Competently to construct educational process, it is necessary to consider specific features of students. To find approach to the child – means to try "key" to his soul, to manage to become for it the authority, that whom he will listen and understand.
Problem of individual approach to pupils
Children are not similar at each other: they are distinguished by temperament type, the IQ level, extent of social adaptation and many other things. To find approach to the pupil, it is necessary to study features of his character, the level of development of informative processes, to understand model of his behavior at school, to learn about a situation in family of the child.
Often teachers do not consider specific features of children, do not aspire to understanding, than there lives any given pupil. Demanding a certain set of knowledge and actions from each child, teachers equalize all children, turning them into a certain faceless lump. From here and problems with poor progress and bad behavior.
How to find approach to the pupil?
First of all, it is necessary to have desire to study the identity of the child, his internal requirements and interests. At the same time it is important to try to become for the pupil we frighten the friend, to summon trust and respect, but in any way not fear. Taking an authoritative position in the relations "teacher pupil" you will hardly achieve something essential. Lead an individual discussion with the pupil, and it has to be informal and informal. Begin with the general questions: whom does the child when graduates from school dream to become? What objects are pleasant to him and what cause difficulties? What is he engaged at a leisure in? Whether there are in his family any traditions, joint affairs, etc.? Having received answers to these questions, you will better understand your pupil and that, how exactly it is necessary to interact with him – than to motivate to study how to encourage, etc. Passing by the child of tests for determination of the level of development of informative processes – memories, thinking, imagination, etc. can become the second step after the confidential conversation. Testing can be held together with the school psychologist. The analysis of results of tests can show, for example, why the child badly remembers a training material – perhaps, it badly developed memory or problems with concentration of attention. Visit family of the pupil, have a talk with his parents about their cultural wealth, about what they want to see the child and that specifically they for this purpose do. Try to inform of a thought that important not only "to feed-put" on children parents, but also to bring up – own example, common causes, the correct positive outlook, etc. The following step – accurate study of all revealed problems. At the same time you should not devote the child in all difficulties related to his personality and to label, for him you still have to remain the senior and wise friend. Remember that you are a teacher, and your work is not only dry statement of program material and control of issue of the regulatory base of knowledge by the pupil. Your main objective is to teach the child to study, to arm him with "tools" which will help it to get new knowledge with interest and also to help to get rid of those fears, complexes and real obstacles which disturb it fully and to study productively. So, the most effective and effective methods of educational interaction with difficult children are the individual control tasks made taking into account abilities of each child; additional classes in after-school cares with thorough study of all problematic issues; the individual homeworks which are picked up according to the level of opportunities of the pupil. If your pupil has no problems with progress, but the authority of the teacher does not recognize in you, does not respect you, it is necessary to understand the reasons of such rejection also. Perhaps, the individual conversation with the child as equals will help. Listen to the offenses stated to them, perhaps, you in something are not right and the interaction model chosen by you with this pupil is too authoritative. Sort out the attitude towards the child – if in you too much aggression or rejections of the pupil, work on eradication of these stereotypes, try to see the personality in the child, following the above advice and recommendations.