or leading questions. The hidden meaning of the text is determined with the help of the teacher.

Independent writing is slow and sloppy. Sometimes he misses letters in words, rearranges letters and syllables in complex words, letters of different sizes. Copies easily from printed and handwritten text; writing from dictation is difficult. Doesn't complete Russian language assignments on his own and requires repeating the teacher's verbal instructions several times.

Counts forward and backward within 20, names “neighbors”, numbers, can count from a given number to a given number, performs counting operations with difficulty. When solving problems, it is difficult to write down a brief condition. The construction of geometric figures is carried out with the help of the teacher.

Relationships with classmates are difficult. Vlad pushes the guys away from him: he constantly tries to offend someone, call them names, and is often aggressive. In conflict situations, he prefers to solve the problem with his fists, or calls his father and older brother to complain.

Vlad violates the rules of conduct for students at school: during breaks, he runs away to the 4th floor (to his older brother) without permission, goes to the cafeteria, uses obscene language in his speech, insults students and opens his hands.

Homeroom teacher

Date

SYSTEMATIC OBSERVATION

FOLLOWING STUDENT CONDUCT

Homeroom teacher Izmestieva N.V. _____________

Homeroom teacher Izmestieva N.V. _____________

Homeroom teacher Izmestieva N.V. _____________

Homeroom teacher Izmestieva N.V. _____________

Homeroom teacher Izmestieva N.V. _____________

Homeroom teacher Izmestieva N.V. _____________

Homeroom teacher Izmestieva N.V. _____________

Homeroom teacher Izmestieva N.V. _____________

OBSERVATION MAP

		Rarely	Sometimes	Often
	Educational activities: indifference; reluctance to learn; low academic performance; difficulty in mastering educational programs; systematic failure in one or more subjects.
	Relationships with peers. Class position: insulation; opposing oneself to the team; the position of leader of a micro group consisting of difficult students. Attitude towards other children: ill-treatment of the weak and the younger; disdainful attitude towards peers.
	Relationships with adults. With teachers: conflictual nature of relationships with one or more teachers; coarseness; tactlessness; lie. With parents: conflictual nature; lie; rudeness, rudeness.
	Behavior and actions. At school: absenteeism; violation of school discipline requirements; obscene language; slang speech; damage to school property; disruption of lessons; fights.

Homeroom teacher Izmestieva N.V. _____________

At the same time, it should be emphasized that the experimental psychological examination of an autistic child is of an auxiliary nature, and the main diagnostic tool should be observation of the child in free play and in the process of psychocorrective influences.

Among the main observation parameters, the following should be highlighted:

1) emotional and behavioral characteristics of the child, including characteristics of contact, activity, characteristics of emotional tone, adequacy of behavior;

2) features of performance: the dynamics of the child’s productivity during classes; exhaustibility; switchability of attention;

3) the specifics of the development of cognitive processes: features of orientation-research activities, understanding of addressed speech and use of speech, features of the purposefulness of activity.

We developed differentiated assessments of these parameters in the process of observing the child. The range of scores is from 0 to 3 points:

0 points - no function;

1 point - weakly expressed;

2 points - expressed, but with distortion;

3 points - clearly manifested, but some problems are observed;

4 points - clearly manifested, without additional problems.

Table 14 Parameters of observations of a child with autism during the correction process and their assessment

Block 1. Emotional and behavioral characteristics
1.Contact
Ratings	0	There is no contact at all
	1	Contact is possible if the child is deeply interested (for example, to get a toy, the child takes the psychologist’s hand)
	2	Contact is selective and unstable (for example, the child makes contact only in the presence of the mother; leaves contact when the psychologist asks him for something)
	3	Contact is possible, but its intensity and duration depend on the mood and condition of the child
2. Activity
Ratings	0	There is no interest in the activity. Stereotypes, self-absorption
	1	Selective activity (for example/having seen “favorite toys”, the child becomes active and manipulates them stereotypically)
	2	Shows interest in the parents' conversation with the psychologist. Shows interest in toys, manipulates them, but quickly gets fed up and switches to other tasks
	3	Shows interest in the lesson, but is anxious, tense, sensitive to tone, question
3. Emotional tone and emotional manifestations
Ratings	0	Undifferentiated attitude towards various situations. Inappropriate emotions: persistent negativism, efficiency, lability, etc. Auto-aggressive reactions are possible
	1	Selective attitude to the situation, but with a pronounced manifestation of negativism, affective reactions when the situation changes
	2	Tension in the process of communication and activity, fears, violent affective manifestations are possible when needs are not satisfied
	3	Caution, increased inhibition or, conversely, increased disinhibition, excitability. In case of failure, may show touchiness, efficiency
4. Behavior
Ratings	0	Predominantly field behavior without signs of criticality
	1	Frequent manifestation of efficiency (unmotivated screams, motor restlessness). Doesn't respond to comments
	2	Reacts to the remark, but shows tension, fear, and motor restlessness
	3	Sensitive to the assessments and opinions of others. Gets tense when making comments. Reacts to encouragement without expressive emotional manifestations
Block II. Performance Features
1. Dynamics of child productivity during classes
Ratings	0	Absent. The child may be focused on some affectively significant action (for example, rocking, jumping, tapping). Or, on the contrary, he shows impulsiveness, lack of restraint, and grabs objects unpurposefully
	1	Disordered, chaotic activity during classes. Brief concentration on the psychologist’s instructions
	2	Slow or, conversely, excessively accelerated pace when performing individual tasks
	3	At the beginning of classes the pace may be slow, but gradually increases. Or, conversely, at first there is an accelerated pace, which normalizes by the end of the training cycle
2. Switchability and stability of attention
Ratings	0	Weak. Tendency to get stuck when performing affectively significant tasks
	1	There is a tendency to get stuck on previous actions, but is able to switch attention during a significant task
	2	Capable of switching, but appears stuck on previous actions
	3	There are no obvious signs of inertia
Block III. Features of cognitive activity
1. Orientation activity
Ratings	0	Pronounced pseudo-activity with a complete absence of meaningful analysis of the object. Reduced activity when searching for an object
	1	Weakened focus on objects, primitive, stereotypical manipulations with toys using sniffing, licking, throwing and other actions
	2	Shows interest in objects, looks at them preliminary, but the direction of the search is insufficient
	3	Active, purposeful manipulation of objects
2. Speech activity. Expressive speech
Ratings	0	Complete absence of external speech. At the height of passion, pronounces sound combinations, rare words or phrases
	1	There is a set of short stereotypical phrases. Echolalia is observed. Doesn't even retell a short text. There are no extended phrases
	2	Extensive speech, but dialogue is practically inaccessible
	3	Extensive speech, there are speech cliches, the voice is inexpressive. Echolalia may be observed
3. Purposeful actions
Ratings	0	None
	1	Reacts poorly to the psychologist’s instructions. Leaves the task, but can return and repeat the action
	2	Reacts to instructions, but may engage in other items that are affectively significant, or repeat affectively significant phrases and words (for example, “fire,” “pot,” etc.), which reduces the effectiveness of goal-directed actions
	3	Actions are purposeful. May exhibit anxiety and fear, which is reflected in the pace of completing tasks

Often mothers come to the doctor with complaints about delayed speech development in their child. But in some children, with a close look, a specialist, in addition to this, sees features of the child’s behavior that differ from the norm and are alarming.

Let's look at a clinical example:

Boy S. Age 2 years 9 months. According to the mother, the child’s vocabulary is no more than 20 individual words consisting of two or three syllables. There are no phrases. The mother says that the child often has hysterics, is restless, and has difficulty falling asleep. The child's mother has no other complaints. During the examination, the doctor notices that the child does not look into the eyes, is constantly in motion, reacts by screaming if he is not given something or is forbidden. The only way to calm a child is by giving him mobile phone or tablet. Shows interest not in children's toys, but more in shiny pieces of furniture and interior design. Starting to play something, he quickly loses interest and switches to something else. Questioning the mother, it turns out that the child is very selective in food. Not potty trained, defecates only in a diaper while standing. Has difficulty falling asleep and waking up during sleep. The child underwent electroencephalography and consultations with a clinical psychologist and speech therapist. Based on the diagnostic results and clinical picture, a diagnosis of autism spectrum disorder was made.

Autism spectrum disorders (ASD) are complex mental development disorders that are characterized by social maladjustment and inability to social interaction, communication and stereotypical behavior (multiple repetitions of monotonous actions).

Back in the middle of the last century, autism was a fairly rare disease. But over time, more and more children began to appear suffering from this disorder. Statistics show that the incidence of ASD in children over the past 30-40 years in countries where such statistics are carried out has risen from 4-5 people per 10 thousand children to 50-116 cases per 10 thousand children. However, boys are more susceptible to this disease than girls (ratio approximately 4:1).

Causes of ASD.

Throughout the world, to this day, scientists studying the causes of autism have not come to a consensus. Many assumptions have been made. Among possible factors Some hypotheses for the appearance of this disorder in children include:

Genetic predisposition hypothesis

A hypothesis based on disorders of the development of the nervous system (autism is considered as a disease caused by disorders of brain development in the early stages of a child’s growth).

Hypotheses about the influence of external factors: infections, chemical effects on the mother’s body during pregnancy, birth injuries, congenital metabolic disorders, the influence of certain medications, industrial toxins.

But whether these factors can really lead to the appearance of autism in children has not yet been clarified.

Features of mental development of children with ASD.

To understand and recognize the presence of autism in a child, parents need to carefully monitor the child’s behavior and notice unusual signs that are not typical for the age norm. Most often, these signs can be identified in children under 3 years of age.

Childhood autism is considered as a developmental disorder that affects all areas of the child’s psyche: intellectual, emotional, sensitivity, motor sphere, attention, thinking, memory, speech.

Speech development disorders: At an early age, absent or weak humming and babbling may be noted. After a year, it becomes noticeable that the child does not use speech to communicate with adults, does not respond to names, and does not follow verbal instructions. By the age of 2, children have a very small vocabulary. By the age of 3, they cannot form phrases or sentences. At the same time, children often stereotypically repeat words (often incomprehensible to others) in the form of an echo. Some children experience a lack of speech development. For others, speech continues to develop, but there are still communication impairments. Children do not use pronouns, addresses, or talk about themselves in the third person. In some cases, regression of previously acquired speech skills is noted.

Difficulties in communication and lack of emotional contact with others: Such children avoid tactile contact, visual contact is almost completely absent, there are inadequate facial reactions and difficulties in using gestures. Children most often do not smile, do not reach out to their parents, and resist attempts to be picked up by adults. Children with autism lack the ability to express their emotions, as well as recognize them in others. There is a lack of empathy for other people. The child and the adult do not focus on one activity. Children with autism do not make contact with other children or avoid it, they find it difficult to cooperate with other children, and most often they tend to withdraw (difficulties in adapting to the environment).

N violation of research behavior: children are not attracted to the novelty of the situation, are not interested in the environment, and are not interested in toys. Therefore, children with autism most often use toys in an unusual way; for example, a child may not roll the entire car, but spend hours monotonously spinning one of its wheels. Or not understanding the purpose of the toy to use it for other purposes.

Eating disorders: a child with autism can be extremely selective in the foods offered; food can cause disgust and danger in the child; often children begin to sniff the food. But at the same time, children may try to eat an inedible thing.

Violation of self-preservation behavior: Due to a large number of fears, the child often finds himself in a situation that is dangerous for himself. The cause can be any external stimulus that causes an inadequate reaction in the child. For example, a sudden noise may cause a child to run in a random direction. Another reason is ignoring real threats to life: a child can climb very high, play with sharp objects, or run across the road without looking.

Motor development disorder: As soon as the child begins to walk, awkwardness is noted. Also, some children with autism are characterized by walking on their toes, and there is a very noticeable lack of coordination of arms and legs. It is very difficult for such children to teach everyday actions; imitation is quite difficult for them. Instead, they develop stereotypical movements (performing monotonous actions for a long time, running in circles, swinging, flapping “like wings” and circular movements hands), as well as stereotypical manipulations with objects (sorting through small parts, arranging them in a row). Children with autism have significant difficulty mastering self-care skills. Motor clumsiness is pronounced.

Perception disorders: difficulties in orientation in space, fragmentation in the perception of the environment, distortion of the holistic picture of the objective world.

Difficulty concentrating: Children have difficulty focusing attention on one thing; there is high impulsiveness and restlessness.

Bad memory: Often, parents and specialists notice that children with autism are good at remembering what is meaningful to them (this can cause them pleasure or fear). Such children remember their fright for a long time, even if it happened a long time ago.

Features of thinking: Experts note difficulties in voluntary learning. Also, children with autism do not focus on understanding the cause-and-effect relationships in what is happening, there are difficulties in transferring acquired skills to a new situation, and concrete thinking. It is difficult for a child to understand the sequence of events and the logic of another person.

Behavioral problems: negativism (refusal to listen to an adult’s instructions, to carry out joint activities, leaving the learning situation). Often accompanied by resistance, screaming, and aggressive outbursts. A huge problem is the fears of such children. They are usually incomprehensible to others because children often cannot explain them. A child may be frightened by sharp sounds or certain actions. Another behavioral disorder is aggression. Any disorder, violation of a stereotype, interference of the outside world in a child’s life can provoke aggressive (hysteria or physical attack) and auto-aggressive outbursts (damage to oneself).

Each case of the disease is very individual: autism may have most of the listed signs in an extreme degree of manifestation, or may manifest itself only in some barely noticeable features.

Diagnosis of autism spectrum disorders

To diagnose autism, experts use the criteria of 2 international classifications: ICD-10 and DSM-5.

But the main three criteria (“triad” of violations) that can be identified are:

Violation of social adaptation

Communication disorders

Stereotypical behavior

The main diagnostic stages include:

Examination of the child by a psychiatrist, neurologist, psychologist

Observing the child and completing the Autism Rating Scale, which can be used to determine the severity of the disorder

Conversation with parents

Filling out questionnaires by parents - “Questionnaire for diagnosing autism”

Types of ASD

There are several current classifications of ASD, and the division often occurs according to completely different criteria, which, naturally, can bring some inconvenience to a person who initially has little knowledge of medicine or psychology; therefore, the most basic and frequently encountered types of ASD in practice will be highlighted below: - Kanner syndrome (Early childhood autism) - characterized by a “triad” of main disorders: difficulty establishing contacts with the outside world, stereotypic behavior, as well as delay or impairment of communicative functions of speech development . It is also necessary to note the condition for the early appearance of these symptoms (up to about 2.5 years)

It manifests itself in children in 4 forms, depending on the degree of isolation from the outside world:

Complete detachment from what is happening. This group is characterized by a lack of speech and the inability to organize the child (make eye contact, ensure that instructions and assignments are followed). When trying to interact with the child, he demonstrates the greatest discomfort and disruption of activity.

Active rejection. Characterized by more active contact with environment than the first group. There is no such detachment, but there is a rejection of a part of the world that is unacceptable to the child. The child exhibits selective behavior (in communicating with people, in food, in clothing)

Preoccupation with autistic interests. It is characterized by the formation of overvalued preferences (for years a child can talk on the same topic, draw the same plot). The gaze of such children is directed at the person’s face, but they look “through” this person. Such children enjoy the stereotypical reproduction of individual impressions.

Extreme difficulty in organizing communication and interaction. Autism in its mildest form. Children are characterized by increased vulnerability; contact with the world ceases at the slightest sensation of obstacles. You can make eye contact with these children

Asperger's syndrome. Formed from birth. Children have an early onset of speech development, a rich vocabulary, developed logical thinking, and no impairments in mental development. But at the same time, the communicative side of speech suffers: such children do not know how to establish contact with other people, do not listen to them, can talk to themselves, do not keep a distance in communication, and do not know how to empathize with other people.

Rett syndrome. Its peculiarity lies in the fact that the development of a child up to 1-1.5 years proceeds normally, but then the newly acquired speech, motor and subject-role skills begin to disintegrate. This condition is characterized by stereotypical, monotonous movements of the hands, rubbing and wringing of the hands, which are not of a purposeful nature. The rarest of the diseases presented, almost always occurring only in girls.

Childhood psychosis. The first manifestations of symptoms are before 3 years of age. Characterized by disturbances in social behavior and communication disorders. There are stereotypies in behavior (children run monotonously in circles, sway while standing and sitting, move their fingers, shake their hands). Such children have eating disorders: they can swallow food without chewing. Their unclear speech can sometimes be an incoherent set of words. There are times when children freeze in place, like dolls.

Atypical autism. It differs from autism in its age-related manifestation and the absence of one criterion from the “triad” of basic disorders.

Correction of patients with ASD

One of the most important sections of habilitation for children with ASD is undoubtedly the provision of psychocorrectional and social rehabilitation assistance, with the formation of social interaction and adaptation skills. Comprehensive psychocorrectional work, which includes all sections and types of rehabilitation assistance, which will be described below, is, along with drug therapy, an effective means of relieving the negative symptoms of ASD, and also contributes to the normal inclusion of the child in society. Types of ASD correction:

1) Psychological correction is the most common and well-known type; quite characteristic wide range methods, of which the TEACCH and ABA therapy programs are the most widespread and recognized in the world.

The first program is based on the following principles:

The characteristics of each individual child are interpreted based on observations of him, and not from theoretical concepts;

Increasing adaptation is carried out both by learning new skills and by adapting existing ones to the environment;

Creation of an individual education program for each child; use of structured learning; holistic approach to intervention.

The second program relies heavily on learning that depends on the consequences that arise after the behavior. Consequences can be in the form of punishment or reward. In this model, it is necessary to highlight the main methods, such as the procedure for creating a contour and reinforcing behavior similar to the target; method of teaching chains of behavior; method of teaching stimulus discrimination.

2) Neuropsychological correction - this type includes a set of classes consisting of stretching, breathing, oculomotor, facial and other exercises for the development of the communicative and cognitive sphere, and the classes themselves differ markedly in time and quantity.

3) Working with the child’s family and environment - first of all, this type of correction is aimed at mitigating emotional tension and anxiety among family members, since often parents of children with ASD also need help, including psychotherapeutic support and training programs (such programs are aimed mainly at developing a sense of understanding of the problem, the reality of its solution and the meaningfulness of behavior in the current family situation).

4) Psychosocial therapy - in fact, work with the child himself on the formation of cognitive, emotional and motivational-volitional resources of the individual for the possibility of further social adaptation, the need for which becomes more and more apparent as the child with ASD grows older.

5) Speech therapy correction - given the fact that impaired speech development is one of the cardinal manifestations of ASD, this type of work with the child will be an integral part of the correction program. It is characterized by a focus on the formation of vocabulary, the development of auditory attention, as well as phonetic and speech hearing.

6) Drug correction of ASD. Some forms of autism require medication for the child. For example, to improve concentration and perseverance, a doctor may prescribe vitamins and nootropic medications that improve thinking processes and stimulate speech development. And with high impulsiveness, aggression, negativism, and pronounced signs of “withdrawal,” psychotropic drugs can help. In some cases, Autism is combined with epileptic seizures. In such cases, drugs to prevent attacks are needed. Many mothers are afraid of medications. But medications are prescribed for a certain period, and not forever. Adverse events from medications are rare. And the result of the effect in most cases is worth the courage of the parents. In each case, it is necessary to individually decide what kind of therapy is needed. And the doctor must be able to clearly explain to parents all questions regarding medications.

The Children's Diagnostic Center in Domodedovo has all the capabilities for diagnosing autism spectrum disorders. Such as: examination by a pediatric neurologist, clinical psychologist, speech therapist, examination - electroencephalography, etc. As well as correction techniques, such as ABA therapy.

Adolescence is a period when turbulent
physical and mental changes, and even if they are complicated
difficult life situations for one reason or another. What's happened
a teenager who requires special supervision?
Federal Law“On the basic guarantees of children’s rights in the Russian Federation” from
07/24/1998 takes as its basis the termite “children in difficult life
situations", i.e. children whose vital functions are objectively impaired,
children who cannot overcome difficulties on their own cannot
overcome them and his family. Therefore, such children are children at risk, children
those in need of socio-pedagogical support.
Today we cannot reach all children at risk, we are working
with children with behavioral problems, i.e. with signs of maladjustment,
which,
need socio-pedagogical
support.
first of all,
A “Diary of Pedagogical Observations” is started for such children and
filled out regularly, and sometimes together with the student. He will help better
get to know the student, especially his strengths and weaknesses.

Target:
student activities
personality formation.
organization of preventive
socially significant
and work to strengthen, develop and
The “Diary of Pedagogical Observations” is kept regularly and goes
with students from class to class.
CONTENTS OF THE DIARY
1. Front page(cover).
2. Contents:
Section I “Information Sheet” (information about the owner);
Section II “Pedagogical and psychological characteristics of the student”
(characteristics per student);
III section “Educational activities” (creative works, directions
activity);
Section IV “Individual work with students” (work plan, acts, useful
information).
Section I. Information Sheet.
Student details.
This section contains information to help social
teacher and class teacher to analyze personal data
student.

Section II. Pedagogical and psychological characteristics of
student.
Characteristics of the student.
This section contains characteristics for the student compiled
class teacher and school psychologist. Information to help
analyze the student’s character and abilities; results
psychological diagnostics.
Section III. Educational activities.
Observation of educational activities.
This section contains the results of observations and accounting
student's academic performance and attendance; as well as a description of the main forms
and directions of his educational and creative activity. Materials,
presented in this section give a broad idea of
dynamics of student’s learning activity.
Section IV. Individual work.
Contents of the work.
This section contains the plan and content of work with the student and his
family.

Content
Page
Section I. “Information Sheet”
Includes student's personal information
Family composition
Parent data
Section II. “Pedagogical and psychological characteristics of the student”
General information about the student
Student's personality orientation
Volitional qualities of the student
Emotional side of character
Features of the student’s mental development
Characteristics of the student compiled by the teacher
Section II I. “Educational activities”
Educational activities
Providing assistance in studies from parents
Attendance and progress tracking
Daily observation
Quarterly progress and attendance records
Favorite school subjects
Section I V. “Individual work”
Student work plan
Family plan
Inspection reports of family living conditions
student

INFORMATION SHEET
1. Full name of the student(s) ________________________________________________________________
2. Class _______________
3. Date (day, month, year) and place of birth__________________________________________
4. Home address, home phone number, entrance code _________________________________
5. Child's family:
Mother_____

Father ______________________________________________________________________
Adults who are actually involved in raising a child:
(full name, place of work, contact phone number, education)
Family composition, its structure: ________________________________________________________________
Housing conditions ______________________________________________________________
Family relationships ______________________________________________________________
Presence of deviations from norms of behavior in the family _____________________________________
Family cultural level ________________________________________________________________
Educational potential of the family _________________________________________________
6. Child health group, diseases: _____________________________________________
7. Character of the child ________________________________________________________________
8. Personality qualities (positive, negative) _________________________________
9. The child’s position in the team________________________________________________________________
10. Educational activities:
academic performance ___________________________________________________________________
level of knowledge _________________________________________________________________
motivation for learning ______________________________________________________________
lesson attendance______________________________________________________________
learning abilities ______________________________________________________________
cognitive interest __________________________________________________________
11. Labor activity:
Availability of labor skills ________________________________________________________________
preferred types of work ______________________________________________________________
participation in labor affairs __________________________________________________________
12. Extracurricular activities. Personal contribution to the life of the class, school _______________________
13. Social circle (FI friends):

at school __
outside school ________________________________________________________________________________
14. Does he belong to the “risk group” (from what year)? _____________________________________
15. Is he registered with the school (date of registration, reason) _______________
16. Was he registered with the school (date of deregistration) ___________________________
17. Are you a member of the regional Commission on Minors’ Affairs (date of application, reason)
______________________________________________________________________
18. Was he registered with the regional Commission on Minors Affairs (date of deregistration)
accounting) ______________________________________________________________________________
19. Summons to the Crime Prevention Council (date, reason)_____________________
20. Summons to the commission on juvenile affairs (date, reason)_____________________
______________________________ _________________
(Full name of class teacher) (signature)
______________________
(year of card issue)

PEDAGOGICAL – PSYCHOLOGICAL CHARACTERISTICS
1.General information about the student:
Physical development, health status, in particular the nervous system. Terms
life and everyday life in the family, relationships between family members, attitude towards the student
family. Identifying those aspects of family upbringing and everyday life that are revealed
personality trait of the student. The most significant facts from the biography
student.
________________________________________________________________________
________________________________________________________________________
__________________________
2. The orientation of the student’s personality:
a) the public face of the student, his aspirations and ideals.
b) the interests and inclinations of the student.
c) the student’s attitude towards the team and himself.
d) the student’s attitude towards learning and himself.
________________________________________________________________________
________________________________________________________________________
__________________________
3. Volitional qualities of the student.
Purposefulness, activity, initiative. Persistence, how to relate
difficulties encountered and how to overcome them. Discipline and degree
her consciousness.
________________________________________________________________________
________________________________________________________________________
__________________________

4. Emotional side of character:
The level of emotional excitability of the student, the strength and depth of emotional
experiences, stability of feelings. What mood predominates: liveliness or
lethargy, speed or slowness, temperament.
________________________________________________________________________
________________________________________________________________________
__________________________5. Features of the student's mental development.
How he studies and understands the material presented in class. Shows
independence, criticality in judgments and conclusions. Can he do it correctly?
express your thoughts in a consistent written form.

_____________________________________________________________________________________
_____________________________________________________________________________________
CHARACTERISTICS OF A STUDENT

Director _______________ (full name)
Cl. manager_________________(full name)

CHARACTERISTICS OF INTERPERSONAL COMMUNICATION FEATURES
STUDENTS
1. What position does the student occupy in the team?
(leader, popular, nice, unpopular, isolated, rejected)
2. How does the student feel about the team’s opinion, requirements, critical
comments?
(benevolent, serious, painful, indifferent, hostile)
3. Style of relationships with peers (calmly friendly; aggressive;
unstable; isolated)
4. Does he enjoy authority in the team?
(for most boys, only for girls, for small group, Not
enjoys
authority)
5. Does he have friends? (only in class, outside class, and in class and outside class,
peers, older than yourself, younger than yourself, not friends with anyone)
6. In what capacity does he participate in school events?
(initiator, organizer, active participant, passive performer,
disruptor, not involved)
7. How does he carry out public assignments? (with pleasure, good,
satisfactorily,
bad, avoids assignments)
8. With whom do conflicts most often occur? (with classmates, students of other
classes, teachers, parents and relatives)

LEARNING ACTIVITIES
Opinion
student
Opinion
parents
Opinion
teachers
Options
Items,
studied with
pleasure
Items,
calling
difficulties
Items that
would like to study
additionally
PROVIDING ASSISTANCE WITH YOUR STUDIES
PARENTS
Options
Student's opinion
Opinion
parents
Completely independent
Turns out
episodic
Help (specify by
what)
It turns out to be constant
help

ACCOUNTING ATTENDANCE AND PERFORMANCE
Item
mathematics
reading
38
3 3
September
1015
1722
2 3 n 3
2 n n 3
DAILY MONITORING
2429
4 2 n n 3
For example:
№
p/
n
1
2
For example:
Date
5.09.08 Came to school
Observation
With
unlearned lessons on
mathematics.
Measures, results
Message
parents
note.

through
ACHIEVEMENT AND ATTENDANCE REPORT
BY QUARTERS
1st quarter 2nd quarter 3rd quarter 4th quarter
item
having managed to pass
having time to miss
having managed to pass
And
26
26
3
3
mathematician
ika
Russian
language
And
ki
0
0
4
4
having managed
omission
ki
3
4
16
16
CURRENT CONTROL
on the student’s behavior for ________ month.
Date
Problem
Measures taken

OBSERVATION MAP.

No. Contents of observations
Not
Sometimes
A
Often
n
A
b
l
yu
d
A
e
T
With
I
1
Educational activities:
ﺻ indifference;
ﺻ reluctance to learn;
ﺻ low academic performance;
ﺻ difficulty in mastering
training programs;
ﺻ systematic
failure one at a time
or several items.
Relationships with peers.
2
Class position:
ﺻ insulation;
ﺻ opposition to oneself
ﺻ micro leader position
to the team;
groups consisting of
difficult students.
Attitude towards other children:
weak and junior;
ﺻ ill-treatment
ﺻ disdainful attitude
ﺻ belonging to various
to peers;
youth groups.
3
Relationships with adults.
With teachers:
ﺻ conflict nature
relationship with one
or several teachers;
ﺻ rudeness;
ﺻ tactlessness;
ﺻ lie.
With parents:
ﺻ conflict nature;
ﺻ lie;

4
Spending free time:
ﺻ does not participate in clubs and
sections;
ﺻ spends free time outside
at home (with friends on the street);
ﺻ drinks alcoholic beverages;
ﺻ smokes;
ﺻ earns his living;
5
Work attitudes, professional
orientation.
Choosing a profession (for
high school students):
ﺻ ignorance of one’s capabilities and
abilities;
ﺻ professional
uncertainty;
ﺻ underdevelopment of those four
individuals who are needed
for the chosen profession.
ﺻ
Attitudes to work:
ﺻnegative relationships
ﺻ failure to fulfill labor
responsibilities at school and at home;
ﺻ dishonesty

6
Behavior and actions.
At school:
ﺻ absenteeism;
ﺻ violation of requirements
school discipline;
ﺻ obscene language;
ﺻ slang speech;
ﺻ damage to school property;
ﺻ disruption of lessons;
ﺻ fights.
In the family:
ﺻ running away from home;
ﺻ failure to do homework
responsibilities;
Illegal acts:
ﺻ vagrancy;
ﺻ begging;
ﺻ gambling;
ﺻ drug use;
ﺻ prostitution;
ﺻ theft;
ﺻ extortion;
ﺻ damage to property;
ﺻ application of bodily
damage (fight).

PLAN FOR WORK WITH STUDENTS
Map of a student's emotional state at school
Factor structure of mood
dominant
mental
opposite
mental
state
state
funny
sad
Interesting
not interesting
excitement
calmness
passivity
activity
fatigue

cheerfulness
joy
chagrin
irritation
indifference
depression
inspiration
The most interesting thing at school _____________________________________
The most uninteresting thing about school ___________________________________
Situation of concern ___________________________________

Head teacher
(full name)
_______________
I approve
ACT
surveys of housing and family conditions
from "____" _____________ 200 _ year.
minor
________________________________________________
Date of birth
____________________________________________________
Living at _________________________________________________
In the presence of _____________________________________________________
A survey of housing and family conditions was conducted
teenager
Time of examination: from____ hour ____ min. until ____ hour ___ min
Examination

established

from
______________________
Mother_____________________________________________________________
_________________________________________________________________
Father_____________________________________________________________
_________________________________________________________________
and was engaged ________________________________________________________________

Conclusion
_________________________________________________________________
_________________________________________________________________
The examination was carried out in the presence
_________________________________________________________________
Signatures
STUDENT'S FAMILY PLAN
Date
Family problem
What has been done
Result

Head teacher
I approve

______________
(full name)
Inspection report
social and living conditions of family life
from "____" _____________ 200 _ year.
We, the undersigned, are members of the commission consisting of:
1. _________________________________________
2. _________________________________________
3. Social teacher Full name
drew up this act in that they conducted a social survey
family living conditions.
1. Family ________________________________
2. Place of residence:
a) by registration _____________________________________________

(permanently, temporarily – underline as necessary)
b) actually _____________________________________________
c) other options registration accounting ____________________

__________________________________________________________
d) not
consists of
accounting

_______________________________________
3. Social status of the family:
(large family; adopted; student; family where they live
parents (one of the parents) disabled people of groups 1 and 2; family where
parents
(one of the parents)
minors;
family,
raising a disabled child; family of refugees or forced
migrants; family where parents (one of the parents) are unemployed
(registered with the Employment Center); family where parents (one of
parents) with alcohol addiction; family where parents (one of
parents) with drug addiction.)

4. Family well-being:
(mobile phone; car, other vehicles;
land plot, dacha; garage, cellar; fridge; sewing machine;
washing machine; TV; video equipment, audio equipment,
computer, telephone, musical instruments; agricultural
cars with motors, library (more than 50 books).
(emphasize existing property)
5. Characteristics of the living space:
(improved apartment, experimental apartment,
“Khrushchevka”, “Brezhnevka”, full-length, apartment for a small family
type with all amenities, small-family apartment with partial
amenities, room in communal apartment, private house with
partial amenities or no amenities, private house with all
amenities, dilapidated housing, number of rooms in the apartment (in the house) _______).
(underline appropriate options)

6. Housing status:
(belongs to your family as property
(privatized or acquired); is the property of yours
relatives; is in municipal ownership (not
privatized);
belongs to the department
to the enterprise;
You
is removed).
(underline appropriate options)
7. Dimensions of living space per 1 member of your family
(less than 7 m; 79 m; over 12 m)
a) Availability of a separate room for children
(Not really)
8. Sanitary culture.
(cleanliness of the room, presence of insects (fleas, flies, cockroaches and
etc.), air freshness, air-thermal conditions, frequency
cleaning the premises, having clean clothes for children, changing bedding
linen, etc.).
(underline appropriate options)
9. Economic situation of the family.
Indicate the main sources of income for your family.
(underline appropriate options)
a) Wages family members
Father (up to 3,000 rubles; 3,0005,000 rubles; over 6,000 rubles)
Mothers (up to 3,000 rubles; 3,0005,000 rubles; over 6,000 rubles)
b) Pensions (age, survivor, disability)
_________________________________________________________
c) State monthly child benefit, child benefit
unemployment; monetary payments (for guardianship, foster family). Scholarships,
alimony, other (what exactly)

______________________________________________________
d) Additional sources:
(one-time additional work, one-time work, permanent additional
work, income from subsidiary farming (garden plots)
(land area ______, breeding birds, livestock, etc.),
______________________________________________________________
financial assistance from relatives, income from the rental of property
rent, other ____________________________, no sources
we have no income).
e) Estimate the average monthly income of your family.
(for the last 3 months, i.e. how much cash falls on
one family member. To do this, add up your salary, bonuses, profits,
pensions, benefits, financial assistance, odd jobs and others
cash receipts, then divide the resulting amount by
number of members in your family).
(up to 300 rubles, from 300 to 400 rubles, from 500 rubles to 700 rubles, from 700 rubles to 100
rub., 100 rub. up to 1,500 rub., from 2,000 rub. up to 2,500 rub., from 3,000 rub. up to 3
500 rub., from 4,000 rub. up to 4,500 rub., over 5 rub.)
10.
(what benefits does this family enjoy and how much per month,
Implementation of social benefits.
underline the appropriate options)
housing and communal benefits _______________________________ ;
benefits for paying for the maintenance of children in preschool educational institutions
_____________________;
free school meals ___________________________________;
free medicines __________________________;
benefits for using telephone and radio broadcasting point
____.

Difficulties and problems that concern the family.
11.
(unsatisfactory financial situation (increase in monetary
family income); employment, job change, fear of losing a job;
poor living conditions (solving the housing problem, changing
residence); the problem of raising and educating children; state
children's health; health status of adult family members; addiction
family members; alcoholism of family members; family personal safety;
lack of mutual understanding in the family; upcoming large expenses,
acquisitions).
12.
(material, solving housing problems, medical, legal,
Types of assistance needed by the family.
socio-pedagogical, psychological-pedagogical, problem solving
employment).
13.
Conclusion of the commission ___________________________________
“____” ____________ 200__ Signatures of the commission members
(date of completion) ____________ / Full name /

DIARY

PEDAGOGICAL

OBSERVATIONS

_____________________________________________________________

Last name, first name

student ____ class ____ Municipal Educational Institution Secondary School in the village of Varlamovo

class teacher ______________________________

2015-2016 academic year

Explanatory note.

Information sheet.

Personal qualities.

Observation map.

Formation of educational skills in the Russian language.

Development of educational skills in mathematics.

Report card.

Characteristic.

1. EXPLANATORY NOTE.

This diary is intended for the work of teachers in correctional classes. With him

with help, the teacher will be able to track the development of children in a particular subject,

using methods of observation, analysis, synthesis, comparison, as well as psychological

methods for timely correction of students' thinking processes.

A correctional diary allows you to see the dynamics of the development of a student’s mental processes and the results of correctional work carried out by teachers.

An important condition for successful correctional work is continuity

pedagogical impact.

Goal: increasing the level of general development of students, filling gaps

prior learning and development, correction of developmental deviations

cognitive sphere and speech, preparation for the perception of new educational material,

individual work to develop insufficiently mastered skills and abilities.

 eliminating individual knowledge gaps

 development of motivation for educational activities

- development of self-control function

- increased efficiency and independence

- formation of adequate self-esteem

 formation and development of logical thinking

 development of skills in planning one’s own activities

- development of attention and memory

 development of control and verbal reporting skills

Subject of correction: development of thought processes in students.

Object of correction: children with mental retardation.

2. INFORMATION SHEET

Full name of student(s) ________________________________________________________________

Class _______________

Date (day, month, year) and place of birth___________________________________________

Home address_______________________________________________________________

Child's family:_________________________________________________

Mother____________________________________________________________________________

Father ____________________________________________________________________________

_______________________________________________________________________________________

(full name, place of work, contact phone number, education)

Child health group, diseases: ______________________________________________

Conclusion of the PMPC________________________________________________________________

____________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

3. PERSONAL QUALITIES OF THE STUDENT.

Moral education
Uses foul language
Disciplined
Respects elders
Follows school rules
Helps classmates
Keeps an eye on appearance
Shows independence
Maintains personal hygiene
Critical
Loves animals
Educational activities
Study well
Learns with desire
Does homework
Contains educational supplies in order
Active in class
Late
Truant
Maintains discipline in class
Attitude to work
Loves labor lessons
Ready to help
Easily masters work skills
Careful at work

4. OBSERVATION MAP.

		Not observed
	Educational activities:
	indifference
	reluctance to learn
	low performance
	difficulty in mastering educational programs
	systematic underachievement
	one or more items.
	Relationships with peers. Class position:
	insulation
	opposing oneself to the team
	the position of the leader of a microgroup consisting of difficult students.
	Attitude towards other children: ill-treatment of the weak and the younger;
	disdainful attitude towards peers;
	belonging to various youth groups.
	Relationships with adults. With teachers:
	conflictual nature of relationships with one or more teachers;
	coarseness;
	tactlessness;
	With parents:
	conflictual nature;
	rudeness, rudeness.
	Spending free time:
	does not participate in clubs or sections;
	spends free time outside the home (with friends on the street);
	drinks alcoholic beverages;
	earns his living;

	Attitudes to work, professional orientation. Choosing a profession (for high school students):
	ignorance of one's capabilities and abilities
	professional uncertainty
	underdevelopment of those four personalities that are necessary for the chosen profession
	Attitude to work:
	negative attitude
	failure to perform work duties at school and at home
	dishonesty
	Behavior and actions. At school:
	violation of school discipline requirements;
	obscene language
	slang
	damage to school property
	disruption of lessons
	In the family:
	running away from home
	failure to perform household duties
	Illegal acts:
	vagrancy
	begging
	gambling
	drug use
	prostitution
	theft
	extortion
	damage to property
	bodily harm (fight)

5. Development of educational skills in the Russian language.

		Type of work		Nature of errors		Main directions correctional work

6. Development of educational skills in mathematics.

		Type of work		Nature of errors		Main directions correctional work

7. SCORECARD

student of _____ class _____________________

Academic year

FI _________________________________

List of items	1 quarter	2nd quarter	3rd quarter	4th quarter
Russian language
Literature
Social science
Geometry
Geography
Biology
Physical culture
Technology
Local history
Computer Science and ICT