DIARY

PEDAGOGICAL

OBSERVATIONS

_____________________________________________________________

Last name, first name

student ____ class ____ MOU secondary school s. Varlamovo

classroom teacher ______________________________

2015-2016 academic year

Explanatory note.

Information sheet.

Personal qualities.

Observation map.

Formation of educational skills in the Russian language.

Formation of educational skills in mathematics.

Grades list.

Characteristic.

1. EXPLANATORY NOTE.

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

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

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

methods for the timely correction of the thinking process of students.

The correctional diary allows you to see the dynamics of the development of the mental processes of the student, the results of the correctional work carried out by teachers.

An important condition for successful remedial work is the continuity

pedagogical impact.

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

prior learning and development, correction of developmental disabilities

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

individual work on the formation of insufficiently mastered skills and abilities.

 elimination of individual gaps in knowledge

 development of motivation for learning activities

- development of self-control function

- Improved performance and independence

- Formation of adequate self-esteem

 formation and development of logical thinking

- development of skills in planning one's own activities

- development of attention and memory

 development of control and verbal reporting skills

Subject of correction: the development of thought processes in students.

Object of correction: children with mental retardation.

2. INFO SHEET

Full name of student(s) ________________________________________________________________

Class _______________

Date (day, month, year) and place of birth ____________________________________________

Home address__________________________________________________________________

Child's family:_________________________________________________

Mother____________________________________________________________________________

Father ____________________________________________________________________________

_______________________________________________________________________________________

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

Child's health group, diseases: ______________________________________________

Conclusion of the PMPK________________________________________________________________

____________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

3. PERSONAL QUALITIES OF A STUDENT.

moral education
foul language
Disciplined
Respects elders
Follows school rules
Helps classmates
Looks after appearance
Shows independence
Maintains personal hygiene
Critical
Likes animals
Learning activities
studies well
Learns with passion
Performs homework
Keeps school supplies in order
Active in class
late
skips
Maintain discipline in class
Attitude towards work
Loves labor lessons
Ready to help
Easy to master labor skills
Accurate in work

4. MAP OF OBSERVATIONS.

		Not visible
	Educational activities:
	indifference
	unwillingness to learn
	poor academic performance
	difficulty in mastering curricula
	systematic failure in
	one or more items.
	Relationships with peers. Position in class:
	insulation
	opposition to the team
	the position of the leader of a microgroup consisting of difficult students.
	Attitude towards other children: mistreatment of the weak and the younger;
	neglect of peers;
	belonging to various youth groups.
	Relationships with adults. With teachers:
	the conflict nature of the relationship with one or more teachers;
	coarseness;
	faux pas;
	With parents:
	conflict nature;
	rudeness, rudeness.
	Spending free time:
	not engaged in circles and sections;
	spends free time outside the home (with friends on the street);
	consumes alcoholic beverages;
	earns his living;

	Attitudes towards work, professional orientation. Choice of profession (for high school students):
	ignorance of their capabilities and abilities
	professional uncertainty
	underdevelopment of those four personalities that are necessary for the chosen profession
	Attitude towards work:
	negative attitude
	non-performance of work duties at school and at home
	dishonest attitude
	Behavior and actions. At school:
	violation of the requirements of school discipline;
	foul language
	jargon
	damage to school property
	disruption of lessons
	In family:
	runaways from home
	failure to do household chores
	Illegal acts:
	vagrancy
	begging
	gambling
	drug use
	prostitution
	theft
	extortion
	damage to property
	infliction of bodily harm (fight)

5. Formation of educational skills in the Russian language.

		Type of work		The nature of the errors		Main directions corrective work

6. Formation of educational skills in mathematics.

		Type of work		The nature of the errors		Main directions corrective work

7. REPORT CARD

student _____ class _____________________

Academic year

FI _________________________________

List of items	1 quarter	2 quarter	3 quarter	4 quarter
Russian language
Literature
Social science
Geometry
Geography
Biology
Physical Culture
Technology
local history
Informatics and ICT

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

Among the main parameters of observation, it is worth highlighting:

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

2) performance features: the dynamics of the child's productivity in the process of classes; exhaustion; switching attention;

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

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

0 points - no function;

1 point - weakly expressed;

2 points - expressed, but with distortion;

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

4 points - clearly manifested, without additional problems.

Table 14 Parameters of observation of a child with autism in the process of correction and their assessment

Block 1. Emotional and behavioral features
1.Contact
Ratings	0	There is no contact at all
	1	Contact is possible when the child is deeply interested (for example, to get a toy, the child takes the psychologist by the hand)
	2	Contact is selective and unstable (for example, the child makes contact only in the presence of the mother; leaves the contact when the psychologist asks him to do something)
	3	Contact is possible, but its intensity and duration depend on the mood and condition of the child
2. Activity
Ratings	0	Lack of interest in work. Stereotypes, self-absorption
	1	Selective activity (for example / after seeing “favorite toys”, the child is active, stereotypically manipulates them)
	2	Demonstrates interest in the conversation of parents with a psychologist. Shows interest in toys, manipulates them, but quickly gets fed up, switches to other tasks
	3	Shows interest in the activity, but anxious, tense, sensitive to tone, question
3. Emotional tone and emotional manifestations
Ratings	0	Undifferentiated attitude to different situations. Inappropriate emotions: persistent negativism, efficiency, lability, etc. Auto-aggressive reactions are possible
	1	Selective attitude to the situation, but with a pronounced manifestation of negativism, affective reactions when the situation changes
	2	Tension in the process of communication and activity, fears, violent affective manifestations are possible if the need is not satisfied
	3	Caution, increased inhibition or, conversely, increased disinhibition, excitability. In case of failures, it can show touchiness, efficiency
4. Behavior
Ratings	0	Predominantly field behavior without signs of criticality
	1	Frequent manifestation of effectiveness (unmotivated screams, restlessness). Doesn't respond to comments
	2	Reacts to the remark, but shows tension, fear, restlessness
	3	Sensitive to assessments and opinions of others. Tenses with comments. Reacts to encouragement without expressed emotional manifestations
Block II. Health Features
1. Dynamics of the child's productivity in the process of classes
Ratings	0	Absent. The child may be focused on some affectively significant action (for example, rocking, jumping, tapping). Or, on the contrary, shows impulsiveness, intemperance, purposefully grabs objects
	1	Disordered, chaotic activity in the process of classes. Short-term focus on the psychologist's instructions
	2	Slow or, conversely, excessively accelerated pace when performing individual tasks
	3	At the beginning of classes, the pace may be slow, but gradually increases. Or, on the contrary, at the beginning there is an accelerated pace, which is normalized by the end of the cycle of classes.
2. Switchability and stability of attention
Ratings	0	Weak. Tendency to get stuck on affectively meaningful tasks
	1	Has a tendency to get stuck on previous activities, but is capable of refocusing attention on a meaningful task
	2	Capable of switching, but stuck on previous actions
	3	There are no pronounced signs of inertia
Block III. Features of cognitive activity
1. Orientation activity
Ratings	0	Expressed pseudo-activity in the complete absence of a meaningful analysis of the object. Reduced activity when searching for an object
	1	Weakened focus on objects, primitive, stereotyped manipulation of toys using sniffing, licking, tossing and other actions
	2	Shows interest in objects, examines them in advance, but the focus of the search is insufficient
	3	Active purposeful manipulations with objects
2. Speech activity. expressive speech
Ratings	0	Complete absence of external speech. At the height of affect, he pronounces sound combinations, rare words or phrases
	1	There is a set of short stereotypical phrases. Echolalia are observed. Not even retelling a short text. Extended phrases are missing
	2	Extended speech, but almost inaccessible dialogue
	3	Expanded speech, there are speech stamps, the voice is inexpressive. Echolalia may be seen
3. Purposeful actions
Ratings	0	Missing
	1	Weakly responds to the instructions of a psychologist. Leaves the task, but can return and repeat the action
	2	Responds to instructions, but may engage in other subjects that are affectively significant, or repeat affectively significant phrases and words (for example, “fire”, “pot”, etc.), which reduces the effectiveness of purposeful actions
	3	Actions are purposeful. May show anxiety, fears, which is reflected in the pace of tasks

DIARY OF PEDAGOGICAL OBSERVATIONS

FULL NAME.

Class

GOU SKOSH VIII type No. 482

Class teacher: Izmestieva Natalya Viktorovna

1. FULL NAME ________________________________________________
2. Class 2 "A"
3. Date of Birth _______________________________________
4. Home address, home phone______________________________
5. Child's family:

Mother Full name, place of work ___________________________________

Father Full name, place of work ____________________________________

1. Housing conditions3-room apartment in which mother, father, three children and relatives of the father live. The apartment is for sale.
2. Relationships in the familytraced elements of dictatorship on the part of the father. Mom does not have her own opinion, she agrees with her husband in everything.

The presence of deviations from the norms of behavior in the familythe father's behavior is inadequate - Vlad reacts to any comments with outbursts of anger. He starts talking in raised tones, insulting the interlocutor, not paying attention to his gender, age and status.

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

1. The nature of the childquick-tempered - easily upset, offended. He tries to eliminate the causes of his grievances with the help of abuse and fists. Not sensitive to others.
2. Personal qualities (positive, negative)The positive qualities include independence and curiosity. To the negative - hot temper, unreasonable discontent, pugnacity.
3. The position of the child in the teamis at the junction of neutral / rejected
4. Educational activities:program material is difficult to learn, needs constant help from adults.

Knowledge level characterized by low rates.

Learning motivation low.

Lesson attendanceregular, but without interest. Does not understand the task.

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

Classroom teacher Izmestieva N.V. _______________

date

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS

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

Outwardly, the child is neat, cultural and hygienic skills are sufficiently formed. He comes to school in clean clothes, combed, neat. Physical development corresponds to age. She loves sports and physical education lessons.

The level of education is low. The learning process is very difficult for him. At the lessons he is absent-minded, attention is unstable - it is fixed with difficulty for a short time. Vlad quickly gets tired, loses interest in classes, and is inattentive. Thinking is concrete, rigid. The amount of memory is reduced. Knowledge about the surrounding world is unsystematic and fragmentary. Logical operations: analysis, synthesis, comparison, generalization at the stage of formation.

Reading is syllable-by-syllable, jerky, monotonous. Highlights the intonation of the text according to the model. Consistent retelling only based on clarity or leading questions. The hidden meaning of the text is determined with the help of the teacher.

The writing is slow, sloppy. Sometimes skips letters in words, rearranges letters and syllables in compound words, letters of different sizes. Easily copies from printed and handwritten text; writing from dictation is difficult. Does not perform tasks in Russian independently, requires repeating the teacher's verbal instructions several times.

Direct and reverse counting within 20, calls "neighbors", numbers, knows how to count from a given number to a given number, performs counting operations with difficulty. When solving problems, it is difficult to write down a brief condition. The construction of geometric shapes is performed with the help of a teacher.

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

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

Classroom teacher

date

SYSTEMATIC OBSERVATION

FOR STUDENT BEHAVIOR

Classroom teacher Izmestieva N.V. _____________

Classroom teacher Izmestieva N.V. _____________

Classroom teacher Izmestieva N.V. _____________

Classroom teacher Izmestieva N.V. _____________

Classroom teacher Izmestieva N.V. _____________

Classroom teacher Izmestieva N.V. _____________

Classroom teacher Izmestieva N.V. _____________

Classroom teacher Izmestieva N.V. _____________

OBSERVATION MAP

		Rarely	Sometimes	Often
	Educational activities: indifference; unwillingness to learn; low academic performance; difficulty in mastering curricula; systematic failure in one or more subjects.
	Relationships with peers. Position in class: insulation; opposition to the team; the position of the leader of a micro group consisting of difficult students. Attitude towards other children: mistreatment of the weak and the younger; neglect of peers.
	Relationships with adults. With teachers: the conflict nature of the relationship with one or more teachers; coarseness; faux pas; lie. With parents: conflict nature; lie; rudeness, rudeness.
	Behavior and actions. At school: absenteeism; violation of the requirements of school discipline; foul language; jargon; damage to school property; disruption of lessons; fights.

Classroom teacher Izmestieva N.V. _____________

Map "Parameters of observation of a child with autism in the process of correction and
their assessment"
(According to I. I. Mamaychuk, Doctor of Psychology, Professor)
Full name of the teacher, specialty: ____________________________________________
Child's FI: ____________________ class _____ date of observation: ___________________
Purpose: differentiated assessment of the severity of affective and intellectual
disorders in a child with ASD.
Method: observation.
The range of assessments is from 0 to 4 points:
0 points - no function;
1 point - weakly expressed;
2 points - expressed, but with distortion;
3 points - clearly manifested, but some problems are observed;
4 points - clearly manifested, without additional problems.
Observation parameters
N.g.
K.g.
Dynamics
(+\­)
Block 1. Emotional behavioral features
1.Contact
Ratings
0 No contact at all
1
Contact is possible with deep interest
child (for example, to get a toy, a child
takes a psychologist
hand)
2 Contact is selective and unstable (for example,
child
makes contact only in the presence of the mother; leaves
from
contact when a psychologist asks him for something)
3 Contact is possible, but its intensity and duration
depends on
mood and state of the child

2. Activity
Ratings
0 No interest in the activity. stereotypes,
self-absorption
1 Selective activity (for example, seeing "favorite
toys",
the child is active, stereotyped with them
manipulates)
2 Demonstrates interest in the parent's conversation with
psychologist.
Shows interest in toys, manipulates them, but
fast
gets fed up, switches to other tasks
3 Shows interest in the activity, but is anxious, tense,
sensitive to tone
4 Clearly manifested, without additional problems.
3. Emotional tone and emotional manifestations
Ratings
0 Undifferentiated attitude to different

situations.
Inappropriate emotions: persistent negativism,
efficiency,
lability, etc. Auto-aggressive reactions are possible
1 Selective attitude towards intuition, but with a pronounced
manifestation of negativism, affective reactions during
changing situation
2 Tension in the process of communication and activity,
fears, violent affective manifestations are possible with
dissatisfaction of need
3 Caution, increased braking or, conversely,
increased disinhibition, excitability. At
failures can show touchiness, efficiency
4 Clearly manifested, without additional problems.
4. Behavior
Ratings
0 Predominantly field behavior without signs
criticality
1 Frequent manifestation of effectiveness (unmotivated
screaming, restlessness). Not for remark
reacts
2 Reacts to the remark, but shows tension,
fear, restlessness
3 Sensitive to assessments and opinions of others.
Tenses with comments. Responds to encouragement
without expressed emotional manifestations
4 Clearly manifested, without additional problems.
Block II. Health Features
1. The dynamics of the child's productivity in the process of classes
Ratings
0 None. The child can focus on
some affectively significant action
(e.g. rocking, jumping, tapping).
Or, on the contrary, shows impulsiveness,
incontinence, aimlessly grasping objects
1 Disordered, chaotic activity in progress
classes.
Short-term focus on the psychologist's instructions
2 Slow or, conversely, excessively accelerated pace
when performing individual tasks
3 At the beginning of classes, the pace may be slow, but
gradually
increases. Or, on the contrary, at first it is observed
accelerated
pace, which by the end of the cycle of classes is normalized
4 Clearly manifested, without additional problems.
2. Switchability and stability of attention
Ratings
0 Weak. Tendency to get stuck on execution
affectively
meaningful assignments
There is a tendency to get stuck on previous
actions, but is capable of switching attention when
1

2
meaningful task
Capable of switching, but stuck
on previous activities
3 There are no pronounced signs of inertia
Block III. Features of cognitive activity
1. Orientation activity
Ratings
0 Pronounced pseudo-activity in the complete absence
meaningful analysis of the object. Reduced activity
when searching
object
1 Weakened focus on objects, primitive,
stereotypical toy manipulation
using
sniffing, licking, tossing and other
action
2 Shows interest in objects previously
looking at them, but
search direction is insufficient
3 Active purposeful manipulations with objects
4 Clearly manifested, without additional problems.
2. Speech activity. expressive speech
Ratings
0 Complete absence of external speech. At the height of affect
pronounces sound combinations, rare words or phrases
1 There is a set of short stereotypical phrases.
Echolalia are observed. Doesn't even retell
short text. Extended phrases are missing
2 Extended speech, but almost inaccessible dialogue
3 Extended speech, there are speech stamps, voice
inexpressive. Echolalia may be seen
4 Clearly manifested, without additional problems.
3. Purposeful actions
Ratings
0 None
1 Responds poorly to the psychologist's instructions. walks away from
tasks, but can return and repeat the action
2 Responds to instruction, but may attend to others
items that are affectively significant, or
repeat affectively meaningful phrases and words
(for example, "fire", "pot", etc.), which reduces
efficiency of purposeful actions
3 Actions are purposeful. Can exhibit
anxiety, fears, which is reflected in the pace
completing tasks
4 Clearly manifested, without additional problems.

Adolescence is a period when turbulent
physical and mental changes, and even if they are complicated
difficult life situations for one reason or another. What's happened
a teenager requiring special supervision?
Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation" No.
07/24/1998 takes as a basis the termite “children in difficult life
situations”, i.e. children whose vital functions are objectively impaired,
children who cannot overcome difficulties on their own cannot
overcome them and his family. Therefore, such children are children of "risk", children,
in need of social support.
Today we cannot cover all the children of the "risk" group, we are working
with children with behavioral problems, i.e. with signs of maladjustment,
which,
in need of socio-pedagogical
support.
first of all,
For such children, the “Diary of Pedagogical Observations” is started and
filled in regularly, and sometimes together with the student. He will help you better.
get to know the student, especially their strengths and weaknesses.

Target:
student activities
personality formation.
organization of preventive
socially significant
and work to strengthen, develop and
The "Diary of Pedagogical Observations" is kept regularly and goes
with students from class to class.
DIARY CONTENT
1. Title page (cover).
2. Content:
I section "Information sheet" (information about the owner);
Section II "Pedagogical - psychological characteristics of the student"
(characteristics per student);
III section "Educational activity" (creative works, directions
activity);
IV section "Individual work with the student" (work plan, acts, useful
information).
Section I. Information sheet.
Student data.
This section contains information that helps social
teacher and class teacher to analyze personal data
student.

Section II. Pedagogical - psychological characteristics on
student.
characteristics for the student.
In this section, characteristics are placed on the student compiled
school teacher and psychologist. Information to help
analyze the student's character, abilities; results
psychological diagnosis.
Section III. Educational activity.
Supervision of educational activities.
This section contains the results of observations and accounting
student performance and attendance; as well as a description of the main forms
and directions of his educational and creative activity. materials,
presented in this section provide a broad overview of
the dynamics of the student's learning activity.
Section IV. Individual work.
The content of the work.
This section contains the plan and content of work with the student and his
family.

Content
Page
Section I. "Information sheet"
Includes student's personal data
Family Composition
Parent information
Section II. "Pedagogical - psychological characteristics of the student"
General student information
Student personality orientation
Volitional qualities of the student
The emotional side of the character
Features of the mental development of the student
Characteristics for the student compiled by the teacher
Section II I. "Educational activities"
Learning activities
Educational support from parents
Attendance and progress record
Daily observation
Statement of progress and attendance by quarters
Favorite school subjects
Section I V. "Individual work"
Student work plan
Family work plan
Acts of inspection of housing and living conditions of the family
student

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

Father ______________________________________________________________________
Adults who are actually involved in raising a child:
(name, place of work, contact phone number, education)
The composition of the family, its structure: _____________________________________________________________
Housing conditions ____________________________________________________________
Relationships in the family ____________________________________________________________
The presence of deviations from the norms of behavior in the family _____________________________________
Cultural level of the family _____________________________________________________________
The educational potential of the family _________________________________________________
6. Child's health group, diseases: _____________________________________________
7. The nature of the child _______________________________________________________________
8. Personal qualities (positive, negative) _________________________________
9. The position of the child in the team __________________________________________________
10. Learning activities:
academic performance _________________________________________________________________
knowledge level _________________________________________________________________
learning motivation _____________________________________________________________
class attendance ____________________________________________________________
ability to learn _______________________________________________________________
cognitive interest _________________________________________________________
11. Labor activity:
availability of labor skills _____________________________________________________________
preferred types of work ____________________________________________________________
participation in labor affairs ______________________________________________________________
12. Extracurricular activities. Personal contribution to the life of the class, school _______________________
13. Social circle (FI friends):

At school __
out school _______________________________________________________________________
14. Does it belong to the “risk group” (from what year)? ___________________________________________
15. Is it on the intra-school register (date of registration, reason) _______________
16. Whether he was on the intra-school register (date of deregistration) ___________________________
17. Whether he is a member of the district Commission on juvenile affairs (date of statement, reason)
______________________________________________________________________
18. Was he registered with the district Commission on juvenile affairs (date of removal from
accounting) ____________________________________________________________________________
19. Call to the Council for the Prevention of Offenses (date, reason) _____________________
20. Summons to the commission on juvenile affairs (date, reason) _____________________
______________________________ _________________
(Name of class teacher) (signature)
______________________
(year of issue of the card)

PEDAGOGICAL - PSYCHOLOGICAL CHARACTERISTICS
1. General information about the student:
Physical development, health status, in particular the nervous system. Conditions
life and life in the family, the relationship of family members, the attitude towards the student
family. Identification of those aspects of family upbringing and life, which finds out
personality trait of the student. The most significant facts from the biography
student.
________________________________________________________________________
________________________________________________________________________
__________________________
2. Orientation of the student's personality:
a) the public face of the student, his aspirations and ideals.
b) the interests and inclinations of the student.
c) the attitude of the student to the team and to himself.
d) the attitude of the student to learning and to himself.
________________________________________________________________________
________________________________________________________________________
__________________________
3. Volitional qualities of the student.
Purposefulness, activity, initiative. Perseverance as pertains
difficulties encountered and how to overcome them. Discipline and Degree
her consciousness.
________________________________________________________________________
________________________________________________________________________
__________________________

4. The emotional side of the character:
The level of emotional excitability of the student, the strength and depth of emotional
experiences, stability of feelings. What mood prevails: liveliness or
lethargy, quickness or slowness, temperament.
________________________________________________________________________
________________________________________________________________________
__________________________5. Features of mental development of the student.
How he learns, understands the material presented in the lessons. Manifests
independence, criticality in judgments and conclusions. Does he know how to
express your thoughts in a stable written form.

_____________________________________________________________________________________
_____________________________________________________________________________________
CHARACTERISTIC PER STUDENT

Director _______________ (full name)
Cl. head _________________ (full name)

CHARACTERISTICS OF THE FEATURES OF INTERPERSONAL COMMUNICATION
STUDENTS
1. What is the position of the student in the team?
(leader, popular, pleasant, unpopular, isolated, outcast)
2. How does the student relate to the opinion of the team, requirements, critical
comments?
(benevolently, seriously, painfully, indifferently, hostilely)
3. Style of relationships with peers (calm and friendly; aggressive;
unstable; isolated)
4. Does he have authority in the team?
(in most boys, only in girls, in a small group, not
enjoys
authority)
5. Does he have friends? (only in its class, outside the class, and in the class and outside the class,
peers, older than himself, younger than himself, not friends with anyone)
6. In what capacity does he participate in school activities?
(initiator, organizer, active participant, passive performer,
disruptor, not involved)
7. How does he carry out public assignments? (with pleasure, well,
satisfactorily,
bad, evading orders)
8. With whom do conflicts occur most often? (with classmates, students of other
classes, teachers, parents and relatives)

LEARNING ACTIVITIES
Opinion
student
Opinion
parents
Opinion
teachers
Options
items,
studied with
pleasure
items,
defiant
difficulties
Items that
would like to study
additionally
LEARNING ASSISTANCE FROM THE SIDE
PARENTS
Options
Student's opinion
Opinion
parents
Completely independent
Turns out
episodic
Help (specify
what)
It turns out constant
help

ATTENDANCE AND PROGRESS RECORDING
Item
mathematics
reading
38
3 3
September
1015
1722
2 3 n 3
2 n 3
DAILY OBSERVATION
2429
4 2 n n 3
For example:
№
P/
P
1
2
For example:
date
5.09.08 Came to school
Observation
With
unlearned lessons in
mathematics.
Measures, result
Message
parents
note.

through
ATTENDANCE RECORD
QUARTERLY
1st quarter 2nd quarter 3rd quarter 4th quarter
item
having time to pass
having time to pass
having time to pass
And
26
26
3
3
mathematician
ica
Russian
language
And
ki
0
0
4
4
having time
pass
ki
3
4
16
16
CURRENT CONTROL
for student behavior for _______ month.
date
Problem
Taken measures

OBSERVATION MAP.

№ Content of observations
Not
Sometimes
A
Often
n
A
b
l
Yu
d
A
e
T
With
I
1
Educational activities:
ﺻ indifference;
ﺻ unwillingness to learn;
ﺻ low academic performance;
ﺻ Difficulty in mastering
curricula;
ﺻ systematic
failure on one
or multiple items.
Relationships with peers.
2
Position in class:
ﺻ insulation;
ﺻ opposing oneself
ﺻ leader position micro
team;
groups consisting of
difficult students.
Attitude towards other children:
the weak and the younger;
ﺻ mistreatment
ﺻ dismissive attitude
ﺻ belonging to various
to peers;
youth groups.
3
Relationships with adults.
With teachers:
ﺻ conflict nature
relationship with one
or several teachers;
ﺻ rudeness;
ﺻ tactlessness;
ﺻ lie.
With parents:
ﺻ conflict nature;
ﺻ lie;

4
Spending free time:
ﺻ does not attend clubs and
sections;
ﺻ spends free time outside
at home (with friends on the street);
ﺻ consumes alcoholic beverages;
ﺻ smokes;
ﺻ earns his living;
5
Attitudes towards work, professional
orientation.
Choice of profession (for
high school students):
ﺻ ignorance of their capabilities and
abilities;
ﺻ professional
uncertainty;
ﺻ underdevelopment of those four
personalities that are needed
for the chosen profession.
ﺻ
Relationship to work
ﺻ negative relationship
ﺻ non-fulfillment of labor
responsibilities at school and at home;
ﺻ dishonest attitude

6
Behavior and actions.
At school:
ﺻ absenteeism;
ﺻ breach of requirements
school discipline;
ﺻ foul language;
ﺻ jargon;
ﺻ damage to school property;
ﺻ disruption of lessons;
ﺻ fights.
In family:
ﺻ escapes from the house;
ﺻ failure to do homework
responsibilities;
Illegal acts:
ﺻ vagrancy;
ﺻ begging;
ﺻ gambling;
ﺻ drug use;
ﺻ prostitution;
ﺻ theft;
ﺻ extortion;
ﺻ property damage;
ﺻ application of bodily
damage (fight).

STUDENT PLAN
Map of the emotional state of the student at school
Factor structure of mood
dominant
mental
opposite
mental
state
state
funny
sad
Interesting
not interested
excitement
calmness
passivity
activity
fatigue

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

Head teacher
(FULL NAME)
_______________
I approve
ACT
surveys of housing and family conditions
from "____" _____________ 200 _ years.
minor
________________________________________________
Date of Birth
____________________________________________________
Residing at___________________________________________
In the presence ____________________________________________________
Conducted a survey of housing and family conditions
teenager.
Time of the examination: from ____ hour ____ min. till ____ hour ___ min
survey

established,

from
______________________
Mother_____________________________________________________________
_________________________________________________________________
Father_____________________________________________________________
_________________________________________________________________
and was engaged in _______________________________________________________

Conclusion
_________________________________________________________________
_________________________________________________________________
The examination was carried out in the presence
_________________________________________________________________
Signatures
STUDENT FAMILY PLAN
date
family problem
What is done
Result

Head teacher
I approve

______________
(FULL NAME)
Survey report
social and living conditions of the family
from "____" _____________ 200 _ years.
We, the undersigned, are members of the Commission, composed of:
1. _________________________________________
2. _________________________________________
3. Social educator name
drew up this act in that they conducted a survey of social
family living conditions.
1. Family ________________________________
2. Place of residence:
a) by registration _____________________________________________

(permanent, temporary - underline as appropriate)
b) in fact _____________________________________________
c) other registration options ____________________

__________________________________________________________
d) not
consists of
accounting

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

4. Family welfare:
(mobile phone; car, other vehicles;
land plot, cottage; garage, cellar; fridge; sewing machine;
washing machine; TV; video equipment, audio equipment,
computer, telephone, musical instruments; agricultural
motorized cars, library (more than 50 books).
(underline existing property)
5. Characteristics of the dwelling:
(advanced apartment, experimental apartment,
"Khrushchev", "Brezhnevka", full-length, apartment of a small family
type with all amenities, small-family type apartment with partial
amenities, a room in a communal apartment, a private house with
with partial or no amenities, a private house with all
amenities, dilapidated housing, the number of rooms in the apartment (in the house) _______).
(underline appropriate options)

6. Housing status:
(belongs to your family on property rights
(privatized or acquired); is the property of your
relatives; is owned by the municipality
privatized);
belongs to the department
enterprise;
You
removed).
(underline appropriate options)
7. Dimensions of living space per 1 member of your family
(less than 7 m; 79 m; over 12 m)
a) Availability of a separate room for children
(Not really)
8. Sanitary culture.
(cleanliness of the room, the presence of insects (fleas, flies, cockroaches and
etc.), air freshness, air-thermal regime, periodicity
cleaning the premises, the availability of clean clothes for children, changing bed
linen, etc.).
(underline appropriate options)
9. The economic situation of the family.
List your family's main sources of income.
(underline appropriate options)
a) Wages of family members
Father (up to 3,000 rubles; 3,0005,000 rubles; over 6,000 rubles)
Mothers (up to 3,000 rubles; 3,0005,000 rubles; over 6,000 rubles)
b) Pensions (for old age, survivors, disability)
_________________________________________________________
c) State monthly allowance for a child, allowance for
unemployment; cash payments (for guardianship, foster family). scholarships,
alimony, other (what exactly)

______________________________________________________
d) Additional sources:
(one-time earnings, one-time work, permanent additional
work, income from subsidiary plots (horticultural plots
(site area ______, breeding of birds, livestock, etc.),
______________________________________________________________
financial assistance of relatives, income from the delivery of property in
rent, other ____________________________ , no sources
have no income).
e) Estimate the monthly average income of your family.
(for the last 3 months, i.e. how much money falls on
one family member. To do this, sum up the salary, bonuses, profits,
pensions, benefits, financial assistance, odd jobs and others
cash receipts, then divide the received amount by
number of members in your family).
(up to 300 rubles, from 300 to 400 rubles, from 500 rubles to 700 rubles, from 700 rubles to 100
rub.,100 rub. up to 1500 rubles, from 2,000 rubles. up to 2,500 rubles, from 3,000 rubles. until 3
500 rubles, from 4,000 rubles. up to 4,500 rubles, over 5 rubles)
10.
(what benefits does this family use and how much per month,
Implementation of social benefits.
underline appropriate options)
housing and communal benefits _______________________________;
benefits for paying for the maintenance of children in preschool
_____________________;
free school meals __________________________________;
free medicines __________________________;
benefits for the use of a telephone and a radio broadcasting point
____.

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