Title: “Characteristics of a student” - a selection of psychological and pedagogical characteristics (more than 50 pieces), as well as instructions and recommendations for writing your own characteristics.
Year of publication: 2009 - 12
Format: doc to rar. archive
Number of pages: many
Size: 5.2 MB
Good quality
Characteristics of the student- one of the most popular documents in the work of a class teacher, head teacher, educational psychologist or social educator.
The characteristics used in educational practice are divided into three main types - psychological, pedagogical and psychological-pedagogical. In this collection we have collected all three types of characteristics, as well as samples, templates and recommendations for writing them.
In the archive, which is available for download via the link located at the end of this article, you will find examples of ready-made characteristics for students of different classes, examples of positive characteristics for successful students and negative ones for weak ones, recommendations and templates for independently writing ha-ki of any type.
Total included in the selection more than 70 ready-made characteristics + forms, templates and recommendations for writing them.
In most cases, the specification includes the following sections:
1. General information about the student. (Last name, first name, patronymic, age, what grade he is in, nationality, information about parents, etc.).
2. State of health and physical development.
3. Conditions of family education.
4. Student interests.
5. Intellectual development.
6. Features of temperament.
7. Strong-willed qualities.
8. Communication skills in relation to the class staff and teachers.
9. Level of aspirations and self-esteem
10. Moral and ethical qualities
Conclusion.
- Pedagogical and psychological characteristics (more than 70 pcs.)
- The article “How to correctly write a profile for a student (school, college, university)? "
- Psychological and pedagogical characteristics of a student’s personality. Methodical instructions. (21 pages)
- Scheme for compiling the psychological and pedagogical characteristics of a child for admission to school
- Template “Characteristics of a schoolchild”
- Brief description of a “difficult” child
- Scheme for compiling psychological and pedagogical characteristics.
- Map of psychological characteristics of personal development of a teenager
- Blank diagram “Student Characteristics”.
In total more than 100 documents!
Sample characteristics:
Sample psychological characteristics of a first-grader:
Characteristics of a 1st grade student
General information about the student:
FULL NAME. student: Mikhail K.
Date of birth: 09.19.2003
Child's family:
Family composition: social orphan, orphanage resident
Health status: normal
Complaints from the class teacher: during lessons he is involved in extraneous matters, wandering around the class. The main time of the educational process can be running around the class, crawling under tables, climbing into boxes. Behavior is often inappropriate: screaming for no apparent reason. Does not assimilate program material, does not keep up with the overall pace of the class, and has difficulty learning.
During the psychological examination of K.M., the following features were noted:
Makes contact with difficulty; isolation and passivity are observed. Shows no interest in communication, contact is superficial. Cognitive interest in the tasks presented is unstable, the scope of sustainable performance is narrowed. The reaction to comments is present, but expressed in a weak form. Study skills are developed to a very low degree. Reading technique is also very poor. Questions regarding awareness of the surrounding world are often answered incorrectly (the amount of knowledge about the surrounding world does not correspond to the age norm; this knowledge is fragmentary and unsystematic).
Characteristics of verbal intelligence:
Needs simplification of questions and assignment instructions. Dialogue speech is poorly developed. Conceptual vocabulary is poor; has difficulty explaining abstract concepts. The general outlook is limited, knowledge about the world around us is fragmentary and unsystematic. The skill of performing simple counting operations is poorly developed, and it is difficult to perform arithmetic tasks involving addition and subtraction.
Emotional - volitional sphere: active, active, motor disinhibition observed.
Attention: attention is superficial, quickly depleted.
Memory: the level of memory development is low (the volume of short-term RAM is narrowed), but no gross memory impairments have been identified.
Thinking: visually effective. A psychological examination revealed a low level of verbal-logical and visual-figurative thinking. Experiences difficulties in establishing logical connections.
Performance: low
Nature of activity: activity is unstable. In the situation of conducting an examination, inhibition is noted (slowness, rigidity of mental processes; does not perform some tasks or performs them slowly, thinks for a long time, is silent, refused to do the “graphic dictation”, then began to do it); in other individual situations (the educational process and during breaks), disinhibition is observed (the child is active).
Learning ability: low, does not use enough help.
In order to provide comprehensive psychological, medical and pedagogical support for the child, K. Mikhail is sent to clarify the diagnosis and prescribe adequate treatment.
Teacher-psychologists MOU secondary school No.
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Sample: pedagogical characteristics for an average student
Pupils of 10 “G” school No. 192, Minsk
Kharchuk Anna Sergeevna
date of birth 01/09/1990,
living at the address:
st. 50 years of Victory 18-73
phone 000-01-20
Anna Kharchuk has been studying at school No. 196 since the first grade under a 12-year education program. During her studies, she established herself as a student with average abilities. The average grade is 5-6.
Completes homework regularly.
Anna has quite developed academic skills. Vocabulary and literacy levels correspond to age norms. Oral speech predominates over written language. He is occasionally distracted in class, has an average level of mastery of educational material, is interested in the humanities, and loves to read books. Anna knows how to plan educational work, highlight the main thing in educational material and systematize it.
There are no absences from classes without a good reason.
He does not create conflict situations in the classroom, but strives to be the center of attention of others. Anna shows interest in school and class activities and takes part in them. Attends preparatory courses at the College of Communications.
Anna is being brought up in a complete, prosperous family. All conditions have been created for the child to develop as a person.
Director of secondary school No. 192
Cl. supervisor
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Characteristics for a 4th grade student:
Ivanov D. (11 years old)
Student 4 "a" class Municipal Educational Institution Secondary School No. Bobruisk, 08/05/98. born, living at the address: st. house apt.
Dmitry has been studying at secondary school No. for the third year. Grades 1-2 studied at secondary school no. The second class was duplicated.
Parents create conditions for the child's development. They constantly provide assistance in preparing homework. The boy is always well-groomed and prepared for school.
D. easily and quickly establishes contact, shows interest, willingly carries out instructions, and asks questions in case of misunderstanding.
The child experiences constant difficulties in learning, cannot cope with the educational material, and does not keep up with the general pace of the class.
Performance: extremely low; In class he often feels drowsy and complains of a headache. By the end of the lesson, the number of errors increases. Doesn't always understand the teacher's requirements.
Attention not stable enough, quickly depleted.
Memory does not correspond to conventionally accepted age standards.
Reading technique low. Reading unfamiliar words and words of complex structure - syllabic. He answers questions in monosyllables and does not give detailed answers. Cannot cope with tasks of increased difficulty. Doesn't have time to write assignments from dictation. He does not have time to complete tests together with the whole class and constantly needs individual help.
The teacher used various types of help to overcome the identified difficulties; the most effective was simplification and individualization of tasks (without time restrictions).
Learning ability: low, does not use enough help. Can perform a simple task according to a sample, however, knowledge transfer is difficult.
Thinking: visually effective. A psychological examination revealed a low level of verbal-logical and visual-figurative thinking. Experiences difficulties in establishing logical connections and generalizations.
The stock of general ideas corresponds to age.
Disadvantages of the lexical and grammatical aspects of speech are noted. The boy is being brought up in a bilingual environment.
Extract from the protocol of a psychological study using the Wechsler method dated 02/28/06.
The child is emotionally stable and very friendly. There are no comments regarding behavior at school. Relationships with peers are smooth.
Criticality: adequate (rejoices in approval, waits for it; corrects behavior in accordance with the remark).
In order to provide comprehensive psychological, medical and pedagogical support for the child, D. is sent to clarify the diagnosis and prescribe adequate treatment.
Teacher-psychologist
4th grade teacher
Characteristic
10th grade students
Municipal educational institution "Manturovskaya Secondary School"
Lysenkova Anastasia Vladimirovna,
Born 02/17/1999
Lysenkova Anastasia has been studying at the Municipal Educational Institution "Manturovskaya Secondary School" since the first grade and over all the years of study she has proven herself to be a disciplined, neat student, consciously and seriously about learning issues, and is an excellent student. Currently studying in general education 10th grade.
Actively participates in the public life of the school, shows a strong civic position towards the phenomena of life around him. He is engaged in self-education a lot and well, paying special attention to foreign languages, history, social studies, Russian language and literature. She is quite universal in the cognitive sphere: she has a pronounced ability for languages along with an aptitude for mathematics. Annually participates in the school and district stages of the All-Russian Olympiads for schoolchildren, in international competitions and olympiads “Olympus”, “Infourok”, “Infoznayka”, “Edukon”; takes prizes.
A comprehensively developed person, she is not limited to what has been achieved, she always sets herself higher goals than at the previous stage.
Nastya is a correspondent for the school newspaper “School Boom”. On the pages of the newspaper she covers a variety of aspects of the lives of children and adolescents: sports and health, education and culture, study and leisure, etc. Nastya’s notes are published in the regional newspaper “Time and We.”
Every year, Anastasia participates in district and regional competitions in various fields, where she often takes prizes (“Green Planet”, “In Defense of the Environment”, “I’m Entering the World of Art”, “Safety School”, “Russian Azimuth”, etc.)
Nastya is an active member of the military-industrial complex OMON "Sokol" Manturovo, where she has been a commander since 2013 and deservedly enjoys authority among the cadets of this club and other military-industrial complexes of the Kursk region.
Another hobby of hers is painting. Nastya studies at the art school at the Children's Art School. The girl’s works do not leave either the jury of competitions or ordinary spectators indifferent.
Anastasia graduated with honors from a music school in piano. Participates in concerts of both the Children's Art School and school-wide ones.
Disciplined and hardworking, she received an excellent family upbringing. Honest, purposeful, independent. Able to demonstrate leadership qualities in difficult moments. Emotionally restrained, controls her actions. Nastya knows how to foresee the development of a situation and influence it. Has developed emotional intelligence and the ability for symbiotic forms of interaction.
She is even-tempered and friendly in her relationships with others, treats elders with care and respect, and is capable of a critical attitude towards her own actions.
Analytical thinking, good memory, pronounced sanguine temperament.
Physically developed, healthy.
During the years of study at school, she had no administrative or other penalties; she was repeatedly rewarded with certificates and diplomas at various administrative levels.
School director E.N. Borodin
Class teacher Balyuk I.N.
At the end of the school year, a music school teacher must compile a profile for each student in his class. You can read how the characteristics are written. Today I will give examples and give sample characteristics to help my colleagues in their methodological work.
What is it characteristic?
This is a document that evaluates the business and moral qualities of a person. There are production characteristics, certification characteristics, and for admission to educational institutions.
At a music school, characteristics are written as a result of the school year and filled out in the student’s individual plans. And also at the end of training, the program that the student performed at the final exam is indicated in the final exam journal, a grade is given for the performance and a brief description is written, which indicates the level of musical abilities, business and human qualities, efficiency, attitude to classes, and the effectiveness of studying at school. .
We will not discuss whether it is necessary to write characteristics, why and who needs it. There are prescribed duties that a teacher must perform.
Sample characteristics
— The student has good musical abilities, actively responds to the mood of the music, studies with interest, knows how to work in class and at home.
He is emotional, learns things by heart quickly, and shows interest in detailed work.
Tenacious thinking, complex memory developed. The student is disciplined and sociable. Parental control is constant.
Throughout the school year, we worked on accuracy of intonation, expressiveness of performance, and development of singing breathing skills.
— The student has average musical abilities—not a strong sense of rhythm, disorganized pitch hearing.
Memory is tenacious, visual memory is more developed. He takes his classes with interest. She works diligently at home, is active in class, attentive to the teacher’s comments.
- Hardworking and disciplined. She achieved good results in the school year - she began performing in school and city concerts. Knows how to convey to listeners the content of a learned piece, feels the character and style of the work.
We worked on expanding the range, developing a soft and hard sound attack, and acquiring spherical sound skills.
— The student is reserved and not emotional, but diligent.
The quality of sound production has improved, and the cantilena begins to appear. I began to hear and control my performance. The last performances took place more confidently, without unnecessary stage excitement.
Prepares thoroughly for classes.
Throughout the school year, much attention was paid to strengthening singing breathing, working on diction - orthoepy and articulation, clarity and meaningfulness of pronunciation. Tongue twisters, exercises and chants were used in the work. We worked on developing contrasting dynamics.
— The student studies diligently and easily learns musical material. Range - (specify range). Steady intonation. The voice is soft, transparent, mobile. The sound is characterized by head resonance and natural vibrato. During the school year, we worked on equalizing the sound of vowels throughout the entire range, developing a close position in singing, acquiring diction skills and clear articulation skills.
He has a good ear for music and his diction is clear. Developed imaginative thinking. Performs vocal exercises and songs expressively and confidently. Takes new musical material with interest. The student has good grades in other music disciplines.
Much attention was paid to working with technical means - singing with a microphone, recording the sound of the voice, followed by listening and analyzing the performance.
Parents support and encourage their daughter to study at a music school.
— The student does not study diligently. The range is small: c – d2, intonation is not stable, the voice is hoarse, quiet, and has a firm attack. During the school year, we worked on developing a soft attack of sound, developing a close and high position. He remembers musical material well, but performs it neither confidently nor emotionally. Feels confident in ensemble singing. He can independently interpret a vocal piece. Has average grades in other musical subjects.
The student lacks efficiency and composure, so she has a lot of loose knowledge and skills in solo singing.
— The student studies with desire and interest, and quickly learns musical material. The range is within one and a half octaves. Steady intonation, clear diction. The voice is light, sonorous, transparent.
The sound of the voice is characterized by head resonance.
During the school year, we worked on the roundness of vowel sounds and the correct pronunciation of consonant sounds, as well as on correcting the nasal sound of the voice with the help of exercises aimed at freeing and emancipating the organs of the singing apparatus
At concert performances the student is emotional and artistic.
Parents take an active part in the creative development of the child.
— The student is able to adequately evaluate her performance and the performance of other performers. Consciously corrects voice sound defects. In class she is attentive, proactive, and efficient.
Demonstrates a developed performing culture. The voice is mobile, timbre-colored, singing in a high vocal position.
Expressive vocal speech, skillful phrasing.
We continued to work on mastering technical skills and expanding our range, singing on support, and ease of performance at a fast tempo.
— The student diligently and purposefully continues to work on improving her vocal and musical abilities.
The student has the skills to perform melismas and skillfully improvises.
The attitude towards learning is positive. Doesn't miss classes. Demonstrates high stage and artistic culture.
— The student knows how to work independently. Prepares homework efficiently. He studies new musical material with interest. A developed sense of rhythm and imaginative thinking. Diligent, disciplined, persistent.
These are examples that can be taken as a basis when writing characteristics of students in a music school. The list of sections of the characteristics is available.
I think this article will be very useful - the school year will begin soon, and music school teachers will have a lot of worries and troubles.
PS And one more thing... You can download the materials and use them in your work - please. But exhibiting in your own name on your own websites without indicating an active link to the source is, to put it mildly, not entirely ethical. To be more precise, this is content theft.
Therefore, posting materials from this site on other resources is permitted only with an active link http://site/
Thank you for understanding
Sincerely, Irina Anishchenko
At the end of the school year, the teacher of the Children's Music School, Children's Art School draws up a profile for the student and determines pedagogical tasks for the next school year. The characteristics should reflect the mental and physical characteristics of the student and contain information about his musical and general development.
Download:
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Section 1. General information about the child.
Personal data.
Last name, first name.
Date of Birth.
School, class.
School specialization.
Information about your health status.
Does he get sick often (often, moderately, rarely).
Chronic diseases (which ones).
Features of the functioning of the nervous system:
- gets tired quickly; gets tired after prolonged exercise; tireless;
- quickly moves from joy to sadness for no apparent reason; adequate change of mood;
- stable in the manifestation of mood;
- excitement prevails; excitation and inhibition are balanced;
- inhibition predominates.
Academic performance.
(excellent, good, satisfactory, unsatisfactory)
Extracurricular activities (systematic).
Engaging in socially useful work (what kind).
Classes in amateur performances (what kind).
Classes in circles, clubs, headquarters, brigades.
Playing sports (what kind).
Organizational work (what kind).
Section 2. Manifestation of personal qualities in the child’s behavior.
Focus of interests:
For educational activities;
For work activities;
For artistic and aesthetic activities;
For achievements in sports, tourism;
On relationships between people.
Relationship to the case:
- Social activity.
Actively participates in all public affairs, regardless of his own time.
He takes an active part in public affairs, but tries not to waste his time on it.
He is not active in public life, but carries out assignments.
Rarely takes part in public affairs.
Refuses to participate in public affairs.
- Hard work.
The student always does any work willingly, looks for the work himself and tries to do it well.
As a rule, he willingly takes on work, trying to do it well. Cases of the opposite nature are rare.
Rarely takes on work willingly.
Most often he tries to avoid any work.
Always avoids doing any task.
- Responsibility.
He always completes any task assigned to him well and on time.
In most cases, he performs the work assigned to him well and on time.
Often does not complete the work assigned to him on time (or does it poorly).
He very rarely does the work assigned to him.
He never completes the tasks assigned to him.
- Initiative.
He is the initiator of many things, without seeking to receive recognition from anyone for it.
- Quite often he is the initiator of a new business.
He rarely starts a new business on his own.
He almost never starts a new business on his own.
He never initiates any business.
- Organized.
Always correctly distributes his work over time and completes it according to plan.
In most cases, he distributes his work correctly and completes his work on time.
He knows how to distribute correctly and completes his work on time only if he must report for each stage.
More often than not, he does not know how to properly distribute his work over time, and wastes time in vain.
- Curiosity.
Constantly actively learns something new in different fields of science and culture.
In most cases, he is interested in acquiring new knowledge from different fields of science and
culture.
It is rare to strive to learn something new; usually interested in one limited area
knowledge.
As a rule, does not show interest in acquiring new knowledge.
Indifferent to any kind of new knowledge.
- Accuracy.
Always keeps his things in perfect order. Always walks neatly, smartly - and at his desk
and at the blackboard. Takes care of public property and always tries to put it in order.
Keeps his own and those lent to him in proper order (books, notes).
Helps put public property (desks, equipment, etc.) in order as quickly as possible
responsibilities.
Does not show much desire to maintain order around him. Sometimes comes in
school unkempt, sloppily dressed. Indifferent to those who damage public property.
Often does not care about his appearance, the condition of his books; things, does not take care
public property, even spoils it.
Does not care at all about keeping his things in proper order, he is always unkempt and sloppy. On occasion, without hesitation, he damages public property.
Attitude towards people:
- Collectivism.
Always shows concern for people he knows and doesn’t know, and tries to help anyone
provide help and support.
Tends to show concern for strangers if this does not interfere with his personal plans and
affairs.
He often shows indifference to other people's affairs and concerns if it does not affect him personally.
As a rule, he is indifferent to the concerns of others and does not help them on his own initiative.
He considers it unnecessary to show concern for unfamiliar members of society; he lives by the motto: “Mind your own business.”
- Honesty. Truthfulness.
Always truthful towards your parents, teachers, and comrades. Tells the truth and
when it is not profitable for him.
Almost always truthful towards his parents, teachers and comrades.
Often tells lies for his own benefit.
He almost always tells lies if it benefits him.
Always inclined to tell lies.
- Justice.
Actively fights what he considers unfair.
He does not always fight what he considers unfair.
Rarely opposes what he considers unfair.
Doesn't seek justice.
Completely indifferent to manifestations of injustice.
- Unselfishness.
In his actions he is always guided by considerations of benefit to the cause or other people, and not to his own benefit.
Almost always guided by considerations of benefit to the cause or other people.
He is rarely guided in his actions by considerations of benefit, rather than his own benefit.
His actions are often guided by considerations of his own benefit.
His actions are always guided by considerations of his own benefit.
- Sociability.
Always willing to come into contact with people, loves to work and relax with others.
As a rule, he enjoys communicating with people.
Try to communicate with a limited circle of people.
Prefers individual forms of work and rest.
Closed, uncommunicative.
- A sense of camaraderie.
He always helps his comrades in difficult work and in difficult moments of life.
As a rule, he helps his comrades.
Helps his comrades when asked.
Very rarely helps his comrades; if asked, he may refuse to help.
He never helps his comrades at work or in difficult moments of life.
- Responsiveness.
He always sympathizes with others, his comrades often share their concerns with him.
Sincerely sympathizes with others, if not too absorbed in his own thoughts.
So absorbed in his own feelings that it prevents him from sharing feelings
other people.
Almost does not know how to sympathize with others.
He does not know how to sympathize with others at all; his comrades do not like to “borrow” from him.
- Politeness, tact.
All his actions and words demonstrate respect for other people.
Almost always shows due respect for other people.
He is often impolite and tactless.
Often unacceptably harsh and rude. Often starts quarrels.
Always harsh, uncontrolled both in communication with peers and in communication with elders. In a quarrel, he insults others and is rude.
Attitude towards yourself:
- Modesty.
Never flaunts his merits or merits.
Sometimes, at the request of his comrades, he talks about his actual achievements,
merits.
He himself tells his comrades about all his real achievements and merits.
He often brags about things he hasn’t done yet or about things in which he takes very little part, to
which has little to do with.
He boasts about even minor achievements and exaggerated merits.
- Self confidence
Never consults with others, does not seek help even when it should be
do.
Completes all tasks and assignments without the help of others. Seek help only from
in case of real need.
Sometimes, when performing a difficult task, he asks for help, although he could handle it himself.
Often, when completing tasks or assignments, asks for help and support from others, even if
he can handle it himself.
Constantly, even in simple matters, needs the encouragement and help of others.
- Self-criticism.
He always listens attentively to fair criticism and is persistent in correcting his own shortcomings.
In most cases, he reacts correctly to fair criticism and listens to good advice.
Sometimes he listens to fair comments and tries to take them into account.
Critical comments and advice are treated inattentively and no attempt is made to correct shortcomings.
Rejects any criticism. Refuses to admit his obvious mistakes and does nothing to correct them.
- The ability to calculate one's strengths.
He always soberly assesses his own strengths, choosing tasks and tasks that are beyond his capabilities.
too easy and not too difficult.
As a rule, he is correct, weighing his strengths and the difficulties of the task.
Sometimes there are cases when a student poorly balances his strengths and the difficulties of the assigned task.
In most cases, he does not know how to balance his strengths and the difficulties of the case.
Almost never knows how to correctly balance his strengths and the difficulties of a task or task.
- The desire for success, championship.
He always strives to be the first in everything (in studies, sports, etc.), persistently
achieves.
Strives to be among the first in many areas, but pays special attention to
achievements in any one area.
He strives to achieve recognition and success in one thing, especially one that interests him.
It is very rare to strive for success in any activity; it is easy to be satisfied
the position of the “middle peasant”.
Never strives to be the first in anything, gets satisfaction from the very
activities.
- Self-control.
Always carefully weighs his words and actions.
Does not always carefully control his words and actions.
For the most part, he acts rashly and counts on “luck.”
He almost always acts rashly and does not control himself carefully enough.
Constantly acts thoughtlessly, counting on “luck.”
Volitional personality traits:
- Courage.
Always enters into a fight, even if the opponent is stronger than himself.
In most cases, he enters into a fight, even if the enemy is stronger than himself.
He cannot always bring himself to fight an opponent stronger than himself.
In most cases, he retreats before force.
He always retreats before force, he is a coward.
- Determination.
Always independently, without hesitation, makes responsible decisions.
In most cases, he makes a responsible decision without hesitation.
Sometimes he hesitates before making a responsible decision.
Rarely does one decide to make any responsible decision.
Unable to make any responsible decision on his own.
- Persistence.
Always achieves what is planned, even if long efforts are required, does not
retreats from difficulties.
As a rule, he tries to accomplish what is planned, even if difficulties are encountered. Opposite cases are rare.
He completes his plans only if the difficulties of completing them are insignificant or require short-term efforts.
He very rarely completes his plans, even if he encounters minor difficulties.
When faced with difficulties, he immediately gives up trying to accomplish what he has planned.
- Self-control.
Always knows how to suppress unwanted emotional manifestations.
As a rule, he knows how to cope with his emotions. Cases of the opposite nature
are isolated.
Sometimes he doesn’t know how to cope with his emotions.
Often cannot suppress unwanted emotions.
Poor control of his feelings, easily falls into a state of confusion, depression, etc.
The child’s position in the children’s team:
- Authority in the class.
- Sympathy.
He is the favorite of the class and some shortcomings are forgiven.
In the class, the guys treat him with sympathy.
He is liked only by some of his classmates.
He is liked by some guys.
The class doesn't like him.
- Authority in extracurricular associations.
Is a member of any extracurricular association. But he doesn’t enjoy authority there
(sports school, club).
Not a member of any extracurricular association.
3. Features of mental processes and emotions.
Attention.
Always easily and quickly concentrates his attention when explaining to the teacher. Never
is distracted in class and does not make careless mistakes in class.
Listens quite carefully to the teacher's explanation. He is rarely distracted; sometimes he makes mistakes due to inattention.
Doesn't always listen carefully to the teacher's explanations. Periodically distracted, often makes mistakes due to inattention, but corrects them when checking.
He listens attentively enough only if he is interested. Often distracted.
Constantly makes mistakes due to inattention, and does not always correct them when checking.
As a rule, he is slow and has difficulty focusing his attention on the lesson, and learns little from the teacher’s explanations due to constant distractions. Makes a lot of mistakes
inattention and does not notice them when checking.
Memory.
When memorizing, he always understands the structure and meaning of the material. But even material that requires mechanical memorization is easily remembered by him.
When memorizing, he can only remember what he has previously understood and understood. Material that requires rote learning is difficult to learn.
Material that requires mechanical memorization is learned very easily, 1-2 times is enough.
look at him. Has a habit of not understanding the structure and meaning of what is being learned
material.
When memorizing, he understands the material for a long time. When presenting, he makes mistakes in form, but
The meaning is stated accurately.
To memorize the material, he mechanically repeats it many times, without analysis or comprehension, and makes semantic errors.
Thinking.
He quickly grasps the essence of the material, is always among the first to solve problems, and often offers his own original solutions.
He understands the material quickly enough, solves problems faster than many, and sometimes offers his own original solutions.
Understands the material satisfactorily after the teacher’s explanation, solves problems on average
pace, usually does not offer its own original solutions.
Among the latter, he grasps the essence of the teacher’s explanations and is distinguished by a slow pace of thinking and solving problems.
Understands materials only after additional lessons, solves problems extremely slowly, and blindly uses known “patterns” when solving problems.
Emotional reactivity.
He always reacts emotionally and vividly to any life phenomena; he can be deeply moved, to the point of tears, by a story or a movie.
Usually reacts emotionally vividly to life events, but it is rare that he can
excite deeply.
Rarely shows a lively emotional reaction to events.
- There is practically no live emotional reaction.
General emotional tone.
Constantly animated, very active in all areas of school life, gets involved in everything,
takes care of everything.
He is lively and moderately active in all areas of school life.
Lively, active only in some areas of school life.
Compared to his comrades, he is less active and lively.
Almost always lethargic and apathetic in all areas of school life, despite the fact that he is healthy.
Emotional balance.
He is always calm and does not have strong emotional outbursts.
Usually calm, emotional outbursts are very rare.
Emotionally balanced.
Increased emotional excitability, prone to violent emotional manifestations.
He is quick-tempered and often has strong emotional outbursts over minor issues.
It is difficult to draw up the correct characteristics even for an “ordinary” student, and even more difficult for a gifted child. It goes beyond average standards; in addition, the psychological and pedagogical characteristics of a gifted student may be required not only by educational organizations, but also by administrative ones, for example, to receive grants and awards, international ones - for foreign trips as part of delegations, cultural ones - to participate in various contests and competitions.
The characteristics must be literate, concise - no more than a page of printed text, and fully reflect all aspects of the student’s life.
The class teacher, and it is he who has to write characteristics, is helped out by previously drawn up templates, according to which he gives assessments to his students. The document is certified by the head of the educational institution.
Template of psychological and pedagogical characteristics
- Student's name.
- Date of Birth.
- Health group, physical education group.
- Parents (full name, year of birth, place of work, education).
- Family conditions.
- Family relationships.
- Type of temperament (sanguine, melancholic, choleric, phlegmatic).
- Intellectual characteristics.
- Cognitive need, curiosity, ability to think outside the box, ability to learn. Creativity.
- Development of logical thinking.
- Interest in solving divergent problems (with multiple answers).
- Originality of thinking (ability to come up with new ideas).
- Forecasting (the ability to predict subsequent results of activities, actions, events).
- Flexibility of thinking (ability to establish associative connections).
- Ability to concentrate for long periods of time.
- Good memory (large vocabulary, broad outlook).
- Ability to assess and self-esteem.
- Emotional characteristics.
- Hypersensitivity to problems.
- Width of interests, desire to try yourself in many areas.
- The desire to discover your inner potential.
- Constant striving for perfection (perfectionism).
- Independence (independence of judgment and action, ability to manage emotions, make decisions, take responsibility).
- Social autonomy (dislike for traditional teaching, willingness to defend one’s own point of view, rejection of social restrictions on behavior).
- Leadership (propensity for excellence in interpersonal relationships).
- Competitiveness (tendency to rival forms of interaction).
- Sense of humor, tolerance for criticism.
- Confidence in your strength.
- Attitude to work.
- Attitude towards parents, students, peers.
- Hobbies (activities in free time, visiting clubs and sections of interest).
- Professional intentions.
- Conclusions and recommendations of the teacher.
Consistently answering each item on this list, you can write a completely informative profile of a talented student, which can be provided upon request to any institution.
When making a reference for a gifted student for third-party organizations, ask him if the organization has a special reference template that you just need to fill out.