School punishment program. Mobile application "School card"
Few areas depend more on changes in the political system and public moods than education. On the one hand, it is at school that a person usually learns basic knowledge about himself and the world, and on the other hand, due to the content of courses and teaching methods, it is very easy to control what information children will receive and in what form it will reach them. The school curriculum over the past hundred years clearly demonstrates the changes that state ideology has undergone: from trying to give students a breath of freedom at the dawn of the 1920s to confining them to a jingoistic vacuum in the 1940s, from the space cult of the 1960s to the confusion of the 1990s. X.
Of course, to review the evolution of the entire school curriculum is an almost impossible task: even pedagogy researchers prefer to focus on one or two areas of knowledge. However, in retrospect, its key features are easily guessed. First, there are a number of items that have suffered more than others from the trends of the times. This is not even about history: it is clear that it has been repeatedly shredded and rewritten. Secondly, a number of disciplines that enjoyed great prestige in Soviet times were eventually abolished or transferred to the status of electives. Finally, thirdly, some courses developed decades ago clearly need to be rethought.
Items that fell victim to the regime
Literature
Story. Literature is perhaps the most problematic area of Russian school education: the debate over which books children should read and which should not have been going on for more than a hundred years. Before, the situation was a little simpler: a strictly verified reading program, in general, did not exist until the 1850s. Each educational institution received a certain credit of trust in this sense, although the priority still remained translations of ancient and European authors, supplemented by Sumarokov, Kheraskov, Derzhavin, etc. And only in the middle of the 19th century did the first more or less mandatory list compiled by Alexei Dmitrievich Galakhov, historian of literature, professor at the St. Petersburg Institute of History and Philology.
Including thanks to Galakhov, a layer of writers and poets was formed, whom children study today as part of a course on the golden age of Russian literature. For example, it was he who gave priority attention to Lermontov. And yet - he got rid of Trediakovsky and Kheraskov in his anthology, thus expressing a sensational idea for those times: the youths can read not only long-dead classics. Galakhov's program was the standard until the early 1920s, but already in the second half of the decade, a steady process of subordinating pedagogy to the goals of the party began.
Radishchev and Saltykov-Shchedrin were not thrown off the ship of our time: the training manual for 1932 clearly stated that this should not be done, since the literature of past years allows us to restore "the life and struggle of classes." Of course, the lights of socialist thought were added to the geniuses of the 19th century: schoolchildren began to read Fadeev, Serafimovich. However, the main thing was that the approach to teaching literature has changed radically: it has become a tool for learning not about life, but about society. The unified textbook, in turn, was now positioned as a reference source of knowledge: neither the teacher nor the students were allowed to improvise. If Mary Ivanna, observing the interests of the party, said that the Russian rebellion was not senseless and merciless, but quite conscious and even necessary, then she was right, not Pushkin.
Schoolchildren who lived in the Union republics did not go unnoticed either: they studied Russian literature almost on a par with national literature - primarily for the sake of mastering the language. For example, in Estonian schools in the second half of the 1940s, at least 165 hours a year were devoted to Russian and literary reading. Already closer to the 1970s, the works of Vilis Latsis, Mukhtar Auezov, Oles Gonchar were offered to get acquainted not only with Latvian, Kazakh and Ukrainian schoolchildren, but also with 8-9 graders from the RSFSR.
It would be logical to assume that with the advent of the Khrushchev thaw and the emergence of a new, special layer of the Soviet literary intelligentsia - - liberalization will reach the school reading list. This is partly what happened, but due to the reduction in teaching hours, coupled with a significant expansion of the program, which, by the way, Dostoevsky, who was previously considered unreliable, broke into for the first time with Crime and Punishment, teachers had to try to grasp the immensity. Moreover, they were still required to delicately remain silent about the Christian origins of Russian literature and to promote the idea that Pushkin was created in order to subsequently give birth to a great Soviet culture.
The school, as well as the whole country, managed to take a breath of freedom only in the 1990s. If earlier the Leninist periodization of the revolutionary movement served as a framework on which the works of different authors were strung, now writers were simply divided into representatives of one or another era. In secondary school, children began to read The Tale of Bygone Years and The Life of Archpriest Avvakum, and high school students began to read Bunin and Pasternak. A significant part of the program has acquired a recommendatory character, and teachers have the opportunity to choose which poems and stories to discuss with students. Shakespeare, Byron and Goethe, who were studied in the Soviet era, were supplemented by optional Flaubert, Tolkien, Hemingway and Japanese haiku. In 2011, an abridged version of The Gulag Archipelago was released, recommended for reading by teenagers. It would seem that a compromise has finally been reached. Alas, in fact, passions around the school curriculum in literature are only flaring up.
Perspectives. Although, after a recent scandal, the Ministry of Education rejected the idea of excluding Kuprin and Leskov from the mandatory reading list, replacing them with and, the number of modern authors in the school curriculum will increase: this is a natural process that could not be avoided in any historical period. In addition, since the language spoken by the heroes of Pushkin and Karamzin is less and less clear to today's schoolchildren, in the near future it will probably be necessary to revise the methodology for studying the classics - towards, if not reducing the hours allotted for it, then deepening linguistic analysis.
Foreign languages
Story. Another subject that directly depended on the trends of the times was a foreign language. From the basic course of literature, we know that gallomania led the Russian elite of the time of Fonvizin to speak almost exclusively French, and later Anglomania also reached the country. In turn, the so-called classical education system, widespread at the turn of the 19th and 20th centuries, implied a thorough, many hours of study of Latin and Greek, which allegedly helped high school students in comprehending all sciences.
With the coming to power of the Bolsheviks, the excitement around the study of foreign languages at school subsided at first, but by 1927 it had become mandatory. This was primarily about German: firstly, those for whom this language was native lived in the Volga region and the current Baltic states, and secondly, the Soviet government expected to establish diplomatic relations with Germany. An almost anecdotal episode is also known - an attempt by the government, at the suggestion of Leon Trotsky, to introduce Esperanto into young heads in the same 1920s. Then Trotsky became persona non grata, and since then, for decades, knowledge of Esperanto could harm the Soviet youth rather.
Of course, after the Second World War, the balance of power became different: English came to the fore in almost half of the schools, and French and Spanish were added to German. By the 1960s, there were already more than a thousand language special schools in the country, which were considered extremely prestigious. So why are we constantly faced with the fact that a person who grew up in the Soviet Union does not know English at all or operates with a dull excuse “I learned German at school”? In German, he, however, also can not really say anything.
The teaching of foreign languages in the USSR was very far from ideal, primarily because schools, in fact, did not have access to original textbooks, and teachers and students did not have access to communication with foreigners. With the fall of the Iron Curtain, the situation has changed radically: today's children speak much better English thanks not to educational reforms, but to the availability of manuals written by the British, trips abroad and the Internet.
Perspectives.“Chinese is the new black,” the authorities are unambiguously hinting to us: in Russia, more than 6% of schools already practice the study of this language as an optional or mandatory course. The seeming know-how of the 21st century is not such: back in the 1960s, Ninel Kovtun and Liu Fenglan published several canonical Chinese textbooks for elementary grades. Another thing is that then it was a huge rarity.
Story. Those who had a chance to study logic at a humanitarian university remember that classes in this subject were reduced mainly to solving simple problems like “Penguins are black and white. Cat Vaska - too. Does this mean that the cat Vaska is a penguin? It is hard to believe that in the Soviet Union such a seemingly harmless discipline was repressed. However, such a fate really awaited her.
Before the revolution, logic was taught in gymnasiums and seminaries as a kind of synthesis of rhetoric, psychology and philosophy - with an emphasis on the latter. There were debates in the classroom: teenagers learned to argue and defend their point of view with an eye on the thinkers of the past - mainly on Aristotle and the scholastics. However, after the triumphant advent of Marxism-Leninism to the country, it turned out that the logic of Soviet citizens is not only not needed - it is even dangerous, because it implies the presence of different points of view and philosophical systems. As a result, after 1918, discipline disappeared from the school curriculum - though not forever.
In December 1946, the decision of the Central Committee of the All-Union Communist Party of Bolsheviks “On the teaching of logic and psychology in secondary school” was suddenly issued. Stalin considered that it was impossible to understand the dialectical logic on which Marx's teaching was based without knowledge of formal logic. They did not dare to disobey the leader and the almost forgotten item was returned to high school students - alas, only for six years. After Stalin's death, they got rid of logic again: de jure because of the lack of hours in the schedule, in fact - for the same reasons as in the post-revolutionary period.
Perspectives. Despite the fact that in the 1990s schools were given the opportunity to teach logic as an additional elective subject, nothing foreshadows the return of the discipline to the compulsory curriculum.
basic military training
© TASS newsreel
Story. In the USSR, the concept of patriotic education was closely connected with the ability to defend the Motherland: if you are unable to assemble a machine gun or bandage a wound, you will be of no use in the fight against the enemy who came from the West. The people then seriously feared that the cold war with the United States could well develop into a hot one, and it is even surprising that the subject "Basic military training" was fixed in schools only in the late 1960s, and not much earlier.
8th-10th graders were taught to walk in formation, shoot at targets, put on a gas mask at speed, determine the rank of a serviceman by shoulder straps and tap out secret messages with a morse code. The storekeepers or veterans of the Great Patriotic War were invited as teachers to teach such lessons. Up to 70 hours were allotted for NVP: a significant figure and comparable, for example, with the number of geography lessons in the senior classes of a modern school. However, in the late 1980s, on the basis of the Moscow State Technical University. Bauman, the concept of a new discipline was approved, and the boring abbreviation NVP was replaced by another, giving schoolchildren a wide scope for witty exercises - OBZh. Although the lessons on the basics of life safety also talk about the features of military service, they are of secondary importance.
Perspectives. Against the backdrop of the jingoistic moods prevailing in Russia, coupled with the imposed fears that the decaying West is about to start a war against us, the revival of interest in the NVP does not seem so unbelievable. In the coming years, the subject, of course, is unlikely to be made mandatory: after all, it will look too defiant. But he may well return to duty as an elective. Well, or get extra hours as part of the life safety course.
Items abolished in zero
Drawing
© Y. Bagryansky / RIA Novosti
If in biology lessons, in the context of talking about atavisms, teenagers are still shown a photograph of a caudate boy, then perhaps the ugliest remnant of the school curriculum of the 20th century is drawing - a subject that seems to be too specialized to be useful to all children without exception. At least that's how it looks today. But in the Soviet years, the dispute about exactly how drawing should be taught was conducted at the state level. Back in 1918, Lunacharsky signed an appeal from the State Commission on Education, which stated that this subject should become the apotheosis of the aesthetic education of schoolchildren.
At first, drawing served more as a continuation of the art course, which clearly echoed the dominant role of constructivism in art. However, by the end of the 1930s, the discipline was almost completely given over to mathematics. It is important, however, to understand that, starting from the 5th, 6th or 7th grade, schoolchildren drew both abstract geometric shapes and models of objects surrounding them, parts of production machines and even the simplest buildings, and also learned to read ready-made drawings (for example, geodetic ) and write in different fonts.
Of course, drawing was one of the tools of professional training and corresponded to the state ideology, which preferred following the canon to freedom of creativity. It is also important to consider that in the 1960s and 1970s, many children went to technical circles, where it was almost useless to go without the ability to draw an electrical circuit. However, the main goal of drawing is still called the development of abstract thinking - a skill that is useful in any situation.
Perspectives. Drawing was taken out of the main school schedule in the 2000s and left in the status of an elective. So far, the return of the status of a compulsory subject is not expected.
Astronomy
Story. It is widely believed that astronomy began to be studied at school only against the backdrop of the space race, but in fact, its basics became available to teenagers already in the time of Peter the Great, and by the first quarter of the 20th century several dozen textbooks had been written. In a number of schools - for example, in the Rostov gymnasium named after A.L. Kekin - they even had their own observatories. True, in Tsarist Russia, the teaching of astronomy inevitably ran into barriers that were placed by influential clergy: scientific truths were supposed to be presented in such a way that they did not contradict religious ideas about where the residence of the Lord was and how the Earth arose.
In the atheistic Soviet Union, religious barriers fell, but for a long time astronomy was taught more like mathematical geography - an archaic branch of science that considered the position of the Earth relative to other celestial bodies. It is understandable: until the middle of the century, space exploration was carried out only in theory. The development of technology and the flight of Gagarin gave rise to a revision not only of expectations for the future, but also of the school curriculum. Since the 1960s, from the basic course of astronomy, students in grades 10-11 have learned about the structure of our Galaxy, about the evolution of the Universe, about the methods of astrophysical research, about astronautics as a professional field, etc. Astronomy by B.A. was considered a canonical textbook .Vorontsov-Velyaminov, and 35 hours a year were allotted for discipline - that is, one lesson a week. Alas, in the 1990s, the authority of this field of knowledge began to decline steadily, and in the 2000s, the subject was completely canceled.
Perspectives. In early August of this year, it became known that astronomy would again be taught to schoolchildren as an independent discipline, and not as a subsection of physics. The course will also be designed for 35 hours, and it will be read either from September or from January 2018, depending on the capabilities of each particular school. So we, apparently, are waiting for an astronomical renaissance.
Items in dire need of rethinking
Labor/technology
© Evgeny Logvinov / TASS
Story. Manual labor training, like many other educational trends, came to us from abroad - though not from the usual France, Germany or Britain, but from the territory of present-day Finland, where the importance of this discipline was recognized back in the 1860s. The subject was introduced into the Russian school curriculum almost 25 years later. Its essence was primarily to ensure that children master the basics of the most common crafts (in particular, carpentry and metalwork) and understand that being able to create something with their own hands is pleasant and useful. It is noteworthy, by the way, that in the 19th century in women's schools more hours were devoted to needlework lessons than to calligraphy lessons.
Of course, the cult of the labor movement established in the country could not but affect the methodology of teaching the basics of labor activity, but this subject in its pure form began to play a truly important role only by the middle of the century: in the 1920s, a significant part of the time in the lessons was devoted to stories about the construction new society, and in the 1930s, workshops began to be created at schools, but then the war broke out, and precious resources went to more important things than sawing out stool parts. Already in the 1950s, specially equipped classes appeared in 80% of schools, and a little later, work became what it should ideally be: not just propaganda of useful skills, but the most important career guidance tool. In the Brezhnev era, interschool training and production facilities for high school students were opened at all.
At the same time, from the 5th or 6th grade, girls usually studied separately from boys: they learned to sew, knit and create products from paper and cardboard. The program was different in urban and rural schools: the students of the latter cultivated beds and understood the device of the combine. In the 1990s, when the state, with the collapse of socialist ideals, allegedly ceased to need workers, labor lessons (now they were called "Technology") acquired an almost caricature character: there were jokes about the eternally drunk Trudovik, boys, instead of learning to turn with a planer, they began to redraw it in a notebook from a textbook, and their classmates were asked to master mainly the science of cooking borscht and weaving bracelets from beads.
Perspectives. It is obvious that the course towards equality, which, albeit very slowly, but still Russia is picking up, requires that the subject "Technology" in the future does not imply a division based on gender, even if the content of the lessons remains the same. In the end, hand-made furniture production in large cities today is more of an exotic hobby, but the ability to cook dinner, screw in a light bulb or iron a shirt is useful to a person of any gender.
Social science
Story. Despite the fact that social science took a permanent place in the curriculum of secondary schools only in 1963, methodological developments in this area have been carried out almost since the founding of the USSR. No wonder: in order for a person to wholeheartedly strive for a bright communist future, he must understand how the class struggle developed, and under the guise of a discipline that considers the features of the structure of society, it is very convenient to promote party slogans.
It is noteworthy that, although at first the People's Commissariat of Education still had doubts about whether it was worth involving teenagers in the political struggle, at the dawn of the 1920s, social science actually replaced history, which was now regarded as an auxiliary subject, a source of knowledge about the prerequisites for the emergence of the proletarian movement. In the next decade, history was returned to schoolchildren, but in the 7th grade they began to thoroughly study the Constitution of the USSR, and under Khrushchev social science was again on the schedule, but already as a problematic discipline. High school students now did not just listen to the teacher: they were encouraged to discuss current political events and relevant materials published in the press in the classroom. Of course, dissent was not allowed, but on the whole, the Soviet pedagogical tradition then took a serious step forward.
After perestroika, the position of social science became precarious. Ideology, which failed, could no longer serve as a reliable support for the education of young people, so the question arose: what should schoolchildren be taught in general within the framework of this course? As a result of a fierce debate that was conducted by experts until the mid-1990s, social science was replaced by social science: it was a loosely structured body of data on politics, law, the environment, morality, spiritual development, and marriage. Approximately in the same form, the object has reached our days.
Perspectives. The problem of excessive heterogeneity of information, which is certainly characteristic of modern school social science, is usually corrected with the help of specialization. For example, a conversation about the role of marriage can be conducted in psychology classes, and about the purpose and meaning of human life - in philosophy. Moreover, the recent history of the Bustards textbook, which denied people with severe mental illness the right to be considered a person, shows us that, due to the same breadth of coverage of topics, the authors of the manuals are free to express their thoughts as they please, and with this also need to do something. Alas, today children are already overloaded with lessons, so it is clearly not necessary to hope that a few more additional subjects will be introduced into the schedule and, for convenience, the social science course will be divided into independent parts.
On the "patriotization of literature". According to legislators and clergymen, Fyodor Dostoevsky's "confused" works and "complex thoughts" and Ivan Bunin's stories glorifying "free love" can become a "time bomb for our children." T&P reached out to experts in teaching literature to find out why studying the classics is beneficial and what it could mean not having them in the required curriculum.
“Former C students in the Duma are not ashamed to admit that they do not understand the Russian classics”
“It seems to me that even a trident should be clear that if Tolstoy is incomprehensible or uninteresting to him, then Tolstoy is not to blame. Of course, “War and Peace” or “Crime and Punishment” are written for everyone “for growth” - over the years, when re-reading, a person understands these books differently than at 17 years old; this is an endless process, but how the moral and intellectual level of our society should have lowered if in the Duma the former trio students are not ashamed to admit that they are not interested and incomprehensible to the Russian classics. Even in the most terrible years (in Stalin's thirtieth birthday), there was no talk of removing Leo Tolstoy from the program. What other book can match its patriotism with "War and Peace"? Yes, both Dostoevsky and Bulgakov, like everything real in art, are complex, but behind these books is the vast world of their authors, their questions, which are no less important for us than for their contemporaries.
I note that The Master and Margarita still remains one of the favorite novels of young people, and ignorance of this is evidence of the unprofessionalism of those who claim to correct the school curriculum. Each student understands literature as best he can - our (teacher's) task is not to turn the student away from re-reading, from returning to Dostoevsky, Pushkin and Gogol.
I hope, nevertheless, that it will not be dense three-year students, but competent people, who will draw up the program in literature. To remove the classics and replace them with one-day ones means taking another step towards the spiritual impoverishment of our children.”
Lev Sobolev
teacher of literature, literary critic, honored teacher of Russia
“If these works are harmful, then all literature is harmful - from the point of view of legislators”
“If you can do without these writers, you can do without books in general. Young children read The Prisoner of the Caucasus, older children read Tolstoy's Childhood. This is what our country is proud of. Something you can talk about with people of all ages. I have a conviction that if in the 10th grade it will be necessary to study not twenty, but five books, then one of them should be "War and Peace". In this work there is the personality of an individual, and his whole life, and history, and philosophical questions - even the question of what happiness is. I am not so sure that Dostoevsky must be studied at school, but it is very good that his works are included in the program. After all, there are questions that only Dostoevsky poses with such depth and force. It is right to talk about them with people when they are 16 years old. As for Bulgakov, the children really like him. In the 11th grade program there are works that students read reluctantly or do not read at all, but with The Master and Margarita each time is a completely different story, and discussing this book is a pleasure. If these works are harmful, then all literature is harmful from the point of view of legislators. This is a clinical case that should be discussed by doctors, not the cultural community.
However, it seems to me that no one will throw out either Tolstoy or Dostoevsky. All normal teachers will teach the same things they taught before. They say such things only to “cheer us up” once again. Even if these writers are excluded from the examination program, we will still talk about them with students. No one can stop a teacher from doing this.
There is objectively no such thing as patriotic literature in history. There are pamphlets with a patriotic content, but normal literature cannot be patriotic or anti-patriotic. This is an unnatural combination of words. Any work can be interpreted in different ways, and the word "patriotism" too.
There have always been people who didn't read anything, and people who read all their free time. All students are different. I have just returned from the All-Russian Literature Olympiad, where we read the works of high school students who came from all over the country. They were very different: some were incredibly bright and talented, while others were funny, without any understanding of the work in question. It was not clear how their authors even got to this Olympiad. It always happens in all matters, and in this one too.
It may seem that things used to be better because children were better at writing essays. But often they simply learned the material by heart, although this is impossible to verify. Of course, in the past, literature was given more importance than it is now. However, for teachers, this has both pros and cons. On the one hand, we are sorry that for a long time this item was "in the paddock." After the mandatory exam disappeared, there was no need to repeat everything, reread and memorize, preparing for graduation. On the other hand, there was a danger in such commitment, since many students memorized ready-made thoughts, and did not think for themselves. Now there is no such need, so if the teacher manages to talk about the works, he has more freedom. He can choose what to discuss and on what topics to write essays, depending on what class and what the students can do. So far, there is no total state intervention in the process of teaching literature, and this has advantages for teachers.”
Hope Shapiro
teacher of Russian language and literature, teacher of the National Research University Higher School of Economics, teacher of the highest category
“People who can speak and think in terms of Tolstoy and Dostoyevsky are harder to manipulate”
“The works of Tolstoy, Dostoevsky and Bulgakov, by and large, do not need my protection. They have long won the interest of the reader not only in Russia, but also abroad, and it is strange that we suddenly began to discuss the need to study them at school, and that in a country where the issue of love for the motherland is again so acute, patriotism again began to manifest itself in expansion of the geographical space, and not in the deepening of the humanitarian space and pride in it.
Tolstoy, Dostoevsky and Bulgakov, of course, are not very easy for schoolchildren. But it would be foolish for us, teachers of literature, to help the younger generation become miserable. Nothing expands the interest and understanding of the world as much as the great literature that we have. Tolstoy's "War and Peace" is four thick volumes. However, for more than a hundred years 15-year-old children have been reading them, and if they do not understand everything at this tender age, then at least they join the culture - through its main masterpieces. And no one said that Pushkin is easier than Tolstoy or Dostoevsky. If you throw out Dostoevsky, Tolstoy and Bulgakov from the school curriculum and from the main cultural points, you have to throw out everything: Griboyedov, and Pushkin, and Lermontov. If we don't need these writers, we don't need anything. You can safely cancel the alphabet too.
One can hope that good teachers will still teach Tolstoy, Dostoevsky and Bulgakov, but this will not work out: if they do not have hours in literature, they will not be able to study what is not included in the narrow program that is tested at the Unified State Examination. And if teachers do not have the opportunity to talk about Crime and Punishment, we lose the entire Petersburg text of Russian literature. Any change in the curriculum is always fraught with significant consequences. Another argument is “We will remove complex works from the program, because no one knows how to teach them.” But this only means that it is necessary to ensure that literature is taught at school by good philologists, and not to throw away works.
The Soviet school lived well without The Master and Margarita, and perhaps the children read this novel with great interest until it was replicated and, in a sense, vulgarized. But here again the question arises whether you teach well or badly. If it's good, you need to go through this book, and if it's bad, it's better not to take anything at all. When we discuss Gogol, we talk about The Master and Margarita, and when we take The Master and Margarita, we again remember Gogol, because everything is interconnected.
I really want to ask: what and to whom did The Master and Margarita, Crime and Punishment and War and Peace prevent? Someone who can't read a thick book? In the context of today, I would like to say that if a person decides to commit suicide, let him do it on his own, and not together with the plane. If someone wants his children not to read these books, let him cancel them for his family. Why bring down our entire culture?
An experienced teacher can pass even "The Tale of Ryaba the Hen" as a complex work. And a bad teacher will make War and Peace a simple novel. It is clear what is happening and why it is being done. And, of course, all of us, people of the humanitarian sphere, are categorically opposed to someone castrating the brains of our children. Of course, it is much more difficult to manipulate people who have read, studied and can speak and think in terms of Tolstoy and Dostoyevsky. To make it easier to manage, these writers should be banned. But then, I repeat, Pushkin, Lermontov and Tyutchev should also be banned.
Patriotism and patriotic literature is what Pasternak said: "I made the whole world cry." When the author writes and makes the whole world cry over the beauty of his native land, this is patriotism. Patriotic literature is Pushkin, Tolstoy, Brodsky, Mandelstam. These are writers and books in which there is what Tolstoy calls the "latent warmth" of patriotism. This is love for native literature and native culture. And I don’t know any other patriotism.”
Elena Vigdorova
teacher of literature, literary critic
“If in the teaching of literature we are equal to the mental level of the deputies, Russia will perish”
“Only resourceful political technologists work in government offices today. By the way, their names, although carefully concealed, are nevertheless known - and sooner or later they will be covered with contempt; this is what they do not seem to take into account - that their grown children will not feel comfortable. They achieve their goals over and over again quite easily. And there are still a lot of thinking people, who in our country, despite their colossal outflow (last year - a record number of those who left: 300,000; I am sure that there are almost no fools among them), - rush to defend the opera house, then, let's say (that's how I am now), the Russian school from one hundred percent absurdity. Sane fellow citizens are simply not allowed to look around and see the real threats - to our economy, the life of civil society and just life.
One deputy, in his school years - undoubtedly, an incapable student (I taught at school, I have been dealing with students for many years and I know what I am talking about), recalled that he did not understand either War and Peace or Bulgakov. Conclusion? Well, it would seem - to scratch your head, regret your stupidity ... Finally, talk with those "wise men and smart girls" who understood Leo Tolstoy. It wasn't there! We have to assume that about a million rubles in two months (deputy salary) burns the crown. Apparently, the remnants of conscience are tormenting - something must be done for such crazy (from the point of view of his voters) money ... And the deputy declares: “I can say on my own (Why on my own? Ah, deputy? ... - M. Ch.) - in the 9th-10th grade, complex philosophical questions are too early to pass! It is difficult and early to study War and Peace, Crime and Punishment, Bulgakov and others. This “and others” alone betrays a C student with a head!
So, I have to say - I held a competition in several Moscow schools (it was a test - in the near future I will hold it in several regions, and then, perhaps, wider) based on the novel "The Master and Margarita". Soon we will sum up the results with the presentation of awards. The theme was formulated as follows: "What exactly captivated you and your friends in the novel "The Master and Margarita"?". If the deputy had read the essays sent to me, he would probably have become despondent... Unless, of course, he retained at least some self-criticism in his high position. Today's schoolchildren understand a lot in this novel! Yes, imagine - they understand the centuries-old drama of the struggle between good and evil, reflections on the meaning of human life, free will in choosing between good and evil, given to a person from birth. Not without reason, according to all sociological surveys, firstly, they read this novel from the age of 12 (!), Secondly, for how many years schoolchildren have put it in first place among the books they read. This is one of the most read.
These are the facts. And it is necessary to proceed from them, trying to benefit from this for studying the classics of the 19th century at school - it often, as you know, comes with a creak. To show exactly how to use the fact of love for Bulgakov’s novel, I try in my book for language teachers “Literature at school: do we read or pass?” (that is, we pass by ...). I wrote for teachers, but, to my pleasant surprise, parents are actively buying it - those who do not want their children to become like those who are unable to perceive the Russian classics ... I show it there, as through the novel "The Master and Margarita" ( which has become a truly cult novel by Russian schoolchildren), the teacher can go to Pushkin, Gogol and Bunin (since they are all "contained" in this novel). The same book explains how many minutes of a literature lesson must be spent reading Russian classics aloud - today this is the only sure way to convey it to a schoolchild. And there our classics will stand up for themselves - and will reveal their enormous ethical potential.
As for the delusional idea of creating special patriotic literature in our country, I will turn directly to Sergei Stepashin - suddenly my appeal somehow reaches him.
Sergei Vadimovich, you, an intelligent, educated person, cannot but understand that it is unlikely that anyone will be able to write pages today that will overshadow the pages of “War and Peace” that take with a sense of living patriotism! "The topic of patriotic education of citizens is a strategic state task that fell on the fertile ground of the reunification of Crimea and Russia." If this is true your words, and not the fantasies of the Duma journalists, then you are ashamed to read, Sergey Vadimovich! What style - "strategic"! After all, you are a conscientious person, and this means that in a few years you will have to repent, as you repented for the first Chechen war ... Only two - Yeltsin and you - publicly repented; I personally really appreciated it.
So in today's next "patriotic campaign" I was pleased only with the words of Vladimir Tolstoy - in a journalistic, true, retelling - that "any high-quality literature can be called patriotic." Let's start from this. One thing I can say for sure: if in today's school teaching of literature we are equal to the mental level of our today's deputies, Mother Russia is gone.
So we decided to ask who, for what and how punishes students today in schools. Of course, the first thing we did was go to the head teachers and were very surprised to hear a contrite answer: “We don’t punish in any way ... More precisely, in accordance with the rules prescribed in the charter of the school, only few people pay attention to him now, and parents and children know that the law is always on the side of the student. Even if he is seriously guilty, the teacher will be extreme.
An example of the most severe punishment is expulsion from school. In my memory there was only one case when the director of the school decided to expel a harmful seventh grader from an educational institution. He terrorized the students, mocked the teachers and at the same time boasted of his impunity, since dad is an employee of the security services and a participant in hostilities in hot spots. Gradually, the situation developed into a sharp conflict between adults. One wanted to be expelled, and the second wanted his son to study at this particular school, as it is considered one of the best in the area. The father argued that his son was being provoked, and his main positive argument was the child’s quite normal academic performance - well, the boy has a couple of triples, but the rest are “four” - “five”! The only thing the director could answer was that the boy did not live in the school microdistrict, which means that he was not required to be taught here, and secondly, a pile of teachers' complaints and complaints from the parents of other children about this child. The boy and his parents were repeatedly summoned to meetings of the school council, a dispute settlement commission was created and complaints were resolved there, the boy was reprimanded several times, they took from him the “most recent” promise to behave normally - nothing helped. As a result, the director referred to the legislative norm allowing not to accept a child “not at the place of residence” if the school is overcrowded. It had an effect on dad: he very quickly figured out with his son, made peace with the director, and the boy was left at school, however, he was transferred to another class.
It is almost impossible to expel a child today, even a high school student. To do this, several conditions must be met at once: the teenager must be 15 years old, there must be a statement from the parents and there must be permission from the commission on juvenile affairs. Even the voluntary transfer of a student to a technical school or an evening school must be accompanied by both a statement from the parents and permission from the KDN. At the same time, teachers say, we must remember that today our school is obliged to give everyone a complete general, that is, eleven-year education. What is the exception...
In addition to the school council, the pedagogical council, the prevention council and the settlement commission, each school has (or should have) a medical and psychological service. True, the optimization of recent years has not strengthened this service in any way, but on the contrary, many schools have lost their positions as psychologists and social pedagogues. The result was an increased number of conflicts between parents of students and teachers. The class teacher or subject teacher today alone confronts some angry parent, absolutely sure that her wonderful brilliant son or daughter lacks only wings behind her back, and everything else is in perfect order. The teacher cannot prove otherwise, because there is no confirmation - the results of the work of the medical and psychological service.
When I asked how it is possible to punish a child studying in a ZPR class for a misdemeanor, they answered me that today in ordinary schools there are not only officially no such classes, now there are not even children with such a diagnosis. According to teachers, when children undergo a medical examination before the first grade, there is no column in the child’s medical record that would indicate whether he can study in a regular school or not.
We are now taking everyone blind. And even if this child is not just mentally unbalanced, but it may well be that he is mentally ill, we do not know this!
It may well be that this is where the numerous conflicts between students in elementary school originate. Small, cute and very pretty children are capable of inadequate, abnormal actions. For example, to crack a neighbor on the desk with a bottle of water, aiming exclusively at his forehead. Or throw a tantrum in the middle of the lesson because of a pen taken away, and then try to poke a classmate in the eye with the same pen ... How to punish for such things? That's right, talk to your parents. And that's it. Because if the teacher decides, for example, to put the child in a corner, then, maybe even in court, it turns out that the poor kid has migraines, gout and coxarthrosis, and he can stand no more than one minute a day. Today, the school and the teacher have no way to punish primary school students. They are still small, it is impossible to punish ... Just as it is impossible to prove the mental incompetence of a child.
Teachers consider a fight with injuries to be a gross disciplinary offense. But this is nowhere written down and not stipulated. “Failure to fulfill the curriculum” and “failure to master the educational program on time” cannot be the reason for expulsion from school. Since sometimes a child is not able to master the program due to some personal characteristics, by the way, at the same time, he can have normal behavior and a lot of other advantages. Yes, in Soviet times they could be expelled for academic failure, but why return to this now? Moreover, there is a solution to the problem, and teachers talk about it all the time:
It is not necessary to expel from school for not mastering the school curriculum, but to abolish the obligation of the Unified State Examination! For some reason, the ministry does not want to understand that forcing them to pass such imposed exams is also a violation of children's rights. And we must fight not with the ignorant, but with the ignorant!
The modern ignoramus, for example, does not speak without foul language, and such behavior is common today. There are students in schools who do not hesitate to swear in front of classmates and teachers, and even to the teacher. “How to punish him if neither reprimands nor appeals to conscience reach him? ..”
In one of the schools they tried to call the police - they don’t go, they say, sort it out yourself.
The second point: smoking is a reason for disciplinary action or not? Teachers complain that they also have no rights in this:
Well, I told my parents, and then what? They often don't even care. And some high school students simply say: “My mother knows that I smoke.” I say: “Here, sit your mother opposite at home, and smoke with her together, and the school is the school. You can't here." Only he doesn’t care at all: “Why is this impossible? ..”
It is necessary to legislate the inadmissibility of smoking at school and prescribe a possible punishment, and a significant one, for example, a fine from parents.
Lawyer's comment
Tatyana Pogorelova:
- The published "Procedure for bringing students to disciplinary responsibility" still has the status of a draft order of the Ministry of Education and Science of Russia. But rumors have already spread in schools that students will now be expelled. At the same time, as always, human imagination draws the most terrible pictures. But what if they just fight with objectionable guys like that? But what if this measure is used as a pretext for blackmailing parents who did not "sponsor" the school in time? Let's try to calm everyone down. It will still not be possible to exclude a child under 15 years old, and the exclusion of older students will be a very difficult procedure!
Exclusion from school as a measure of influence on the behavior of the child was provided for and until September 1, 2013 continues to be provided for in Art. 19 of the Law of the Russian Federation "On Education" of 1992. So, in paragraph 7 of Art. 19 clearly states that by decision of the governing body of an educational institution for repeated gross violations of the charter of an educational institution, a student who has reached the age of 15 years is allowed to be expelled from this educational institution. At the same time, the exclusion of the student from the educational institution is applied if the measures of an educational nature have not yielded results and the further stay of the student in the educational institution has a negative impact on other students, violates their rights and the rights of employees of the educational institution, as well as the normal functioning of the educational institution.
The decision to expel a student who has not received a general education is made taking into account the opinion of his parents (legal representatives) and with the consent of the commission for minors and the protection of their rights. The decision to exclude orphans and children left without parental care is made with the consent of the commission for minors and the protection of their rights and the body of guardianship and guardianship.
An educational institution is immediately obliged to inform about the exclusion of a student from an educational institution of his parents (legal representatives) and the local government.
The Commission for the Affairs of Minors and the Protection of Their Rights, together with the local government and the parents (legal representatives) of a minor expelled from an educational institution, within a month, takes measures to ensure the employment of this minor and (or) the continuation of his education in another educational institution.
In the new Federal Law "On Education in the Russian Federation" of 2012, which will come into force on September 1, 2013, Art. 43 "Duties and responsibilities of students" for the first time the law introduced the concept of disciplinary measures for students. In particular, it is established that for non-fulfillment or violation of the charter of an organization engaged in educational activities, internal regulations, rules for living in dormitories and boarding schools and other local regulations on the organization and implementation of educational activities, disciplinary measures may be applied to students - note, reprimand, expulsion from the organization carrying out educational activities.
At the same time, it is stipulated that disciplinary measures are not applied to students in educational programs of preschool, primary general education, as well as to students with disabilities (with mental retardation and various forms of mental retardation).
It is not allowed to apply disciplinary measures to students during their illness, holidays, academic leave, maternity leave or parental leave.
When choosing a measure of disciplinary sanction, an organization carrying out educational activities must take into account the severity of the disciplinary offense, the reasons and circumstances under which it was committed, the student's previous behavior, his psychophysical and emotional state, as well as the opinion of student councils, parents' councils.
The option of expelling a student from an educational institution still remained an extreme measure, the application of which is possible only for a child who has reached the age of 15.
So, according to the decision of the organization carrying out educational activities, for the repeated commission of disciplinary offenses specified above, it is allowed to apply the deduction of a minor student who has reached the age of 15 years. At the same time, the expulsion of a minor student is applied if other measures of disciplinary action and measures of pedagogical influence have not yielded results and his further stay in an organization carrying out educational activities has a negative impact on other students, violates their rights and the rights of employees of an organization carrying out educational activities, and as well as the normal functioning of the organization carrying out educational activities.
The decision to expel a minor student who has reached the age of 15 and has not received a basic general education, as a measure of disciplinary action, is taken taking into account the opinion of his parents (legal representatives) and with the consent of the commission on minors and the protection of their rights. The decision to expel orphans and children left without parental care is made with the consent of the commission for minors and the protection of their rights and the body of guardianship and guardianship.
An organization carrying out educational activities is immediately obliged to inform the local self-government body in charge of education about the expulsion of a minor student as a disciplinary measure. The local self-government body exercising management in the field of education, and the parents (legal representatives) of a minor student expelled from an organization carrying out educational activities, no later than within a month, take measures to ensure that minor students receive general education.
The student, parents (legal representatives) of a minor student have the right to appeal to the commission for settling disputes between participants in educational relations disciplinary measures and their application to the student.
The same art. 43 in paragraph 12, it is established that the procedure for applying to students and removing students from disciplinary measures is established by the federal executive body that performs the functions of developing state policy and legal regulation in the field of education. The Ministry of Education and Science of the Russian Federation has prepared a draft corresponding order, which for the first time clearly defines the procedure for imposing disciplinary measures against students.
Thus, the news in this case was only that now, in the frequent conflicts between Russian teachers and Russian schoolchildren, a certain parity has formed. Above the teacher for a long time hung articles for dismissal in accordance with the Labor Code of the Russian Federation for committing an immoral offense, for appearing drunk at the workplace. Disciplinary measures were also envisaged under the Labor Code of the Russian Federation. Now, for the same offenses, especially unruly students can also be reprimanded, reprimanded, or expelled from school.
And if the very system of disciplinary measures against students has already been approved at the legislative level, then we can still think together about the mechanisms for bringing students to disciplinary responsibility by submitting our amendments and comments to the Ministry of Education and Science of the Russian Federation.
The draft Procedure for bringing students to disciplinary responsibility describes the procedure for imposing a disciplinary sanction, largely repeating the procedure provided for by the Labor Code of the Russian Federation in relation to employees. For minor disciplinary offenses, a special commission may issue a reprimand to the student. The commission of a gross misconduct may entail a decision of a special commission to impose a penalty in the form of a reprimand or expulsion. At the same time, cases are stipulated that can be recognized as gross disciplinary offenses. Alas, some of them are not absolutely clear. So, for example, the decision on whether a misconduct committed by a student at the place of study is immoral was left to the mercy of a special commission. The concept of grave consequences is not formulated, for the occurrence of which, after a student violates disciplinary requirements, the possibility of reprimand or expulsion from school is provided. In any case, in order for the case to reach expulsion, a whole disciplinary proceeding must be initiated.
The Ministry of Education and Science of Russia is waiting for proposals on the project until February 14, 2013.
Attention!Read and discuss in the attached file "The procedure for applying to students and removing students from disciplinary measures"
Significant changes will also affect the school literature course. The Minister of Culture of the Russian Federation Vladimir Medinsky suggested that the Public Chamber develop a new concept, the task of which is to make children patriots, help them understand works that are "dangerous" for them, and remove some books from the school curriculum altogether.
Yes, in list of "dangerous" works already included "Thunderstorm" by Alexander Ostrovsky, "Fathers and Sons" by Ivan Turgenev, civil lyrics by Nikolai Nekrasov, fairy tales by Mikhail Saltykov-Shchedrin and criticism by Vissarion Belinsky. According to Pavel Pozhigailo, Chairman of the OP Commission on the Preservation of Historical and Cultural Heritage, who led the work on the development of a new concept, a manual will be developed for teachers, in which clear instructions will be given on how and what to tell students about these works.
Pozhigailo gives an example of how to properly present these works to students:
- Catherine from "Thunderstorm" is just an unfortunate girl who succumbed to passions, could not cope with them and committed suicide. Another example: Tatyana Larina from "Eugene Onegin" - she got married, she is happy. On the one hand, a passion that can lead to suicide, and on the other, a wise overcoming of passion.
Some works, including "Inspector" and "Dead Souls" by Gogol, as well as "Crime and Punishment" and "The Brothers Karamazov", students will study in detail already in high school, they are proposed to be excluded from the course of literature for the middle grades of the school. Pozhigailo believes that for a deep understanding of these writers, it is necessary to have a certain amount of knowledge: "To understand Gogol, you must at least know the New Testament. And it would be necessary in parallel with Dostoevsky. They both spoke in gospel texts."
Well, some works are even offered withdraw from the school curriculum. While talking about "Master and Margarita" by Mikhail Bulgakov.
- It is clear that to a greater extent, children are fond of Woland, Koroviev, Behemoth, completely not understanding the creative task of Bulgakov, Pozhigailo emphasizes. - I think that this book should be taught at the institute.
A new concept for the school literature course was required after Vladimir Putin's speech at the parents' congress on February 9, when the president expressed dissatisfaction with the fact that in the new literature program for high school developed by the Russian Academy of Education (RAO) there was no place for the works of recognized classics, such as Alexander Kuprin, Nikolai Leskov and others. For some reason they were replaced by the creations of modern writers, for example, Lyudmila Ulitskaya and Viktor Pelevin. Later, the Ministry of Education and Science stated that the new program categorically could not be implemented.
When a child crosses the school threshold, he begins a new life. How to deal with the problems that arise after the first school bell? How to protect yourself and your child from the wrong and often illegal steps of the school administration? Let's try to answer some of the most common questions parents have.
What is written in the school charter?
I had a conflict with the administration of the school where my son is studying. Without going into details, I can say that it is connected with the construction of the program. The director began to refer to the charter, but I did not see it. Before enrollment, no one warned us that some new programs would be "run in" on children.
Article 16 of the Law on Education states: the school must familiarize the parents of the future student with their constituent documents and other materials regulating the educational process. First of all, parents should pay attention to the charter of the educational institution. It stipulates how, in what order children are admitted to school, the period of study, the procedure for assessing knowledge, how additional services are paid. The charter of the school must not contradict the Law on Education and other normative acts regulating the process of education. If a contradiction is nevertheless observed, then parents can challenge all illegal provisions (for example, on holding introductory exams when enrolling in the 1st class) in a judicial or administrative order.
The organization of the educational process at the school is built on the basis of the curriculum developed by it independently in accordance with the exemplary curriculum, and is regulated by the class schedule. The teaching loads of students should not exceed the norms of maximum allowable loads determined by the charter of the school based on recommendations agreed with health authorities. The duration of the academic year in grades 1 lasts 30 weeks, in grades 2-11 (12) - at least 34 weeks. The duration of the holidays is set during the academic year at least 30 calendar days, in the summer - at least 8 weeks. For students in the first grades, additional weekly holidays are established throughout the year. The annual calendar curriculum is developed and approved by the school independently.
Our school has a board of trustees. "Thanks" to his efforts, a free school can no longer be called. Monthly, we are charged rather large sums for certain needs. Is it legal?
The law allows parents of students to participate in the running of the school. The charter of an educational institution may permit the organization of boards of trustees at the school. This is one of the types of self-government by the school and one of the most effective ways to influence the parents and legal representatives of the child on the course of the educational process. In practice, such bodies deal with organizational and auxiliary matters.
Most often, it is the boards of trustees who collect money from the parents of students. In this case, it should be noted that such Contributions must be exclusively voluntary. Of course, the material support of today's schools, especially state ones, most often leaves much to be desired, but still this is not a reason for systematic extortion. Therefore, the board of trustees can organize the repair of the school, and not collect money for it and give it to the school management. This so-called target financing is much more effective than banal contributions. The financial activities of the councils must be completely transparent. You have every right to find out what the funds you deposited are spent on.
Let's go to school
In order to enroll a child in a school, and, mind you, a state school, they demanded no more than 3,000 USD from my acquaintances. It was necessary to pay immediately and in the hands of the director of the school. The child's family lived a five-minute drive from the school, but due to an unfortunate coincidence, the house was located at the junction of district governments and the school was officially registered with another government. How legal is this situation, what should the parents have done?
Unfortunately, the situation is not unique. Firstly, it is exclusively criminal in nature and lies within the area of application of the Criminal Code. Therefore, you have every right to contact law enforcement agencies and the Education Management Committee. Secondly, by law, state and municipal educational institutions must ensure the admission of all children who live on the territory of the school. If the child does not live in this territory, he may be denied admission only because of the lack of free places in the institution. And here, unfortunately, nothing can be done.
All children who have reached school age are enrolled in the 1st grade of a general education institution, regardless of their level of preparation. Admission of children to the first classes to all types of state and municipal educational institutions on a competitive basis is a violation paragraph 3 of Art. 5 of the Law on Education. When entering schools with in-depth study of certain subjects (for example, foreign languages), testing is allowed, but only in order to determine the level of knowledge of the child and subsequently form classes taking into account the development, abilities and health of children.
Very often, when a child is admitted to school, parents are required to provide an infinite number of documents, but the regulations governing the provision of educational services clearly regulate this issue. So, for enrolling a child in the 1st grade, parents or legal representatives of the child (guardians, trustees) submit an application for admission and a medical record of the child to the educational institution. The requirement of certificates from the place of work of parents indicating wages is not allowed by law. The conclusion of the psychological-pedagogical or medical-pedagogical commission on the readiness of the child for learning is advisory in nature and is not mandatory.
Education in a public school is free - this rule is also established by Art. 5 of the Law on Education. Collection of money for education on "special" programs and textbooks, security and cleaning of the school building, for wage supplements for teachers and the needs of the school is not allowed. Contribution options are possible through the Board of Trustees, as discussed above.
parental right
The school where my daughter studies has the following policy: parents should not "get involved" in the educational process. The school is completely closed to parents. And, for example, I am not satisfied with what I hear from my daughter: it seems to me that the teacher is behaving incorrectly ...
No doubt, parents will be interested in the fact that by law they have the right to choose a teacher for their child. The first year of study at school is the most difficult in terms of adaptation for a student. He finds himself in a new environment where issues of psychological compatibility with an adult mentor are extremely important. Therefore, parents are endowed with the opportunity to change teachers if serious problems arise. To do this, you just need to write an application addressed to the principal of the school with the rationale for the request.
In addition, parents are endowed with greater control over the educational process by normative acts. So, in accordance with paragraph 7 of Art. 15 of the Law on Education, they have the right to attend lessons, get acquainted with the methods of teaching subjects and grades.
Conflict commissions can be organized at the school. They consist of representatives of parents, teachers, school administration. In the event of disputable situations, the decisions of the conflict commission are advisory in nature. If a common solution cannot be found, both representatives of the educational institution and parents have the right to apply to the courts to resolve the dispute. In addition, parents have the right to apply to educational authorities (education committees, district subcommittees, etc.).
Loser happiness
In our school, grades are not a measure of knowledge, but a means of blackmail. My tenth-grader son is constantly threatened with expulsion from school because of a deuce in chemistry ...
My daughter was forced to take exams in four subjects when she was transferred to a secondary (!) school. Is it legal?
According to the current legislation, each school has the right to choose the type of assessment of students independently. According to Art. 15 of the Law on Education, educational institutions are free to determine the assessment system, form, procedure and frequency of intermediate certification. Therefore, parents should not be surprised if it turns out that even in the first grade they will have to undergo various tests.
What to do if the child for some reason does not learn the school curriculum well enough, receives unsatisfactory marks? Can they keep it for a second year? What exactly should parents do? Article 17 of the Law on Education states that primary and secondary school students who have received annual deuces in two or more subjects, "at the discretion of their parents (legal representatives) are left for re-education, transferred to compensatory education classes with a smaller number of students per teacher educational institution or continue their studies in the form of family education.Students at the indicated levels of education, having an academic debt in one subject at the end of the academic year, are transferred to the next class conditionally.Responsibility for the elimination of academic debt by students during the next academic year rests with their parents In any case, the transfer of a student to the next class is made by decision of the governing body (pedagogical council) of the educational institution.
In practice, this rule means that without the consent of the parents of a student, he cannot even be transferred to a class for lagging behind. But at the same time, the parent is fully responsible for the subsequent academic performance of the child. It should be noted that school teachers and the administration of educational institutions mostly meet the needs of students. The most common option is the organization of additional classes. This is where the school has a complete and quite legal right to collect fees from students. However, it should be noted that the possibility of such lessons and the payment for their organization should be directly provided for by the charter of the school.
The most painful issue is the exclusion of students from school. Parents should know that to exclude a child under the age of 14, the school has no right at all. According to Art. 19 of the Law on Education, a student who has reached the age of 14 can be expelled from school "for committing unlawful acts, gross and repeated violations of the charter of an educational institution" - in other words, for hooliganism and bad behavior. After the decision on exclusion is made, the school administration is obliged to inform the local self-government body of the decision within three days. That, in turn, takes measures to arrange for the expelled to a new place of study. The decision to expel a child from school can be challenged both administratively (by filing a complaint with the education authorities) and in court.
Who will make up the lost?
My son was ill for almost the entire quarter. Is he required to turn in those homework and interim tests that he missed due to illness?
The law says that each student must master a certain amount of knowledge - an educational program for a certain educational level. If a child is often ill, parents have the right to choose for him an acceptable form of individual education, including home education. In any case, the state educational standard must be met. What gives the school the right to require the student to complete those tasks that he missed due to illness. Of course, he will not be forced to do all the missed homework. But he must pass a certain minimum. In practice, such questions are resolved individually by each teacher.
Safety
My son's classmate was injured in a labor lesson. He even had to undergo surgery on his hands. Is the school responsible for such incidents?
According to Art. 32 of the Law on Education, the school is responsible for the life and health of the student during the educational process. In any situation, the school must compensate for the costs of treatment and care for the child. As practice shows, schools do not hide the facts of injuries during their studies and, upon first request, issue relevant certificates, which are the basis for claims for damages. If the school administration refuses to issue such a document, then the fact of injury can be confirmed by witness testimony or a medical report obtained in any medical institution.
In conclusion, I would like to note that the laws related to education in our country require urgent reform in accordance with the conditions of a market economy. So today, Russian certificates of complete secondary education are not recognized in many European countries. Teenagers have to complete their studies for a year and a half in order to be able to study at foreign universities. In addition, it is impossible to reduce the level of that fundamental classical school education that was maintained during the Soviet era. If we add to this the experience that the school education system has accumulated over the past ten years, then we can get the most acceptable version of the education system.
Discussion
Hello Tell me what should I do?
When my child finished first grade, there were no problems in school. The child knows the alphabet and knows how to count, the only one who was lame in reading. I turned to the class teacher and asked if she could work with my child in the summer in addition. She answered yes of course I will call you and invite you. Throughout the summer, I contacted the teacher more than once, and she fed us with promises. And she invited me only in August, a week before the end of the school year, for 3 lessons.
Which did not give any result. And from other parents in our class, I learned that she invited their children to additional classes in the summer in the month of June. She just ignored us. In the second grade in the 1st quarter, the child fell ill, she did not attend classes for one week. And also in the second quarter. Then we started having problems at the end of the second term, the teacher called me to school to talk with a psychologist. When I came to the psychologist, their name is the school, they began to talk among themselves, and after my child. They said that she needs to be transferred back to the first grade or left for the second year, and it is best to transfer the child to a school for mentally retarded children, since she did not know the alphabet, she has a very short memory, she cannot read and write. And he can only write off mechanically. Then they hooked me up. They said that nobody needs my child in this school, they are not obliged to deal with her and teach her, I have to do it myself. They already have more than 700 people in the school and they do not have enough time for this. Since the school has free education, and for a small salary, no one will additionally deal with your child. I went home in tears. But that's where it all ended. At the beginning of the third quarter, I was again called to the school, but this time to the director in the presence of a psychologist, a social worker, and a class teacher. The psychologist again began to say that my child had a short memory and only mechanical copying that she had problems with her head. When I tried to object, they immediately interrupted me, said that she didn’t have it when I tried to object that they immediately interrupted me, saying that I had no right to do so. The psychologist said that I have no right to this. The psychologist said that because I work, I spend little time with my child. The class teacher and the psychologist exchanged phrases among themselves that they need to make room in the class, and then it will take someone there. The psychologist appointed another commission.
I always thought that teachers should teach children, give them the knowledge that they need to be respected and appreciated. I told my children about this so that they respect teachers and listen to them carefully, because teachers give us knowledge that will be useful in life. To ensure that children are literate and educated. But faced with this situation, I don't know what to think.
Hello, such a situation, a 9th grade student gets into an unpleasant story, he didn’t study for a month and he was sent to an educational colony, he left there ahead of schedule, what should he do? Re-learn 9th grade? Or can you pass the exams and get a certificate?
08.10.2018 20:25:47, AngelinaGood afternoon! Today is the last day of the first quarter of the 2016-2017 academic year. of the year. 7th grade child i.e. the eldest daughter in history costs 2, and the second daughter has 4. The fact is that the eldest always prepares and reads homework, and the history teacher in her lessons never asks about what she has read, and only those students who always answer and, accordingly, answer get good grades. But the second daughter, to be honest, does not read or prepare for history, for some reason she has 4 ka inserted. Of course, as a parent, I am pleased with any well-deserved, undeserved good marks for children. But I don't think this is fair. Because of injustice, I want to change my history teacher.
Question: Can a parent change a subject teacher? How to write an application?
Hello. Please tell me how we should be. When my child was admitted to grade 1, teachers were hardly found, she was asked to return to school because she had already decided to end her career at that time. As a result, she agreed and became a very good teacher for our children. This is a very good, educated and knowledgeable teacher. Literally the other day we find out that she is being transferred back to first-graders, because they didn’t have a teacher who knew the 2100 program (why then was it necessary to recruit a class?), And our the children lost both their beloved teacher and the office itself. Our teacher repeatedly asked the principal to stay with us, to which she was told, “You can leave the school and pick up your graduate daughter.” Tell me how we parents should be? After all, the director does not want to listen to us, where should we "shouting" for everything to return to its place. Do we parents have the right to return the teacher. In the place of our teacher, we were given a very young girl who had just entered the university and came out of maternity leave, which means Endless sick days, sessions, etc. And no one needs our children! Thank you in advance for your answer.
08/25/2012 10:55:44 AM, Natalia V.BThe teacher said "fuck you" to his son's refusal to change for gym class! How can teachers or school administration be influenced?
02.12.2008 22:40:31, DimaDo parents have the right to refuse to teach their children Peterson math from grade 3? 1st and 2nd grades children studied mathematics according to this program. But the psyche of children breaks down, because. they have a hard time understanding the material.
28.11.2008 00:46:02I had a conflict with the teacher of the school. She teaches English. At her lesson, I got up without permission and took my portfolio from a classmate, after which she kicked me out. And now she does not allow me to the lesson. And threatens me with a scandal. call my parents and talk to them, but she did not. I think that she has overstepped her authority. Help me with this question. My name is Sasha, I'm 14 years old and I'm in the 8th grade, and I don't know what to do?
11/24/2008 03:22:59, SashaWhat rights do I have when classmates insult me.
11/17/2008 10:42:54 AM, Kirill 01.11.2008 14:54:09, SvetlanaIn our school, from the beginning of the second quarter, the administration decided to change the start time of classes from 8-00 to 08-30. This is extremely inconvenient for us, for the reason that my working day starts at 8-00. Also, my child attends additional circles outside of school and it is impossible to transfer these classes to another time! Is it legal? and what actions can be taken to avoid change? The school refers to the norms of Sanpin, do not tell me where you can find them!?
01.11.2008 14:53:48, SvetlanaI was insulted by the teacher in front of the whole class because I did not learn the verse and threatened to leave me for the second year. What rights does a teacher have?
Do I have the right to leave the school without finishing grade 9?
09/02/2008 16:12:20, Irina Selezneva
