Methodology for diagnosing personal growth
Questionnaire for students in grades 5 - 8
Here are several different statements. Please read them and think about it - do you agree with with these statements
or not. If you agree, then give it a positive rating.(+1, +2, +3 or +4) in a special form nearby With the number of this statement. If you don't agree With some statement, then put a negative mark on the form(-1, -2, ~3, or -4).
"+4" -
"+3" -
"+2" -
"+1" -
“O” - neither yes nor no;
"-1" -
"-2" -
"-3" -
"-4" - no, absolutely wrong (very strong disagreement). Try to be honest. There can be no “right” ones here. AND "wrong" assessments. It is only important that they express only your personal opinion. Thank you in advance!
3. Stray dogs must be destroyed because they can be dangerous.
4. Any quarrels can be resolved without resorting to fights.
6. What adults call cultural values of the past are, in fact, often old junk.
7. Even if I don’t understand something in class, I won’t ask the teacher clarifying questions - after all, it’s not that important.
8. A person who has committed a crime will never be able to become good in the future.
9. It’s stupid to take risks for another person. .
10. Even the strangest people with the most unusual hobbies should have the right to defend themselves and their views.
11. Sports activities are a necessity for the health of every person.
14. When I become an adult, I will be able to live happily without creating my own family.
15. I am lucky that I live in Russia.
17. People who oppose war are probably just cowards.
18. Only losers do physical labor.
19. Appearance is an indicator of respect not only for yourself, but also for others.
20. I like to find out the meanings of words I don’t know.
21. Our country will be a better place if we get rid of all mentally ill people.
22. I feel sorry for helpless people and want to help them. 23. There are peoples who do not deserve to be treated well.
24. I think that smoking and alcohol help people relax and relieve stress after hard work.
25. I am often dissatisfied with the way I live.
26. I am not afraid to make mistakes when I choose something in my life.
27. It’s good when a person does not have a family and children - this way he feels more free.
28. When I grow up, I will try to defend my Homeland from enemies.
30. Action films with shooting and blood help children become brave and courageous.
31. The work of a janitor is no less important than any other job.
33. Studying is an activity for abstruse “nerds.”
34. If for the sake of justice you need to kill a person, that’s normal.
35. I like to give gifts to my friends, relatives, and acquaintances.
36. Most crimes in our city are committed by people who come to us from other places.
37. I believe that one dose of drugs cannot make you a drug addict.
38. I feel very strongly about any of my failures, even the smallest ones.
41. Victory Day (May 9) is not a holiday for everyone, but only for veterans and the elderly.
42. Trading animals listed in the Red Book is a good way to make money.
43. Prisoners of war can be treated cruelly, because they are our enemies.
44. I wanted I would like to earn extra money in my free time if it does not interfere with my studies.
45. If a child abruptly interrupts the conversation of adults, there is nothing wrong with that - the child also has the right to speak out.
46. A person cannot know everything, so I am not worried about the fact that I do not know many important things.
47. It is better to release 10 criminals than to execute one innocent person.
48. People who beg are most likely lazy and deceitful.
50. All famous, famous people try to maintain good physical shape.
51. It’s hard for me to meet new people; I often feel shy and embarrassed.
52. I want to know why and for what I live.
54. I don’t like it when our anthem is performed - it’s boring and I have to get up all the time.
56. To give in in a dispute means to show your weakness.
57. Good study is also important and serious work. 58. You can draw and write whatever you want on the walls of the entrance.
60. I feel bad when people around me are upset about something.
61. I will help another person, even if I am very busy.
63. I like outdoor games, sports or fishing more than sitting in front of a computer or TV.
65. My actions often depend not on myself, but on other people.
66. A person does not need to know anything about his ancestors or relatives.
67. It happens that I experience strong excitement, a feeling of pride when I hear songs about my Motherland.
68. There is nothing wrong if after washing your hands you do not close the tap behind you in the school cafeteria, because our country has the largest reserves of water in the world.
69. A strong military power, including Russia, should be respected and feared by other countries.
70. Cleaning up the territory of a house or school is a useless task.
71. If an adult swears, there is nothing wrong with that - after all, he is already an adult.
72. I think that even without obtaining good knowledge I will be able to get a good job in the future.
7Z. Even notorious criminals do not deserve torture and abuse, because they are people too.
75. It is necessary to ban refugees from Asia and Africa from entering our country, since their influx increases the crime rate.
76. I think that health is not the most important thing for a person today.
77. I don’t feel sad or sad when I’m alone.
78. I most often agree with the opinion of the majority.
80. I would like to travel to other countries, but I want to live in my own country.
81. I believe that it is imperative to feed stray animals and wintering birds.
82. It seems to me that our country has too many weapons and this is bad - their number could be reduced.
8Z. If necessary, I can even do the work that I don’t like.
84. I can insult a person if I don’t like him in some way.
85. TV is necessary for entertainment and relaxation, and not for learning something new from it - there is a school for that.
86. All homeless people and beggars must be caught and forced to work.
87. A person will never do anything if it is not beneficial to him.
88. People of a different race or nationality may be normal people, but I would prefer not to take them as friends.
89. The taste of food is more important than its usefulness.
90. It seems to me that there is more bad in me than good.
91. When I act badly, my conscience torments me.
Answer form
Last name, first name
Questionnaire FOR students 9 - 11th grades
You will be offered a series of statements. Please read them And determine how much you agree or disagree With them. You can evaluate the degree of your agreement or disagreement in points (from"+4" to "-4"):
"+4" - undoubtedly yes (very strong agreement);
"+3" - yes, of course (strong agreement);
"+2" - in general, yes (medium agreement);
"+1" - more likely yes than no (weak agreement);
“O” - neither yes nor no;
"-1" - rather no than yes (weak disagreement);
"-2" - in general, no (moderate disagreement);
"-3" - no, of course (strong disagreement);
"-4" - no, absolutely wrong (very strong disagreement).
Try to be sincere. Here Not may be "correct" AND "wrong" assessments. It is only important that they reflect your personal opinion. You can enter your ratings in a special form next to With serial number of approval of the questionnaire. Thank you!
1. I like it when our whole family goes to visit, celebrates some holiday, or just gathers around the common table.
2. Those who criticize what is happening in the country cannot be considered true patriots.
3. Stray dogs must be destroyed, as they can be dangerous.
4. Any conflict can be resolved without resorting to force.
5. I am able to do a variety of jobs with joy.
6. What many call the cultural values of the past, in reality often turns out to be primitive old junk.
7. You should not ask the teacher questions during class: they are distracting. from the main one.
8. A person who has committed a crime can never change for the better.
9. It is foolish to take risks for the benefit of another person.
10. Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.
11. Sports activities are a vital necessity for every person.
12. Most of my peers prefer to communicate with beautiful people.
13. I strive to solve my problems independently, on my own.
14. I can live happily without creating my own family.
15. I owe a lot to my country.
16. It’s better to go to the forest to get a Christmas tree, because there you can choose the fluffiest one.
17. People who oppose war are actually cowardly.
18. Physical labor is for losers.
19. Appearance is an indicator of respect not only for yourself, but also for others. .
20. I strive to find out the meaning of words I don’t know.
21. The country will feel better if we get rid of from mentally ill people.
22. I feel sorry for helpless people and want to help them.
23. There are nations and peoples who do not deserve to be treated well.
24. I believe that smoking or alcohol can help me relax and relieve tension.
25. I often feel frustrated from life.
26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.
27. Without family and children, a person feels freer.
28. I am ready to defend my Motherland in case of serious danger.
29. Keeping animals in mobile menageries is inhumane.
30. Action films with shooting and blood instill courage.
31. A housewife can also be a creative person.
32. Obscene expressions in communication are a sign of lack of culture.
33. Studying is an activity for “nerds.”
34. If for the sake of justice you need to kill a person, then that's normal.
35. I experience strong positive emotions when I give someone a gift.
36. Most crimes in our city are committed by visitors.
37. One dose of drugs will not make me a drug addict.
38. I feel very strongly about any, even minor, failures.
39. I am ready to argue with the teacher if I think he is wrong.
40. I am proud of my last name.
42. Importing rare exotic animals from abroad is a normal way to make money.
43. Prisoners of war should not be subject to human rights.
44. I would like to work part-time in my free time if it does not interfere with my studies.
45. What communication would be without a bottle of Klinsky!
46. A person cannot know everything, so I am not worried about my ignorance of some important things.
47. It is better to acquit 10 criminals than to execute one innocent person.
48. People who beg for alms are most likely lazy and deceitful.
49. Judging “ours” at international competitions is often unfair, because no one likes Russians.
50. All successful people in life try to maintain good physical shape.
51. It’s hard for me to meet new people.
52. It is important for me to find the meaning of my own life.
53. Looking at old family photographs is an activity for eccentrics.
54. Once abroad, I will try not to be perceived as a Russian.
55. Cleaning up other people's trash at tourist sites is a stupid thing to do.
56. Making concessions means showing weakness.
57. Good study is also serious work.
58. Vandalism is one of the forms of youth protest.
59. I like to delve into encyclopedias, magazines, and dictionaries: you can find a lot of interesting things there.
60. I cannot feel good when people around me are depressed about something.
61. I can sacrifice my well-being to help a stranger.
62. It is unfair to place dark-skinned people in leadership over white people.
63. I prefer active recreation to sitting in front of the TV or computer.
64. I feel awkward in unfamiliar company.
65. My actions often depend on external circumstances.
66. A person does not need to know his ancestry.
67. It happens that I experience great excitement when I hear songs about my Motherland.
68. If we take into account all the pros and cons, then storing foreign nuclear waste in Russia will bring more financial benefits than environmental harm.
69. We are a strong military power, and that is why we should be respected.
70. Cleaning up the territory of a house or school is a relic of the past.
71. I can’t imagine Russian colloquial speech without swearing.
72. I think that even without acquiring good knowledge I will be able to make a good career in the future.
73. Even notorious criminals do not deserve torture and abuse, because they are people too.
74. I am ready to help an elderly person only for a reward.
75. The authorities should prohibit refugees from economically backward countries from entering our country, since their influx increases the crime rate.
76. I think that health is not the most important thing in life today.
77. Temporary loneliness does not depress me.
78. I most often follow the opinion of the majority.
79. It upsets me that I don’t do everything I could for my parents.
80. I would like to travel to other countries, but I prefer to live in my own.
81. I believe that wearing natural fur coats is immoral.
82. It seems to me that there are too many weapons in our country.
83. I can force myself to do work that I don’t like.
84. I can be rude to a person if I don’t like him in some way.
85. Television, first of all, should be a means of entertainment and recreation, and only secondarily, a source of information about events in the country and the world.
86. All homeless people must be caught and forced to work.
87. It is human nature to never do anything without regard for one’s own benefit.
88. There can only be one true religion.
89. The taste of food, in my opinion, is more important than its usefulness.
90. Deep down, I know that I rate myself low.
91. When I do wrong, my conscience torments me.
Last name, first name
Answer form
Answer form
Processing the results
Schoolchildren's answers are distributed across 13 scales: they correspond to 13 lines in the answer form filled out by the respondent. The results are obtained by adding the scores on each scale.
- The nature of the student’s relationship with his family is shown by his assessments of statements Nos. 1, 14, 27, 40, 53, 66, 79. At the same time, the sign does not change in the answers to questions No. 1, 40, 79. In answers to questions 1, 14, 27, 53, 66, the sign changes to the opposite.
- The nature of the student’s relationship to the Fatherland is shown by his assessments of statements Nos. 2, 15, 28, 41, 54, 67, 80. At the same time, in answers to questions Nos. 15, 28, 67, 80 the sign does not change. In the answers to questions No. 2, 41, 54, the sign changes to the opposite.
- The nature of the student’s relationship to the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions Nos. 29 and 81, the sign does not change. In answers to questions Nos. 3, 16, 42, 55, 68, the sign changes to the opposite.
- The nature of the student’s relationship to the world is shown by his assessments of statements No. 4, 17, 30,43,56, 69, 82. At the same time, in the answers to questions No. 4, 82 the sign does not change. In the answers to questions No. 17, 30, 43, 56, 69, the sign changes to the opposite.
- The nature of the student’s attitude towards work is shown by his assessments of statements Nos. 5, 18, 31,44,57,70,83. At the same time, in the answers to questions No. 5, 31, 44, 57, 83, the sign does not change. In the answers to questions No. 18, 70, the sign changes to the opposite.
- The nature of the student’s relationship to culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32 the sign does not change. In the answers to questions Nos. 6,45, 58, 71, 84, the sign changes to the opposite. .
- The nature of the student’s relationship to knowledge is shown by his assessments of statements Nos. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions Nos. 20, 59 the sign does not change. In the answers to questions No. 7, 33, 46, 72, 85, the sign changes to the opposite.
- The nature of the student’s relationship to a person as such is shown by his assessments of statements Nos. 8, 21, 34,47,60, 73, 86. At the same time, in answers to questions Nos. 47, 60, the sign does not change. In the answers to questions No. 8, 21, 34, 86, the sign changes to the opposite.
- The nature of the student’s relationship to a person as another is shown by his assessments of statements Nos. 9,22,35,48,61,74, 87. At the same time, in the answers to questions Nos. 22, 35, 61, the sign does not change. In the answers to questions No. 9, 48, 74, 87, the sign changes to the opposite. .
- The nature of the student’s relationship to a person as different, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements Nos. 10, 23, 36, 49, 62, 75, 88. At the same time, in the answer to question No. 10 the sign does not change . In answers to questions Nos. 23, 36, 49, 62, 75, 88, the sign changes to the opposite.
- The nature of the student’s relationship to his bodily self is shown by his assessments of statements Nos. 11, 24, 37, 50, 63, 76, 89. At the same time, in answers to questions Nos. 11, 50, 63 the sign does not change. In the answers to questions Nos. 24, 37, 76, 89, the sign changes to the opposite.
- The nature of the student’s relationship to his inner world, his spiritual self is shown by his assessments of statements Nos. 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question No. 77, the sign does not change. In the answers to questions No. 12, 25, 38,51,64,90, the sign changes to the opposite.
- The nature of the student’s relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91, the sign does not change. In the answers to questions No. 65, 78, the sign changes to the opposite.
Interpretation of results
The description offered to your attention of the levels of development of a child’s attitude towards a particular value gives an approximate, typified picture of what lies behind the student’s answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection.
In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of responses across the four levels. Make the overall picture multi-faceted and multi-colored, and note especially outstanding results.
In case of individual diagnosis, be extremely attentive to the teenager’s answers. When carrying out factor analysis, pay attention to which of his answers “fall out” from his own individual “norm”. Perhaps this is where the point of his personal growth (or regression) is.
In both variants of diagnostics, even if there is a negative trend, try to emphasize all the existing positive aspects.
If you need to make survey results public, please be extremely tactful. Remember: You don't judge, you reflect!
Teenager's attitude towards family
From + 15 to +28 - the value of family is highly significant for a teenager. He values family traditions and foundations, remembers various little things that are pleasant to one of the family members. Family holidays always take place with his participation and assistance in preparation. In the future he wants to create a happy family.
+1 to +14 - the family is of a certain value for a teenager, but the very fact of having a family, family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder he will not always remember the birthday of someone close to him. Takes parents' care for granted. He assumes that the family he will create in the future will not be too similar to the one in which he lives now.
-1 to -14 - A teenager’s attitude towards family is, as a rule, consumerist. He “should” be given money for small expenses and forgiven for his pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience. He himself most likely believes that he owes nothing to anyone.
-15 to -28 - the family does not represent any value for the child. This attitude is manifested in a feeling of shame for one’s last name, a conscious rejection of the norms of behavior accepted in the family, and ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.
The teenager's attitude towards the Fatherland
From +15 to +28 points (stable positive attitude)- a teenager has fully developed feelings of citizenship and patriotism. For him, homeland is not an abstract category, but a specific country where he is going to live, of which HE is proud. He feels his personal responsibility for the fate of the country. Moreover, such feelings are not caused by the situation, not by the fashion for patriotism, but are deeply personal and experienced.
+1 to +14 points (situational positive attitude)- the teenager experiences the feeling of the Motherland as a feeling of his home, village, city. However, it seems to him that what is happening in the country and in his “small homeland” has little in common with each other. He stands up when the anthem plays, rather not out of spiritual impulse, but because it is customary. If necessary, the teenager will not refuse to help veterans, although he may not offer his own help.
-1 to -14 points (situational negative attitude)- the teenager tries not to openly show his attitude towards the country. He is basically indifferent to talk about her “wretchedness.” He can speak “correctly” on the topic of citizenship and patriotism, but depending on the situation, place emphasis differently. A teenager knows how to guess at what point what is “patriotic” and what is not. It seems to him that what is happening to the country and to himself has little in common.
-15 to -28 points (stable-negative)- it can be assumed that the teenager is distinguished by a philistine attitude towards his country. For him, his homeland is simply a place where he lives, and which can easily be changed to any other. All successes are his own successes, and the country is to blame for failures (“but is it possible in this country...”). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which one can receive dividends.
Attitude of a teenager to the Earth (nature)
From +15 to +28 points (stable positive attitude)- the teenager has a fully developed environmental awareness. It is natural for him to feel pity and empathy for any animal; he is ready to clear forests and clean water bodies, finding these activities fascinating and important for himself personally. And he will certainly pick up and feed an abandoned puppy, and will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of the need to feel the harmony of the world in which he lives).
+1 to +14 points (situational positive attitude)- a teenager cares about animals, flowers, but mainly about those that belong directly to him. He perceives environmental problems as objectively important, but at the same time beyond his personal control. He will not litter in the forest if others do not do so. He will take part in the cleanup event with the class, but if there is an opportunity to refuse, he will most likely take advantage of it.
-1 to -14 points (situational negative attitude)- a teenager’s own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the garbage he threw, the trash can that was set on fire. Breaking branches in the forest, chasing cats and dogs in the yard, he doesn’t think about what he’s doing. And even more so, he will not react if others do the same. He divides all animals into useful and useless, pleasing to his eyes and causing disgust.
-15 to -28 points (persistently negative attitude)- nature is perceived by a teenager as a commodity. A teenager’s attitude towards the forest, animals, and bodies of water is dictated by the need for his own comfort, and if possible, then for his own benefit. He is capable of causing pain to an animal for simple fun. HE treats with ridicule those who show respect and love for “our smaller brothers.”
Teenager's attitude to the world
From + 15 TO +28 points (stable positive attitude)- the teenager has a clearly expressed pacifist position. He believes that only weak people and states resort to violence. He has an emphatically negative attitude towards manifestations of brute force. I am sure that it is always possible to resolve a conflict without infringing on the rights of other people. Not afraid to make concessions.
+1 to +14 points (situational positive attitude)- the teenager generally shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in the complex modern world one must always be prepared for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions because he does not want to appear weak in the eyes of others.
-1 to -14 points (situational negative attitude)- the teenager is confident that peace can be maintained mainly by force, threats, and ultimatums. He views war as one of the natural ways of resolving conflicts. In his opinion, the strong are those who are feared. Believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of a violent act, but most likely he will not refuse to play a “supporting” role.
-15 to -28 points (persistently negative attitude)- it can be assumed that for a teenager there is no alternative: negotiations or a military operation. War can be a value for him - with its help it is possible to solve the problems of overpopulation and lack of food for everyone. He is entirely on the side of power, and everyone who tries to resist this is “weak” for him. Most likely, this applies to both local (classroom, yard, school) and major conflicts, where nothing depends on it yet.
Teenager's attitude towards work
From + 15 to +28 points (stable positive attitude)- a teenager is distinguished by hard work in everything: from cleaning the classroom to reading a difficult book. He enjoys complex, time-consuming, even tedious work. He does not consider it shameful to help his parents with the housework; he can offer to do something himself. Whether he works part-time somewhere or not yet - in any case, the teenager is not ashamed of it.
+1 to +14 points (situational positive attitude)- most likely, only a prestigious job earns the respect of a teenager. Although, if everyone around you is busy with something unprestigious (for example, cleaning the area during a cleanup day), then they may participate “for the company.” He will also help with household chores, but he will be annoyed that it takes so much time.
FROM -1 to -14 points (situational negative attitude)- the teenager, if possible, will shift part of his work to someone else. If he finds out that one of his classmates works after school, he will most likely react like this: “Don’t you have anything to do?!” In his view, “dirty” work is the lot of second-class people or those who have not managed to get a job in life. He himself will certainly never take it up.
-15 to -28 points (persistently negative attitude)more or less difficult work disgusts a teenager. He comes up with a lot of reasons why he shouldn’t take it on. A teenager will gladly take advantage of the fruits of someone else’s labor, passing them off as his own if possible. For him there is no connection between hard work and well-being in life.
Teenager's attitude to culture
FROM + 15 to +28 points (stable positive attitude)- cultural forms of behavior are, of course, personally significant for a teenager and are actively implemented by him in everyday life. He is alien to rudeness and “decorating” his speech with obscene phrases; he is attentive and tactful towards other people. He understands the need to preserve the cultural heritage that the Axis inherited from the past, and categorically does not accept vandalism.
+1 to +14 points (situational positive attitude)- a teenager recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his everyday life. He would probably like to look like a “cultured person”, but is not ready to put daily effort into this. He finds justification for occasional manifestations of rudeness on his part (“I’m only rude in response”), sloppiness (“well, let them greet you based on their clothes, but they see you off based on their intelligence”), obscene language (“strong emotions are difficult to express in another way”) and etc. Vandals are antipathetic to him.
-1 to -14 points (situational negative attitude)- cultural forms of behavior are considered by a teenager as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being who he is. The word “culture” probably associates him with the TV channel “Culture” and evokes insurmountable boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn the vandals of his peers.
-15 to -28 points (persistently negative attitude)- the word “culture” in all its forms causes rejection in a teenager and is seen as a manifestation of the deceitfulness of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite. Tactfulness seems to him a manifestation of weakness, rudeness and obscene language - strength, “sipping beer” to the accompaniment of swearing - the best pastime. Monuments of the past are perceived by him, most likely, as ordinary old junk, so he is not at all against “throwing them off the ship of modernity.”
Teenager's attitude to knowledge
From +15 to +28 points (stable positive attitude)- in front of you is an inquisitive person who has a steady desire to learn new things. A teenager may be “inconvenient” for the teacher because he asks a lot during class and doubts seemingly obvious things. He believes that the success of professional growth and career is directly related to the depth of knowledge and strives to obtain it.
+1 to +14 points (situational positive attitude)- a teenager can study well, but on his own initiative he is unlikely to delve into books for a long time to find the meaning of a term or fact that he does not understand. In his mind, knowledge and a future career are, of course, connected, but he shouldn’t put so much effort into it!
-1 to -14 points (situational negative attitude)- a teenager will never ask an adult if he doesn’t understand something. He frankly doesn’t understand how you can watch popular science programs on TV. Knowledge is of a purely utilitarian nature for him (learned it, answered it - that means he didn’t get into trouble).
-15 to -28 points (persistently negative attitude)- obviously, a teenager has practically no need to acquire knowledge. He openly despises those who study, considers them “nerds” - people living unfulfilling lives. He is confident that the level and quality of his education will not have any impact on his future life.
The attitude of a teenager to a person as such
From + 15 to +28 points (stable positive attitude)- the value of a person, as he is in all his manifestations, is certainly significant for a teenager. Human life is priceless to him. No considerations of justice can justify the “tears of the innocent.” “The forest is being cut down, the chips are flying” - this is unacceptable for our hero. He is merciful and capable of empathy. compassion, forgiveness.
+1 to +14 points (situational positive attitude)- the value of a person can be comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down, certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. The teenager allows the death penalty for the most serious crimes. When the triumph of justice and “mercy for the fallen” are on different scales, he will most likely choose the first.
-1 to -14 points (situational negative attitude)- more likely. a teenager tends to divide people into normal and abnormal. He treats the former quite respectfully. maybe even merciful to them; he considers the latter to be “subhuman” and would like to encounter them as little as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle “the forest is cut down, the chips fly” is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chip.” - rather, a “collector” or “binder of firewood.”
-15 to -28 points (persistently negative attitude)- a person as a value is most likely an empty phrase for a teenager. He is prone to displays of cruelty towards other people and is contemptuous of any acts of mercy. “Weaklings” and “abnormal” people, in his opinion, worsen our lives, slow down the growth of well-being, and therefore should be completely isolated from society. Surely he believes that justice, order, stability are worth eliminating the mentally ill and homeless. The most dangerous thing is that he can move from words to actions.
A teenager's attitude towards a person as an Other
From +15 to +28 points (stable positive attitude)- a teenager is a true altruist. He is always ready to help other people, even strangers, without waiting for a request from them. He is selfless in his actions for the benefit of others. Always ready to help the weak and those in need. For the sake of such help, I am ready to risk my own well-being. Likes to give gifts “just because.”
+1 to +14 points (situational positive attitude)- the teenager is not averse to helping those in need, but prefers to do it when asked. He is careful in his actions for the benefit of others, trying not to put his own well-being at risk. He does not trust the sincerity of those asking for alms, and if they are near him, he tries to pretend that he does not notice them. He feels pleasure when giving gifts, but at the same time, deep down, he expects a gift in return. If this doesn't happen, he gets upset.
-1 to -14 points (situational negative attitude)- a teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Selflessness seems wasteful to him; he prefers to do everything for his own benefit, skillfully disguising it. He is confident that every good deed should be adequately rewarded, therefore, before doing anything good, he does not hesitate to find out “what will happen to him for it.”
-15 to -28 points (persistently negative attitude)- the teenager is focused exclusively on himself and sincerely believes himself to be the “center of the universe.” Not just doing, but even thinking about others is not part of his plans. He seeks profit in everything, not really hiding it. Selflessness seems to him absurdity, utter stupidity. He is prone to slander, a cynical attitude towards those who need something, who need help. For him, all beggars are lazy and liars. Much more than giving, he likes to receive gifts, preferably expensive and useful ones.
The attitude of a teenager to a person as an Other
From +15 to +28 points (stable positive attitude)- the teenager recognizes the rights of people to a way of life different from his own and to freely express his views. He certainly accepts other cultures, has a positive attitude towards cultural differences, and is receptive to any manifestations of cultural discrimination. He strives for understanding, insight into the essence of other cultures, and is able to avoid cultural prejudices and stereotypes in their assessment. There is also a palpable desire to consider other cultures not from one’s own “bell tower,” but through the prism of the values and priorities of these cultures themselves.
+1 to +14 points (situational positive attitude)- a teenager is inclined to recognize and accept cultural pluralism, respect for a wide variety of sociocultural groups, but at the same time shares (often unconsciously) some cultural prejudices and uses stereotypes regarding representatives of certain cultures. He cannot independently see many, especially hidden, manifestations of cultural discrimination in everyday life. He finds it difficult to imagine what problems cultural minorities, migrants or refugees might face. This is explained by a lack of understanding of the Other, an inability to see him from the inside, to look at the world from his point of view.
-1 to -14 points (situational negative attitude)- the teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain sociocultural groups. The teenager tries to justify such dissonance between the declared humanistic principles and the real manifestation of intolerance by reference to public opinion (
-15 to -28 points (persistently negative attitude)- a teenager deliberately refuses to recognize, accept and understand representatives of other cultures. He tends to characterize cultural differences as deviance and does not want to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is demonstratively hostile and contemptuous of such people, eager to “cleanse” the space of his own life from them. The teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.
The teenager's attitude towards his bodily self
From + 15 to +28 points (stable positive attitude)- for a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and associates his future successes in life with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, and drugs and will try to prevent this from happening to others.
+1 to +14 points (situational positive attitude)- the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not place it too highly. Health for him is a natural state, a self-evident “thing”, and not something that requires special effort. Addiction to bad habits is an excusable weakness, and not a manifestation of lack of will. Perhaps deep down he believes that he can achieve success in life without paying close attention to his physical form.
-1 to -14 points (situational negative attitude)- the value of health is low in the minds of a teenager. He considers thoughts and conversations about health and a healthy lifestyle a waste of time, the lot of pensioners. He wants to look good, sportily, in the eyes of others, but he is frankly too lazy to do anything for this. Bad habits do not seem so harmful to him; on the contrary, they have a certain pleasantness and charm. He will probably smile approvingly when he hears the phrase “he who does not smoke or drink will die healthy.”
-15 to -28 points (persistently negative attitude)- one’s own health, much less the health of those around him, does not represent any significant value for a teenager. He either doesn’t care at all about his physical condition, or he hates everything that is connected with his physical life (the latter case is real given the teenager’s low self-acceptance). He despises those who care about their health. He considers his bad habits to be absolutely natural and, perhaps, even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical education and sports.
The teenager’s attitude towards his mental self
From +15 to +28 points (stable positive attitude)- a teenager accepts himself as he is. He believes in his strengths and capabilities, treats himself honestly, and is sincere in expressing his feelings. Feels comfortable even in unfamiliar company. He is not afraid of loneliness; moments of solitude are important and fruitful for him. He bravely endures personal troubles and is not afraid to appear funny.
FROM +1 to +14 points (situational positive attitude)- Accepting himself as a whole, a teenager may still feel awkward about some of his features. He thinks of himself as a person who is likable to others, but a certain worm of doubt and uncertainty still eats away at him. He would like, now and in the future, to guarantee himself from getting into ridiculous situations and situations. He is somewhat burdened by a solitary position and, if possible, tries to replace it with something (listening to music, watching videos, etc.).
-1 to -14 points (situational negative attitude)- a teenager accepts himself as he is only in certain moments of his daily life. He always wants to “jump out” of his “skin” and immediately find himself handsome, rich and famous. His idols, as a rule, are just like that. Deep down, he hopes that he is attractive to others, but he is sure that they primarily see his shortcomings. Loneliness is both painful and saving for him. In the company of his peers, he prefers to be on the sidelines.
-15 to -28 points (persistently negative attitude)- the teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.). He perceives any change in the situation as potentially catastrophic for him in terms of consequences. Finding himself alone, he begins to engage in “masochistic soul-searching” and “self-criticism.” His own inferiority is his obsession. He experiences an acute sense of guilt for existing at all, which in the future may turn into a painful desire to dominate others.
A teenager's attitude towards his spiritual self
From + 15 to +28 points (stable positive attitude)- a teenager views himself as the author and manager of his own life. The feeling of personal freedom is extremely important to him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live “according to his conscience.”
+1 to +14 points (situational positive attitude)- the teenager feels within himself the opportunity to be the master of his own life, but believes this to be real only in the case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he approaches it with caution: the possibility of error and responsibility make him wary. HE recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.
-1 to -14 points (situational negative attitude)
The teenager is more impressed by the role of a follower than by the author and manager of his own life. He is looking for a company of people whose spiritual strength could “cover up” his indecision and self-doubt. Tries to avoid choice as much as possible; under noticeable external pressure, he is ready to give up personal freedom in favor of a feeling of peace and spiritual comfort. He is inclined to explain his failures by an unfavorable combination of circumstances. The pangs of conscience weigh on him, so he prefers not to think about his conscience.
-15 to -28 points (persistently negative attitude)- a teenager feels like a “pawn” in the elements of life around him, a hostage of powerful external forces beyond his control. He is afraid and avoids any free action. He seeks the protection of the powers that be and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want choice. He believes in the strength and infallibility of the majority, because this saves him from personal responsibility for himself and his life. The principle of his life is to keep a low profile.
Humanistic values Objects of attitude Value attitude (signs of personal growth) Anti-value attitude (signs of personal regression) Family Respect for family traditions, pride in one’s family Ignoring responsibility for the continuation of life Fatherland Citizenship, patriotism Philistinism, dependency Earth Love of nature, careful attitude to its riches Consumer attitude Peace Peacemaking, pacifismMilitarism Labor Hard work, creativity Laziness Culture Intelligence Lack of culture, rudeness and vandalism Knowledge Curiosity Ignorance
Other people (same as myself) Humanity, mercy Cruelty Other people (not like me) Tolerance Nationalism, racism I am bodily Caring for my health, the desire to lead a healthy lifestyle Addiction to bad habits and the gradual destruction of the body I am spiritual Self-acceptance and mental health Inferiority complex I am spiritual Freedom, including independence, self-determination, self-realization of a person Transformation of the individual into a “social pawn”
Types of relationships: 1. Situational relationships (variability and determination by a specific life situation). 2. Stable relationships (conscious, reflected relationships are fixed in position). 3.Unshakable relationships (constancy, characteristic of fanatics or ascetics).
Diagnostics of personal growth Questionnaire for students in grades 9 - 11 You will be asked a number of statements. Please read them and determine how much you agree or disagree with them. You can evaluate the degree of your agreement or disagreement in points (from “+4” to “–4”): “+4” - undoubtedly yes (very strong agreement); “+3” - yes, of course (strong agreement); “+2” - in general, yes (average agreement); “+1” - more likely yes than no (weak agreement); “0” - neither yes nor no; “–1” - rather no than yes (weak disagreement); “–2” - in general, no (average disagreement); “–3” - no, of course (strong disagreement); “–4” - no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no “right” or “wrong” assessments here. It is only important that they reflect your personal opinion. You can enter your ratings on a special form next to the serial number of the questionnaire approval. Thank you!
Answer form Last name, first name (you can specify if desired)_________________
So, you have expressed your attitude to all 70 statements that were proposed to you above. What do you think has influenced this attitude most of all: your family (parents, brothers and sisters, grandparents)? your school (teachers that are significant to you, school friends, classmates, lessons and club activities, hikes, camps, expeditions, etc.)? are your activities in clubs, circles and sections outside of school? your street (yard company, street friends, etc.)? books, magazines, TV, Internet? something else (please specify)? Rank the points listed above according to the degree of their influence - what would you put in first place, what in second, in third, etc.
Principles of the diagnostic questionnaire: - the statements contained in the questionnaire should encourage the teenager to demonstrate his attitude towards the world, towards other people, towards himself; - the wording of statements should be clear to schoolchildren and be perceived unambiguously by them; - the text of the questionnaire should be compiled in such a way as to avoid possible conformist behavior of schoolchildren, attempts to “guess” the answer, or “correctly” relate to this or that thesis. To do this, teenagers must be given the right to fill out the questionnaire anonymously; - the abstracts of the questionnaire must be formulated so that one or another answer does not appear obviously socially approved in the eyes of the student.
Principles of diagnostics: Conducted in conditions of stability Trust in the person conducting the diagnostic Possibility of choosing anonymity Limited time to answer (30 min.) Flip-flop questions Diagnostic indicator is not the result only of the activities of the class teacher Cannot be carried out frequently (twice a year)
What to do with the diagnostic results? Process and systematize Table 8. The nature of schoolchildren’s attitudes towards other people: persistently negative0% of schoolchildren situational-negative35% of schoolchildren situational-positive58% of schoolchildren persistently positive7% of schoolchildren
What do the diagnostic results indicate? The results of at least two surveys will give an idea of the dynamics of personal growth, the success of the activities you are implementing. An idea of the most problematic aspects of schoolchildren’s upbringing (analysis - goal - planning) The scale of a particular problem (% ratio) The last question can give an idea of the impact of the school on personal development of schoolchildren.
Methodology for studying the level of development of a children's team “What kind of team is ours” (A.N. Lutoshkin) A figurative description of the stages of development of the team. 1st stage. “Sand placer” 2nd stage. “Soft clay” 3rd stage. “Flickering Beacon” 4th stage. “Scarlet Sail” 5th stage. “Burning torch” Processing of received data. Based on the schoolchildren’s answers, the teacher can determine on a five-point scale (corresponding to the five stages of team development) the degree of their satisfaction with their class team, find out how schoolchildren evaluate its cohesion, unity in achieving socially significant goals.
Sociometric study of interpersonal relationships in a children's team Questionnaire The questionnaire that we invite you to fill out will help improve relationships between schoolchildren in your team, make it friendlier and more united. Please answer the following questions: there are only three. 1.Imagine that your class is setting off on an independent and difficult journey. Who would you like to see as your group commander? If your class had to participate in a school Olympiad in academic subjects, who would you like to see as the captain of this team? Who from your class would you invite to your party, birthday, or just to visit? After each question, write three names of those of your classmates who match your choice. Be sure to sign your form. Thank you!
Processing of the obtained results Who is chosen Who chooses A.....B.....C.....D.....D.....E.....F....H. .... A X1,1,11,1 11 B,1,1X11,11 C,1X1,1,1 1 D,11,1,1X111,1 D,1,11,1X11 E,11,1, 1 Х1 F,1,1 1,1Х З,1,1 Х Total number of elections (rating)
Interpretation of the results obtained The resulting ratings will show you in the most general form the picture of interpersonal relationships in the team. Analyzing them, we can conclude that there are: leaders - authoritative schoolchildren who have noticeably higher ratings (in our case, these are schoolchildren B and D); ordinary team members who generally maintain good relations with the majority of team members - they have average ratings (in our case, these are schoolchildren A, E and F); loners, that is, those who maintain good relationships with a very narrow circle of their classmates or only with each other - they have low ratings (in our case, these are schoolchildren B, D and Z); outcasts, that is, those who are not accepted in the team - they, as a rule, have a zero rating or a rating of 1-2 points. If you analyze the mutual choices of team members and identify coincidences in each other’s choices by certain schoolchildren, you can get an idea of friendly relations and personal mutual sympathies in the team. For example, in our case, such a conclusion can be drawn about schoolchildren A and B, B and D, C and D - they always named each other’s last names in answers to all the questions asked of them.
Expert assessment of the use of the educational potential of joint activities of schoolchildren and teachers Recommendations: sources of information (observation of the activities of teachers, interviews, analysis of plans or programs for organizing the educational process); what is the educational aspect of the activities carried out. Are they really educational or are they aimed only at teaching something, doing work, winning, filling leisure time, etc.? The tendency is to reduce the educational process mainly to classroom hours. the degree of participation and independence of schoolchildren in planning, preparing, conducting and analyzing certain matters (children’s self-government).
Other subjects of monitoring the educational process 3. Professional position of the teacher 4. Organizational conditions ensuring the effectiveness of the educational process: Material and technical equipment Staffing with qualified personnel Subject-aesthetic environment Activities of children's associations and self-government bodies Software for the educational process
Transcript
1 Personal growth (methodology of D. V. Grigoriev, I. V. Kuleshova, P. V. Stepanov) Purpose: to identify the nature of the teenager’s relationship with people, nature, the Motherland, work, etc. The teacher addresses the students with the words: “You will A number of statements have been proposed. Please read them and determine how much you agree or disagree with them. The degree of agreement or disagreement can be assessed in points (from “+4” to “4”); “+4” undoubtedly yes (very strong agreement); “+3” yes, of course (strong agreement); “+2” in general, yes (average agreement); “+1” is more likely yes than no (weak agreement); “0” is neither yes nor no; “1” is more likely no than yes (weak disagreement); “2” in general, no (moderate disagreement); “3” no, of course (strong disagreement); “4” no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no “right” or “wrong” assessments here. The only important thing is that they reflect your opinion. You can enter your ratings on a special form next to the serial number of the questionnaire approval. Thank you!" Methodological principles The main difficulty in resolving the issue of educational results is the need to simultaneously comply with two important conditions: First, these results must be clearly defined, realistic and diagnosable. Secondly, the determination of the results of education and the process of diagnosing them should reflect a respectful attitude towards the personality of the pupil. In our opinion, it is unacceptable to determine the standard of education that a child must meet. Some children cannot achieve this standard through no fault of their own, such as due to difficult family circumstances. It is unacceptable to compare students with each other “one is better, the other is worse” (such a comparison, by the way, is precisely what is intended by the introduction of a standard of good manners). You can compare a child not with another child, but only with yourself, thereby emphasizing the positive or negative changes that have occurred in him for one or another
2 time period. It is also unacceptable to make a direct assessment of a child’s personality: “you’re bad” or “you’re good.” You can evaluate actions and views, but not the children themselves. In our opinion, the above conditions will be met if we consider the child’s personal growth as a result of humanistic education. What is this personal growth? A personality is a person who freely and responsibly determines his attitude towards the world, towards people, towards himself. Such relationships can be value-based (positive), non-value (indifferent) and anti-value (negative). Therefore, personality should not be viewed only with a positive sign. The same can be said about personality development; it can be progressive, or it can be regressive. Likewise, upbringing cannot be understood only in the context of a positive influence on the child. It is known that it can either orient the child towards positive values, or orient him towards negative values. However, the status of education as a socially valuable human activity and the need for public assessment of the goals and results of this activity require the introduction of a concept that defines the positive direction of personal development. “Personal growth” can become such a concept. As we see it, personal growth is the development of a person’s value attitude towards those objects of reality that are recognized as valuable within the framework of the civilization with which the person identifies himself. The attitude towards these objects as anti-values will indicate regressive development of the individual. In modern Russian society, which thinks of itself within the framework of the so-called global (or rather European) civilization, humanistic values are recognized as a priority. Thus, it is advisable to consider personal growth as the development of humanistic value relations of the individual to the world, to people, to himself. What exactly objects of the reality around us are recognized as values in our society? That is, the development of what kind of value relationships will indicate a child’s personal growth? Here we relied on the opinion of V.A. Karakovsky, who believes that in modern society such phenomena as Man, Family, Fatherland, Earth, Peace, Knowledge, Labor, Culture can be recognized as values. This series attracted us because it highlights precisely the objects of a value relationship that can be “grabbed” and objectified in reality, in contrast to, say, such phenomena as Good, Truth, Beauty, which are also understood differently by many people.
3 Since we are talking about humanistic values, more attention should be paid to the fundamental value of humanism - the value of Man. It can manifest itself in two forms: as the value of another person and as the value of one’s own self. The development of a child’s value attitude towards these phenomena will indicate his personal growth. Let’s present this in the form of a table, where, for greater clarity and a better understanding of our idea of “personal growth - personal regression,” we will contrast each other with indicators of the value and anti-value attitude of the individual to certain value-objects. Objects of attitude Attitude to the world How is the individual’s value attitude towards these objects expressed (indicators of personal growth) What is the anti-value attitude of the individual towards these objects expressed (indicators of personal regression) Family respect for family traditions, pride in one’s family, one’s surname social groundlessness, ignoring responsibility for the continuation of life Fatherland citizenship, patriotism philistinism and social dependency Earth love of nature, careful attitude to its riches consumer attitude to nature and its riches Peace peacemaking and rejection of militarism violence, pacifism Labor hard work, desire for laziness creativity Culture intelligence lack of culture, rudeness and vandalism Knowledge curiosity ignorance Attitude towards other people Man as such (the same, humanity as I myself) Man as Another, as an alter Ego altruism (not Me) Man as tolerance cruelty egoism xenophobia, nationalism, racism
4 Other (not like me) Attitude towards oneself I - bodily care for my health, desire to lead a healthy lifestyle I - mental self-acceptance and mental health addiction to bad habits and the gradual destruction of the body inferiority complex I - spiritual Freedom as the main characteristic spiritual existence of a person, including independence, self-determination, self-realization of a person, transformation of the individual into a “social pawn”. We especially note that, assessing the results of education through the category of personal growth, we emphasize the importance for education of the positive dynamics of personality development (i.e. the development of the child’s value attitude towards people , one’s homeland, work, etc.), and not its compliance with any standard, standard, norm. This approach allows one to evaluate the efforts of even a poorly raised child to become a little better, without classifying him as “abnormal” or “deviant.” However, in our opinion, to fully describe a child’s personal growth, it is not enough to just characterize his value relationships to the world, to people, and to himself. To assess a child’s personal growth, it is also necessary to assess the stability of these relationships. We consider it possible to distinguish three types of relationships: 1. Situational relationships, characterized by variability and determinism of the specific life situation in which a person finds himself. The situational nature and instability of personal relationships are clearly manifested in the so-called periods of spiritual quest of adolescents and young men (girls). This is a fairly commonplace phenomenon that can be assessed negatively only when it turns into unprincipledness, a conscious rejection of one’s own self. 2. Stable relationships, characterized by relative resistance to various life situations. Stable, conscious, reflected relationships of the individual to the world, others and oneself are fixed in a position. But the position
5 is not formed once and for all. Critical life situations and strong emotional experiences can contribute to changing the already established attitudes of an individual to certain phenomena of the reality surrounding him. The position will undergo changes. A person must each time assert himself as an individual, choosing and defending his own position in a specific action. 3.Unshakable relationships, characterized by constancy and immutability. There are not many examples of this in the history of mankind. The bearers of such relationships are, as a rule, very bright, extraordinary personalities. These are either fanatics or ascetics, who are revered as teachers or saints in different cultures. The former tend to build a personal value hierarchy, where one value dominates over all others. Fanatics (such as Robespierre, for example) evaluate and comprehend the world, others, and themselves through the prism of this single fetish value. In the life of the latter, on the contrary, any hierarchy of values disappears, giving way to a feeling of a deep substantial connection between I, Others and the World. The ancient Greeks came up with the concept of “microcosm” for this, Russian religious philosophy “God-man”, in modern Russian psychology they speak of man as the Universe. An example would be such personalities as Sidhartha Gautama, Francis of Assisi, Sergius of Radonezh, Mahatma Gandhi. Assessing the effectiveness of the educational process by the dynamics of personal growth of schoolchildren forces us to turn to the question of diagnosing this dynamics. What is the essence of diagnosing personal growth? Let's start with the fact that we offer two versions of the diagnostic questionnaire for students in grades 6-8 and for students in grades 9-11. The structure of these two questionnaires, the methods of processing them and interpreting the results are not fundamentally different from each other; only some of the wording of the questions differs. Each of the questionnaires consists of 91 statements to which adolescents can express their attitude. To do this, they must decide for themselves how much they agree (or disagree) with the statements contained in the questionnaire, and rate the degree of their agreement (or disagreement) in points from “+4” to “4”. The number of statements (91) is explained as follows: for each of the 13 values (more precisely, objects of value relations) presented in the table, we have developed 7 statements that reveal the attitude of schoolchildren to these values. It is important to note one problem here associated with the large number of statements contained in the questionnaire. As practice has shown, for high school students, working with such a questionnaire will not cause any particular difficulties and will only take the time of one lesson. But it will be difficult for schoolchildren in grades 6 to 8 to work with a large amount of information. Therefore, in these classes, we recommend conducting diagnostics over two days, dividing the questionnaire in half accordingly. This will solve the problem.
6 Principles for selecting materials for the diagnostic questionnaire: the statements contained in the questionnaire should encourage the teenager to demonstrate his attitude towards the world, towards other people, towards himself; the wording of statements should be understandable to schoolchildren and be perceived unambiguously by them; the text of the questionnaire should be compiled in such a way as to avoid possible conformist behavior of schoolchildren, attempts to “guess” the answer, or “correctly” relate to this or that thesis. To do this, teenagers must be given the right to fill out the questionnaire anonymously; the abstracts of the questionnaire must be formulated in such a way that this or that answer does not appear obviously socially approved in the eyes of the student. Of course, the questionnaire can be used to assess the current (static) state of a teenager’s value relations to the world, to other people, and to himself. But since personal growth is a dynamic phenomenon, then the developed questionnaire must be used, in our opinion, to identify the dynamics of the development of the student’s personality - his personal growth or personal regression. In this regard, in our opinion, it is advisable to conduct the survey twice during the academic year - at the beginning, at the start of educational activities and at the end. This will allow teachers to see not only the nature of schoolchildren’s relationships with the world, with other people, with themselves, but also with changes in these relationships, that is, to trace the possible dynamics of personal growth. This method of conducting a survey has one drawback: if you offer the questionnaire to the same children more than twice, they may develop an addiction to it, which reduces the reliability of the results. However, I think that a creative teacher will be able to find a way out of this difficulty. Another survey scheme is also possible: the first time among sixth-graders, the second among eighth-graders, the third among ninth-graders, and the fourth among the same schoolchildren, but already in the eleventh grade. In this case, the dynamics of personality development become even more obvious; you can trace what changes have occurred in the development of your students over several (!) years. But this method also has a drawback: the percentage of sixth-graders who complete their studies in a particular school and a particular class group to the eleventh grade may turn out to be low. However, this difficulty is also surmountable.
7 Questionnaire for 6-8th grade students 1. I like it when our whole family goes to visit, celebrates some holiday, or just gets together at a common table. 2. Those who criticize what is happening in the country cannot be considered true patriots. 3. Stray dogs must be destroyed because they can be dangerous. 4. Any quarrels can be resolved without resorting to fights. 5. I am able to do a variety of jobs with joy. 6. What adults call cultural values of the past are, in fact, often old junk. 7. Even if I don’t understand something in class, I won’t ask the teacher clarifying questions because it’s not that important. 8. A person who has committed a crime will never be able to become good in the future. 9. It’s stupid to take risks for another person. 10. Even the strangest people with the most unusual hobbies should have the right to defend themselves and their views. 11. Sports activities are a necessity for the health of every person. 12. Most of my peers prefer to communicate with beautiful people. 13. I strive to solve my problems independently, on my own. 14. When I become an adult, I will be able to live happily without creating my own family. 15. I am lucky that I live in Russia. 16. It’s better to go to the forest to get a Christmas tree, because there you can choose the fluffiest one. 17. People who oppose war are probably just cowards. 18. Only losers engage in physical labor. 19. Appearance is an indicator of respect not only for yourself, but also for others. 20. I like to find out the meanings of words I don’t know. 21. Our country will be a better place if we get rid of all mentally ill people. 22. I feel sorry for helpless people and want to help them. 23. There are peoples who do not deserve to be treated well. 24. I think that smoking and alcohol help people relax and relieve stress after hard work. 25. I am often dissatisfied with the way I live. 26. I am not afraid to make mistakes when I choose something in my life. 27. It’s good when a person doesn’t have a family and children, so he feels more free. 28. When I grow up, I will try to defend my Homeland from enemies. 29. Keeping animals in mobile menageries is inhumane. 30. Action films with shooting and blood help children become brave and
8 courageous. 31. The work of a janitor is no less important than any other job. 32. Obscene expressions in communication are a sign of lack of culture. 33. Studying is an activity for abstruse “nerds.” 34. If for the sake of justice it is necessary to kill a person, this is normal. 35. I like to give gifts to my friends, relatives, and acquaintances. 36. Most crimes in our city are committed by people who come to us from other places. 37. I believe that one dose of drugs cannot make you a drug addict. 38. I feel very strongly about any of my failures, even the smallest ones. 39. I am ready to argue with the teacher if I think he is wrong. 40. I am proud of my last name. 41. Victory Day (May 9) is not a holiday for everyone, but only for veterans and elderly people. 42. Trading animals listed in the Red Book is a good way to make money. 43. Prisoners of war can be treated cruelly, because they are our enemies. 44. I would like to work part-time in my free time if it does not interfere with my studies. 45. If a child abruptly interrupts the conversation of adults, there is nothing wrong with that; the child also has the right to speak out. 46. A person cannot know everything, so I am not worried about the fact that I do not know many important things. 47. It is better to release 10 criminals than to execute one innocent person. 48. People who beg are most likely lazy and deceitful. 49. Judging “ours” at international competitions is often unfair, because no one likes Russians. 50. All famous, famous people try to maintain good physical shape. 51. It’s hard for me to meet new people; I often feel shy and embarrassed. 52. I want to know why and for what I live. 53. Looking at old family photographs is an activity for eccentrics. 54. I don’t like it when our anthem is performed; it’s boring and you have to get up all the time. 55. Cleaning up other people's trash at tourist sites is a stupid thing to do. 56. To give in in a dispute means to show your weakness. 57. Good study is also important and serious work. 58. You can draw and write whatever you want on the walls of the entrance. 59. I like to delve into encyclopedias, magazines, and dictionaries: you can find a lot of interesting things there. 60. I feel bad when people around me are upset about something. 61. I will help another person, even if I am very busy.
9 62. It is unfair to place dark-skinned people in leadership over white people. 63. I like outdoor games, sports or fishing more than sitting in front of a computer or TV. 64. I feel awkward in unfamiliar company. 65. My actions often depend not on myself, but on other people. 66. A person does not need to know anything about his ancestors or relatives. 67. It happens that I experience strong excitement, a feeling of pride when I hear songs about my Motherland. 68. There is nothing wrong if after washing your hands you do not close the tap behind you in the school cafeteria, because our country has the largest reserves of water in the world. 69. A strong military power, including Russia, should be respected and feared by other countries. 70. Cleaning up the territory of a house or school is a useless task. 71. If an adult swears, there is nothing wrong with that, because he is already an adult. 72. I think that even without obtaining good knowledge I will be able to get a good job in the future. 73. Even notorious criminals do not deserve torture and abuse, because they are people too. 74. I am ready to help an elderly person only for a reward. 75. It is necessary to ban refugees from Asia and Africa from entering our country, since their influx increases the crime rate. 76. I think that health is not the most important thing for a person today. 77. I don’t feel sad or sad when I’m alone. 78. I most often agree with the opinion of the majority. 79. It upsets me that I don’t do everything I could for my parents. 80. I would like to travel to other countries, but I want to live in my own country. 81. I believe that it is imperative to feed stray animals and wintering birds. 82. It seems to me that our country has too many weapons and it’s bad that their number could be reduced. 83. If necessary, I can even do work that I don’t like. 84. I can insult a person if I don’t like him in some way. 85. TV is necessary for entertainment and relaxation, and not for learning something new from it, there is a school for that. 86. All homeless people and beggars must be caught and forced to work. 87. A person will never do anything if it is not beneficial to him. 88. People of a different race or nationality may be normal people, but I would prefer not to take them as friends. 89. The taste of food is more important than its usefulness. 90. It seems to me that there is more bad in me than good. 91. When I act badly, my conscience torments me.
10 Answer form
11 Last name, first name (You can specify if you wish) Processing of results Teenagers’ answers are distributed on 13 scales: they correspond to 13 lines in the answer form filled out by the respondent. The results are obtained by adding the scores on each scale. 1. The nature of the teenager’s relationship with his family is shown by his assessments of statements 1, 14, 27, 40, 53, 66, 79. At the same time, the sign does not change in answers to questions 1, 40, 79. In answers to questions 14, 27, 53, 66, the sign changes to the opposite. 2. The nature of the teenager’s relationship to the Fatherland is shown by his assessments of statements 2, 15, 28, 41, 54, 67, 80. At the same time, in answers to questions 15, 28, 67, 80 the sign does not change. In the answers to questions 2,41, 54, the sign changes to the opposite. 3. The nature of the teenager’s relationship with the Earth is shown by his assessments of statements 3, 16, 29, 42, 55, 68, 81. At the same time, in answers to questions 29, 81 the sign does not change. In the answers to questions 3,16, 15, 68, the sign changes to the opposite. 4. The nature of a teenager’s relationship to the world is shown by his assessments of statements 4, 17,30, 43, 56, 69, 82. At the same time, in answers to questions 4, 82 the sign does not change. In the answers to questions 17,30,43, 69, the sign changes to the opposite.
12 5. The nature of a teenager’s attitude towards work is shown by his assessments of statements 5, 18, 31, 44, 57, 70, 83. At the same time, in answers to questions 5, 31, 44, 57, 83 the sign does not change. In the answers to questions 18, 70, the sign changes to the opposite. 6. The nature of a teenager’s relationship with culture is shown by his assessments of statements 6,19,32,45, 58, 71, 84. At the same time, in answers to questions 19, 32 the sign does not change. In answers to questions 6, 58, 71, 84, the sign changes to the opposite, 7. The nature of the teenager’s relationship to knowledge is shown by his assessments of statements 7, 20, 33, 46, 59, 72, 85. Moreover, in answers to questions 20, 59 sign does not change. In the answers to questions 7,33, 72, 85, the sign changes to the opposite. 8. The nature of the teenager’s relationship with the person as such is shown by the assessments of statements 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions 47, 60, 73 the sign does not change. In answers to questions 8,21, 34, 86, the sign changes to the opposite. 9. The nature of a teenager’s relationship with a person as an Other is shown by ratings of statements 9, 22, 35, 48, 61, 74, 87. At the same time, in answers to questions 22, 35, 61, the sign does not change. In the answers to questions 9,48, 74, 87, the sign changes to the opposite. 10. The nature of a teenager’s relationship with a person as an Other, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements 10, 23, 36, 49, 62, 75, 88. At the same time, in the answer to question 10, the sign does not change. In answers to questions 23, 36, 49, 62, 75, 88, the sign changes to the opposite. 11. The nature of the teenager’s relationship to his bodily “I” is shown by his assessments of statements 11,24, 37, 50, 63, 76, 89. At the same time, in answers to questions 11, 50, 63 the sign does not change, but in answers to questions 24 ,37, 76, 89 the sign changes to the opposite. 12. The nature of a teenager’s relationship to his inner world, his spiritual “I” is shown by his assessments of statements 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question 77, the sign does not change. In answers to questions 12, 25, 38, 51, 64, 90, the sign changes to the opposite.
13 13. The nature of a teenager’s relationship to his spiritual “I” is shown by his assessments of statements 13, 26, 39, 52, 65, 78, 91. At the same time, in answers to questions 13, 26, 39, 52, 91, the sign does not change. In the answers to questions 65, 78, the sign changes to the opposite. Analysis of the results The description of the levels of development of a child’s attitude towards a particular value offered to your attention gives an approximate, typified picture of what lies behind the answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection. In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of responses across the four levels. Make the overall picture multifaceted and note particularly outstanding results. In case of individual diagnostics, be extremely attentive to the answers. When carrying out factor analysis, pay attention to which of the child’s answers “fall out” from his own individual “norm.” Perhaps this is the point of his personal growth (or regression). In both diagnostic options, even if there is a negative trend, try to emphasize all the positive aspects. If you need to make survey results public, please be extremely tactful. Remember: You don't judge, you reflect!
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“Questionnaire “Personal Growth” (methodology of D.V. Grigoriev, I.V. Kuleshova, P.V. Stepanova) Purpose: To identify the nature of the teenager’s relationship with people, nature, the Motherland, work, etc. Progress. ..."
Questionnaire “Personal growth”
(method of Grigorieva D.V., Kuleshova I.V., Stepanova P.V.)
Goal: To identify the nature of the teenager’s relationship with people, nature, the Motherland, work and
Progress. The teacher addresses the students with the words: “You will
A number of statements have been proposed. Please read them and determine to what extent you
agree or disagree with them. The degree of agreement or disagreement can be assessed in
points (from “+4” to “-4”);
“+4” – undoubtedly yes (very strong agreement);
“+3” – yes, of course (strong agreement);
“+2” – in general, yes (average agreement);
“+1” – more likely yes than no (weak agreement);
“0” – neither yes nor no;
“-1” – more likely no than yes (weak disagreement);
“-2” – in general, no (average disagreement);
“-З” – no, of course (strong disagreement);
“-4” – no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no “right” or “wrong” assessments here. The only important thing is that they reflect your opinion. You can enter your ratings on a special form next to the serial number of the questionnaire approval. Thank you!"
1. I like it when our whole family goes to visit, celebrates some holiday, or just gathers around the common table.
2. Those who criticize what is happening in the country cannot be considered true patriots.
3. Stray dogs must be destroyed, as they can be dangerous.
4. Any conflict can be resolved without resorting to force.
5. I am able to do a variety of jobs with joy.
6. What many call the cultural values of the past, in reality often turns out to be primitive old junk.
7. You should not ask the teacher questions during class: they distract from the main thing.
8. A person who has committed a crime can never change for the better.
9. It is foolish to take risks for the benefit of another person.
10. Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.
11. Sports activities are a vital necessity for every person.
12. Most of my peers prefer to communicate with beautiful people.
13. I strive to solve my problems independently, on my own.
14. I can live happily without creating my own family.
15. I owe a lot to my country.
16. It’s better to go to the forest to get a Christmas tree, because there you can choose the fluffiest one.
17. People who oppose war are actually cowardly.
18. Physical labor is for losers.
19. Appearance is an indicator of respect not only for yourself, but also for others.
20. I strive to find out the meaning of words I don’t know.
31. The country will feel better if we get rid of mentally ill people.
22. I feel sorry for helpless people and want to help them.
23. There are nations and peoples who do not deserve to be treated well.
24. I believe that smoking or alcohol can help me relax and relieve tension.
25. I often feel disappointed with life.
26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.
37. Without family and children, a person feels freer.
28. I am ready to defend my Motherland in case of serious danger.
29. Keeping animals in mobile menageries is inhumane.
30. Action films with shooting and blood instill courage.
31. A housewife can also be a creative person.
32. Obscene expressions in communication are a sign of lack of culture.
33. Studying is an activity for “nerds.”
34. If for the sake of justice it is necessary to kill a person, then this is normal.
35. I experience strong positive emotions when I give someone a gift.
36. Most crimes in our city are committed by visitors.
37. One dose of drugs will not make me a drug addict.
38. I feel very strongly about any, even minor, failures.
39. I am ready to argue with the teacher if I think he is wrong.
40. I am proud of my last name.
42. Importing rare exotic animals from abroad is a normal way to make money.
43. Prisoners of war should not be subject to human rights.
44. I would like to work part-time in my free time if it does not interfere with my studies.
45. What communication would be without a bottle of Klinsky!
46. A person cannot know everything, so I am not worried about my ignorance of some important things.
47. It is better to acquit 10 criminals than to execute one innocent person.
48. People who beg for alms are most likely deceitful and lazy.
49. Judging “ours” is often unfair, because no one likes Russians.
50. All successful people in life try to maintain good physical shape.
51. It’s hard for me to meet new people.
52. It is important for me to find the meaning of my own life.
53. Looking at old family photographs is an activity for eccentrics.
54. Once abroad, I will try not to be perceived as a Russian.
55. Cleaning up other people's trash at tourist sites is a stupid thing to do.
56. Making concessions means showing weakness.
57. Good study is also serious work.
58. Vandalism is one of the forms of youth protest.
59. I like to delve into encyclopedias, magazines, and dictionaries: you can find a lot of interesting things there.
60. I cannot feel good when people around me are depressed about something.
61. I can sacrifice my well-being to help a stranger.
62. It is unfair to place dark-skinned people in leadership over white people.
63. I prefer active recreation to sitting in front of the TV or computer.
64. I feel awkward in unfamiliar company.
65. My actions often depend on external circumstances.
66. A person does not need to know his ancestry.
67. It happens that I experience great excitement when I hear songs about my Motherland.
68. If you take into account all the pros and cons, storing nuclear waste will bring more financial benefits than environmental harm.
69. We are a strong military power, and that is why we should be respected.
70. Cleaning up the territory of a house or school is a relic of the past.
71. I can’t imagine Russian speech without swearing.
72. I think that even without acquiring good knowledge I will be able to make a good career in the future.
73. Even notorious criminals do not deserve torture and abuse, because they are people too.
74. I am ready to help an elderly person only for a reward.
75. The authorities should prohibit refugees from economically backward countries from entering our country, since their influx increases the crime rate.
76. I think that health is not the most important thing in life today.
77. Temporary loneliness does not depress me.
78. I most often follow the opinion of the majority.
79. It upsets me that I don’t do everything I could for my parents.
80.I would like to travel to other countries, but I prefer to live in my own.
81. I believe that wearing natural fur coats is immoral.
83. It seems to me that there are too many weapons in our country.
84. I can force myself to do work that I don’t like.
85. I can be rude to a person if I don’t like him in some way.
85. Television, first of all, should be a means of entertainment and relaxation, and only secondarily, a source of information about events in the country and the world.
86. All homeless people must be caught and forced to work.
87. It is human nature to never do anything without regard for one’s own benefit.
88. There can only be one true religion.
89. The taste of food, in my opinion, is more important than its usefulness.
90. Deep down, I know that I rate myself low.
91. When I do wrong, my conscience torments me.
Answer form Processing of results Teenagers' answers are distributed across 13 scales: they correspond to 13 lines in the answer form filled out by the respondent. The results are obtained by adding the scores on each scale.
1. The nature of the teenager’s relationship with his family is shown by his assessments of statements Nos. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions Nos. 1, 40, 79 the sign does not change. In the answers to questions No. 14, 27, 53, 6b, the sign changes to the opposite.
2. The nature of the teenager’s relationship to the Fatherland is shown by his assessments of statements Nos. 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions No. 15, 28, 67, 80 the sign does not change. In the answers to questions No. 2, 41, 54, the sign changes to the opposite.
3. The nature of the teenager’s relationship with the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions No. 29, 81 the sign does not change. In the answers to questions No. 3, 16, 15, 68, the sign changes to the opposite.
4. The nature of the teenager’s relationship to the world is shown by his assessments of statements Nos. 4, 17, 30, 43, 56, 69, 82. At the same time, in the answers to questions Nos. 4, 82 the sign does not change. In the answers to questions No. 1, 7, 30, 43, 69, the sign changes to the opposite.
5. The nature of a teenager’s attitude towards work is shown by his assessments of statements Nos. 5, 18, 31, 44, 57, 70, 83. At the same time, in answers to questions Nos. 5, 31, 44, 57, 83 the sign does not change. In the answers to questions No. 18, 70, the sign changes to the opposite.
6. The nature of a teenager’s relationship with culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32 the sign does not change.
In the answers to questions No. 6, 58, 71, 84, the sign changes to the opposite.
7. The nature of a teenager’s relationship to knowledge is shown by his assessments of statements Nos. 7, 20, 33, 46, 59, 72, 85. At the same time, in answers to questions Nos. 20, 59 the sign does not change.
In answers to questions No. 7, 33, 72, 85, the sign changes to the opposite.
8. The nature of the teenager’s relationship with a person as such is shown by the assessments of statements Nos. 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions Nos. 47, 60, 73 the sign does not change. In the answers to questions No. 8, 21, 34, 86, the sign changes to the opposite.
9. The nature of the teenager’s relationship with a person as an Other is shown by the assessments of statements Nos. 9, 22, 35, 48, 61, 74, 87. At the same time, in the answers to questions Nos. 22, 35, 61, the sign does not change. In the answers to questions No. 9, 48, 74, 87, the sign changes to the opposite.
10. The nature of a teenager’s relationship with a person as an Other, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements Nos. 10, 23, 36, 49, 62, 75, 88. At the same time, in the answer to question No. 10 the sign does not change. In answers to questions Nos. 23, 36, 49, 62, 75, 88, the sign changes to the opposite.
11. The nature of the teenager’s relationship to his bodily self is shown by his assessments of statements Nos. 11, 24. 37, 50, 63, 76, 89. At the same time, in answers to questions No. 11, 50, 63 the sign does not change, In answers to questions No. 24, 37, 76, 89 the sign changes to the opposite.
12. The nature of the teenager’s relationship to his inner world, his spiritual self is shown by his assessments of statements Nos. 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question No. 77, the sign does not change. In the answers to questions Nos. 12,25,38,51,64,90, the sign changes to the opposite.
13. The nature of the teenager’s relationship to his spiritual self is shown by his assessments of statements Nos. 13, 26, 39, 52, 65, 78. 91. At the same time, in the answers to questions Nos. 13, 26, 39, 52, 91, the sign does not change. In the answers to questions No. 65, 78, the sign changes to the opposite.
Analysis of the results This description of the levels of development of a child’s attitude towards a particular value, which is brought to your attention, gives an approximate, typified picture of what lies behind the teenager’s answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection.
In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of responses across the four levels. Make the overall picture multifaceted and note particularly outstanding results.
In case of individual diagnosis, be extremely attentive to the teenager’s answers. When carrying out factor analysis, pay attention to which of his answers “fall out” from his own individual “norm”. Perhaps this is where the point of his personal growth (or regression) is.
In both variants of diagnostics, even if there is a negative trend, try to emphasize all the existing positive aspects.
If you need to make survey results public, please be extremely tactful. Remember: You don't judge, you reflect!
1. The teenager’s attitude towards the family From +5 to +28 points (stable positive attitude) – the value of family is highly significant for the teenager. He values family foundations, remembers various little things that are pleasant to someone in the family. Family holidays always take place with his participation and assistance in preparation. In the future he wants to create a happy family.
From +1 to +4 points (situational positive attitude) – family is of a certain value for a teenager, but the very fact of having a family and family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder he will not always remember the birthday of someone close to him. Takes parents' care for granted. He assumes that the family he will create in the future will be different from the one in which he lives now.
From -1 to -14 points (situational-negative attitude) – a teenager’s attitude towards family is, as a rule, consumerist. He “should” be given money for small expenses and forgiven for his pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience. He himself most likely believes that he owes nothing to anyone.
From -15 to -28 points (stable negative attitude) – the family does not represent any value for the child. This attitude is manifested in a feeling of shame for one’s last name, a conscious rejection of the norms of behavior accepted in the family, and ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.
2. The teenager’s attitude towards the Fatherland From +15 to +28 points (stable positive attitude) – the teenager has fully developed feelings of citizenship and patriotism. For him, the Motherland is not an abstract category, but a specific country where he is going to live, of which he is proud.
He feels his personal responsibility for the fate of the country. Moreover, such feelings are not caused by the situation, not by the fashion for patriotism, but are deeply personal and experienced.
From +1 to +14 points (situational positive attitude) - the teenager experiences the feeling of the Motherland as a feeling of a home, a tree. However, it seems to him that what is happening in the country and in his “small homeland” has little in common with each other. He stands up when the anthem plays, rather not out of spiritual impulse, but because it is customary. If necessary, the teenager will not refuse to help veterans, although he himself may not offer power.
From -1 to -14 points (situational negative attitude) – the teenager tries not to openly show his attitude towards the country. He is basically indifferent to talk about her “wretchedness.” He can speak “correctly” on the topic of citizenship and patriotism, but depending on the situation, place emphasis differently. A teenager knows how to guess at what point what is “patriotic” and what is not. It seems to him that what is happening to the country and to himself has little in common.
From -15 to -28 points (sustainably negative) – it can be assumed that the teenager is distinguished by a philistine attitude towards his country. For him, his homeland is simply a place where he lives, and which can easily be changed to any other. All successes are his own successes, and the country is to blame for failures (“but is it possible in this country...”). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which one can receive dividends.
3. The teenager’s attitude towards the Earth (nature) From +15 to +28 points (sustainable positive attitude) – the teenager has a fully developed environmental consciousness. It is natural for him to feel pity and empathy for any animal; he is ready to clear forests and clean water bodies, finding these activities fascinating and important for himself personally. And he will certainly pick up and feed an abandoned puppy, and will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of the need to feel the harmony of the world in which he lives).
From +1 to +14 points (situational positive attitude) - the teenager cares about animals, flowers, but mainly about those that belong directly to him.
He perceives environmental problems as objectively important, but at the same time beyond his personal control. He will not litter in the forest if others do not do so. He will take part in the cleanup event with the group, but if there is an opportunity to refuse, he will most likely take advantage of it.
From -1 to -14 points (situational negative attitude) – a teenager’s own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the garbage he threw, the trash can that was set on fire.
Breaking branches in the forest, chasing cats and dogs in the yard, he doesn’t think about what he’s doing. And even more so, he will not react if others do the same. He divides all animals into useful and useless, pleasing to his eyes and causing disgust.
From -15 to -28 points (sustained negative attitude) – the teenager perceives nature as a commodity of consumption. A teenager’s attitude towards the forest, animals, and bodies of water is dictated by the need for his own comfort, and if possible, then for his own benefit. He is capable of causing pain to an animal for simple fun. He ridicules those who show respect and love for “our smaller brothers.”
4. The teenager’s attitude towards the world From +15 to +28 points (stable positive attitude) – the teenager has a clearly defined pacifist position. He believes that only weak people and the state resort to violence. He has an emphatically negative attitude towards manifestations of brute force. I am sure that it is always possible to resolve a conflict without infringing on the rights of other people. Not afraid to make concessions.
From +1 to +14 points (situational positive attitude) - the teenager generally shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in the complex modern world one must always be prepared for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions because he does not want to appear weak in the eyes of others.
From -1 to -14 points (situational negative attitude) - the teenager is confident that peace can be maintained mainly by force, threats, and ultimatums. He views war as one of the natural ways of resolving conflicts. In his opinion, the strong are those who are feared. Believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of a violent act, but most likely he will not refuse to play a “supporting” role.
From 4 -15 to -28 points (stable negative attitude) - it can be assumed that for the teenager there is no alternative - negotiations or a military operation.
War can be a value for him - with its help it is possible to solve the problems of overpopulation and lack of food for everyone. He is entirely on the side of power, and everyone who tries to resist this is “weak” for him. Most likely, this applies to both local (group, courtyard, educational institution) and large conflicts, where nothing depends on it yet.
5. A teenager’s attitude towards work From +1 to +28 points (stable positive attitude) – a teenager is distinguished by hard work in everything: from cleaning the classroom to reading a difficult book. He enjoys complex, time-consuming, even tedious work. He does not consider it shameful to help his parents with the housework; he can offer to do something himself.
Whether he works part-time somewhere or not yet - in any case, the teenager is not ashamed of it.
From +1 to +14 points (situational positive attitude) - most likely, only prestigious work evokes the respect of a teenager. Although, if everyone around you is busy with something not prestigious (for example, cleaning the area during a cleanup day), then they may participate “for the company.” He will also help with household chores, but he will be annoyed that it takes so much time.
From -1 to -14 points (situational negative attitude) - the teenager, if possible, will shift part of his work to someone else. If he finds out that one of his classmates is working after class, he will most likely react like this: “Don’t you have anything to do?!” In his view, “dirty” work is the lot of second-class people or those who have not managed to get a job in life. He himself will certainly never take it up.
From -15 to -28 points (stable negative attitude) – more or less difficult work causes disgust in the teenager. He comes up with a lot of reasons why he shouldn’t take it on. A teenager will gladly take advantage of the fruits of someone else’s labor, passing them off as his own if possible. For him there is no connection between hard work and well-being in life.
6. The teenager’s attitude towards culture From +15 to +28 points (stable positive attitude) – cultural forms of behavior are, of course, personally significant for the teenager and are actively implemented by him in everyday life. He is alien to rudeness and “decorating” his speech with obscene phrases; he is attentive and tactful towards other people. He understands the need to preserve the cultural heritage that we inherited from the past, and categorically does not accept vandalism.
From +1 to +14 points (situational positive attitude) - the teenager recognizes the objective value of cultural forms of behavior, but is not always guided by them in his daily life. He would probably like to look like a “cultured person”, but is not ready to put daily effort into this. He finds justification for occasional manifestations of rudeness on his part (“I’m only rude in response”), sloppiness (“well, let them greet you based on their clothes, but they see you off based on their intelligence”), obscene language (“strong emotions are difficult to express in another way”) and etc. Vandals are antipathetic to him.
From -1 to -14 points (situational negative attitude) - cultural forms of behavior are considered by a teenager as something dogmatic, coming from the adult world, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being who he is. The word “culture” probably associates him with the TV channel “Culture” and evokes insurmountable boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn vandals of his peers.
From -15 to -28 points (stable negative attitude) - “culture” in all its forms causes rejection in the teenager and is considered as a manifestation of the deceitfulness of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite.
Tactfulness seems to him a manifestation of weakness, rudeness and obscene language - strength, "sipping beer" to the accompaniment of swearing - the best pastime.
Monuments of the past are perceived by him, most likely, as ordinary old junk, so he is not at all against “throwing them off the ship of modernity.”
7. A teenager’s attitude towards knowledge From +15 to +28 points (sustainable positive attitude) – before you is an inquisitive person who has a strong desire to learn new things.
A teenager may be “inconvenient” for the teacher because he asks a lot during class and doubts seemingly obvious things. He believes that the success of professional growth and career is directly related to the depth of knowledge, and strives to obtain it.
From +1 to +14 points (situational positive attitude) - a teenager can study well, but on his own initiative he is unlikely to delve into books to find the meaning of a term or fact that he does not understand. In his mind, knowledge and a future career are, of course, connected, but he shouldn’t put so much effort into it!
From -1 to -14 points (situational negative attitude) - a teenager will never ask an adult if he doesn’t understand something. He frankly doesn’t understand how you can watch popular science programs on TV. Knowledge is of a purely utilitarian nature for him (learned it, answered it, which means he didn’t get into trouble).
From -15 to -28 points (stable negative attitude) - obviously, the teenager has practically no need to acquire knowledge. He openly despises those who study, considers them “nerds” - people living unfulfilling lives. He is confident that the level and quality of education will not have any impact on his future life.
8. The teenager’s attitude towards a person as such From +15 to +28 points (stable positive attitude) – the value of a person, as he is in all his manifestations, is certainly significant for a teenager. Human life is priceless to him. No considerations of justice can justify the “tears of the innocent.” “The forest is being cut down, the chips are flying” - this is unacceptable for our hero. He is merciful, capable of empathy, compassion, and forgiveness.
From +1 to +14 points (situational positive attitude) – the value of a person may be comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down, certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. The teenager allows the death penalty for the most serious crimes. When the triumph of justice and “mercy for the fallen” are on different scales, he will most likely choose the first.
From -1 to -14 points (situational negative attitude) - most likely, the teenager is inclined to divide people into normal and abnormal. He treats the former quite respectfully, maybe even mercifully towards them; he considers the latter “subhuman” and would like to encounter them as little as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle “the forest is cut down, the chips fly” is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chipper” - rather, a “collector” or “binder of firewood.”
From -15 to -28 points (stable negative attitude) – a person as a value is most likely an empty phrase for a teenager. He is prone to displays of cruelty towards other people and is contemptuous of any acts of mercy. "Weaklings"
and “abnormal” ones, in his opinion, worsen our lives, slow down the growth of well-being, and therefore should be completely isolated from society. Surely he believes that justice, order, stability are worth eliminating the mentally ill and homeless. The most dangerous thing is that he can move from words to actions.
9. The teenager’s attitude towards a person as an Other From +15 to +28 points (stable positive attitude) – the teenager is a genuine altruist. He is always ready to help other people, even strangers, without waiting for a request from them. He is selfless in his actions for the benefit of others. Always ready to help the weak and those in need. For the sake of such help, I am ready to risk my own well-being. Likes to give gifts “just because.”
From +1 to +14 points (situational positive attitude) - the teenager is not averse to helping those in need, but prefers to do it when asked. He is careful in his actions for the benefit of others, trying not to put his own well-being at risk. He does not trust the sincerity of those asking for alms, and if they are near him, he tries to pretend that he does not notice them. He feels pleasure when giving gifts, but at the same time, deep down, he expects a gift in return.
If this doesn't happen, he gets upset.
From -1 to -14 points (situational negative attitude) - the teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Selflessness seems wasteful to him; he prefers to do everything for his own benefit, skillfully disguising it. He is confident that every good deed should be adequately rewarded, therefore, before doing something good, he does not hesitate to find out “what will happen to him for it.”
From -15 to -28 points (persistently negative attitude) - the teenager is focused exclusively on himself, sincerely believes himself to be the “center of the universe.” Not just doing, but even thinking about others is not part of his plans. He seeks profit in everything, not really hiding it. Selflessness seems to him absurdity, utter stupidity. He is prone to slander, a cynical attitude towards those who need something, who need help. All beggars for him are lazy and liars. Much more than giving, he likes to receive gifts, preferably expensive and useful ones.
10. The teenager’s attitude towards a person as an Other From +15 to +28 points (stable positive attitude) - the teenager recognizes the rights of people to a way of life different from his own and the free expression of his views. He certainly accepts other cultures, has a positive attitude towards cultural differences, and is receptive to any manifestations of cultural discrimination.
He strives for understanding, insight into the essence of other cultures, and is able to avoid cultural prejudices and stereotypes in their assessment. There is also a palpable desire to consider other cultures not from one’s own “bell tower,” but through the prism of the values and priorities of these cultures themselves.
From +1 to +14 points (situational positive attitude) – the teenager is inclined to recognize and accept cultural pluralism, respect for a wide variety of sociocultural groups, but at the same time shares (often unconsciously) some cultural prejudices, uses types in relation to representatives of certain cultures . He cannot independently see many, especially hidden, manifestations of cultural discrimination in everyday life. He finds it difficult to imagine what problems cultural minorities, migrants or refugees might face. This is explained by a lack of understanding of the Other, an inability to see him from the inside, to look at the world from his point of view.
From -1 to -14 points (situational negative attitude) - the teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain sociocultural groups. The teenager tries to justify such dissonance between the declared humanistic principles and the real manifestation of intolerance by reference to public opinion (“everyone thinks so”), immoral behavior allegedly characteristic of representatives of these groups (“they are all like this”), personal unsuccessful experience of interacting with them (“I I have met such people and I am sure that..."). This position is based on cultural centrism, xenophobia, and the presumption of the guilt of another. Denying such blatant manifestations of intolerance as fascism, genocide, segregation, a person can easily label people of other cultures as “unworthy of respect,” “dangerous.”
From –15 to -28 points (persistently negative attitude) – the teenager consciously refuses to recognize, accept and understand representatives of other cultures. He tends to characterize cultural differences as deviance and does not want to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is demonstratively hostile and contemptuous of such people, eager to “cleanse” the space of his own life from them. The teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.
11. A teenager’s attitude towards his bodily self From +15 to +28 points (stable positive attitude) – for a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and associates his future successes in life with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, and drugs and will try to prevent this from happening to others.
From +1 to +14 points (situational positive attitude) – the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not place it too highly. Health for him is a natural state, a self-evident “thing”, and not something that requires special effort. Addiction to bad habits is an excusable weakness, and not a manifestation of lack of will. Perhaps deep down he believes that he can achieve success in life without paying close attention to his physical form.
From –1 to –14 points (situational negative attitude) – the value of health is low in the minds of a teenager. He considers thoughts and conversations about health and a healthy lifestyle a waste of time, the lot of pensioners. He wants to look good, sporty, in the eyes of others, but he is frankly too lazy to do anything for this. Bad habits do not seem so harmful to him; on the contrary, they have a certain pleasantness and charm. He will probably smile approvingly when he hears the phrase “he who does not smoke or drink will die healthy.”
From -15 to -28 points (persistently negative attitude) – one’s own health, much less the health of others, does not represent any significant value for a teenager. He either “doesn’t give a damn” about his physical condition, or he hates everything that is connected with his physical life (the latter case is real given the teenager’s low self-acceptance). He despises those who care about their health.
He considers his bad habits to be absolutely natural and, perhaps, even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical education and sports.
12. The teenager’s attitude towards his spiritual self From +15 to +28 points (stable positive attitude) – the teenager accepts himself as he is. He believes in his strengths and capabilities, treats himself honestly, and is sincere in expressing his feelings. Feels comfortable even in unfamiliar company.
He is not afraid of loneliness; moments of solitude are important and fruitful for him. He endures personal troubles and is not afraid to appear funny.
From +1 to +14 points (situational positive attitude) – while accepting himself as a whole, a teenager may still feel awkward about some of his characteristics. He thinks of himself as a person who is likable to others, but a certain worm of doubt and uncertainty undermines him. He would like, now and in the future, to guarantee himself from getting into ridiculous situations and situations. He is somewhat burdened by a solitary position and, if possible, tries to replace it with something (listening to music, watching videos, etc.).
From -1 to -14 points (situational negative attitude) - a teenager accepts himself as he is only in certain moments of everyday life. He always wants to “jump out” of his “skin” and immediately find himself handsome, rich and famous. His idols, as a rule, are just like that. Deep down, he hopes that he will be attractive to others, but he is sure that they first of all see his shortcomings. Loneliness is both painful and saving for him. In the company of his peers, he prefers to be on the sidelines.
From -15 to -28 points (persistently negative attitude) - the teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.) He perceives any change in the situation as potentially catastrophic for him in terms of consequences. Finding himself alone, he begins to engage in “masochistic soul-searching” and “self-criticism.”
His own inferiority is his obsession. He experiences an acute sense of guilt for existing at all, which in the future may turn into a painful desire to dominate others.
13. The teenager’s attitude towards his spiritual self From +15 to +26 points (stable positive attitude) – the teenager views himself as the author and manager of his own life. The feeling of personal freedom is extremely important to him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live “according to his conscience.”
From +1 to +14 points (situational positive attitude) - the teenager feels the opportunity to be the master of his own life, but believes this to be real only in the case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he approaches it with caution: the possibility of error and responsibility make him wary. He recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.
From –1 to –14 points (situational negative attitude) – the teenager is more impressed by the role of a follower than by the author and manager of his own life. He is looking for a company of people whose spiritual strength could “cover up” his indecision and self-doubt. Tries to avoid choice as much as possible; under noticeable external pressure, he is ready to give up personal freedom in favor of a feeling of peace and spiritual comfort. He is inclined to explain his failures by an unfavorable combination of circumstances.
The pangs of conscience weigh on him, so he prefers not to think about his conscience.
From -15 to -28 points (stable negative attitude) - the teenager feels like a “pawn” in the elements of life around him, a hostage to powerful and beyond his control external forces. He is afraid and avoids any free action.
He seeks the protection of the powers that be and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want choice. He believes in the strength and infallibility of the majority, for this saves him from personal responsibility for
outstanding achievements (or has internal prerequisites for such achievements) in that and... "meeting of the pedagogical council "16" April 2012 Prot..." L.V. VASILCHENKO2 St. Petersburg Academy of Postgraduate Pedagogical Education Zaporozhye Regional Institute of Postgraduate Education ..."
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I. Purpose of monitoring
II. Subject of monitoring
The personality of the student himself is the main indicator of the effectiveness of the education process.
A children's team is one of the most important conditions for the development of a child's personality.
The professional position of a teacher is another one of the most important conditions for the development of a child’s personality.
Organizational conditions that ensure the effectiveness of the education process.
Expertise
III. Studying the student’s personality as the main indicator of the effectiveness of the education process
1.Diagnostics of personal growth of schoolchildren
What is this personal growth?
What is the essence of diagnosing personal growth?
Questionnaire for students in grades 6–8
Questionnaire for students in grades 9–11
Processing the results
Interpretation of results
2. Individual diagnostic interview
Situation 1.
Situation 2.
Situation 3.
Situation 4.
Situation 5.
Situation 6.
Situation 7.
Situation 8.
Situation 9.
Situation 10.
IV. Studying a children's team as a condition for the development of a student's personality
1.Methodology for studying the level of development of a children’s team “What kind of team we have”
Progress
A figurative description of the stages of team development
Processing of received data
2. Sociometric study of interpersonal relationships in a children's group
Questionnaire
Processing the results obtained
Example of a sociometric table
Interpretation of the results obtained
V. Studying the professional position of a teacher as a condition for the development of a student’s personality
1. Diagnosis of the professional position of a teacher as an educator
How is diagnostics carried out?
Questionnaire No. 1
Questionnaire No. 2
Processing the results.
Interpretation of results.
2.Methodology for studying the professional guidelines of the teaching staff in the field of education
Questionnaire
Processing and interpretation of results
VI. Analysis of some organizational conditions of the education process
Children's associations
Student government bodies
School education concept
School education programs
Plan of educational work of the class teacher
Literature
The book presents a system for monitoring school education developed on the basis of modern scientific achievements; contains specific methodological recommendations for conducting such monitoring; and also provides complete descriptions of specially developed diagnostic procedures that allow us to identify the effectiveness of the educational process in school. This methodological manual is written from the standpoint of humanistic pedagogy, which places people above all kinds of concepts, programs, educational technologies and is built on the basic principle of “do no harm.”
Addressed to school teachers, administration of educational institutions, methodologists of educational and educational institutions, and employees of education departments.
