Special techniques for working with “weak” and “strong” students
When working with students who have the weak nervous system, it is recommended to follow these rules:
– do not put them in a situation of an unexpected question and a quick answer to it;
– allow enough time for reflection and preparation;
– it is desirable that the answers were not oral, but in writing;
– not to force to answer immediately on learning the new material, it is better to postpone the testing for the next lesson;
– having chosen the correct tactics of testing and rewards (not only by assessment, but also by remarks like “good”, “excellent”, “good job”, etc.), to form self-confidence;
– carefully evaluate the failures of the students, because they themselves are very sensitive about them; be sure to encourage them for their efforts, perseverance, even if the result is far from the desired;
– before submitting the test, students should have enough time to prepare, check and correct what has been written;
– avoid distracting or switching attention, create a calm atmosphere;
– if possible, test students at the beginning of the lesson or at the beginning of the school day; it is not advisable to do it at the last lesson.
– it is important to teach the student the ability to overcome failures. It is necessary to explain that failures are sometimes normal and inevitable; a failure is not a reason for despair, self-humiliation and self-contempt; from an early age child should be involved in the widest possible range of activities, in order to help them realize their capabilities or talents in certain activities.
What should the teacher take into consideration when working with students who have the strong nervous system?
If the work is monotonous, devoid of emotional nuances and opportunities for relaxation, if, moreover, the child is forced to do it being deprived of the freedom of choice, the “strong students” experience depletion of mental strength and satiety. It is necessary to train perseverance which, however, should exclude overwork and emotional stress. A student with a strong nervous system should be allowed short breaks, changing types of activities, if, of course, it is possible. In a situation of monotony, the teacher should be able to diversify activities to a certain extent. For example, when performing tasks of the same type, students can choose other ways of working, different from the scheme used; alternate tasks, etc.
Special techniques for working with inert students
When working with inert students the teacher should:
– not demand them to be immediately involved in activities, since their performing a new type of tasks increases rather slowly;
– gradually offer different tasks, not urge to complete them, since they cannot work with various tasks, and some even refuse to complete them at all;
– do not urge students to correct unsuccessful wording when giving oral answers; inert students need time to think it over, because they often follow accepted standards and avoid improvisation;
– do not ask at the beginning of the lesson, since it takes inert students time to switch from previous activities (for example, from the things they were busy with during the break);
– avoid situations when an inert student needs to give a quick verbal answer to an unexpected question; it is necessary to give them time to think it over;
– during completing tasks, the student shouldn’t be distracted;
you should not force the inert student to immediately answer the new material, it is better to postpone the testing, giving the opportunity to revise after classes and answer at the next lesson.