About a special course at school and whether it is necessary to force children to study?

    I want to make a reservation right away that it will not be about school subjects and classes, like mathematics, biology, etc., but about the so-called special courses, or rather, about the special course on web design.

    What is a special course and what will it be all about?

    Typically, good schools offer their students additional in-depth classes in a number of subjects, often in the specialization of the school (mathematics for schools with a mathematical bias, etc.). Moreover, depending on the desire of the administration, special courses can be either compulsory for children or free.

    A small annotation: at one time I was a student of a similar Kiev school, with a fairly strong mathematical, and indeed olympiad bias. According to tradition, special courses are taught not by teachers, but by former students of the school (in particular, a special course in mathematics is conducted by international winners and prize-winners).
    The school has 4 special courses in computer science - graphics, web design, programming and computer animation. I was invited to teach a special course on web design (which is actually teaching basic knowledge of html, css and the basics of js).

    I have been teaching for the third year in a row, and from observing the children and their behavior in the classroom, some thoughts appeared that I want to share here.

    Every special

    The audience of the special course is very different. Since this is easier than olympiad mathematics and programming, the path here is open not only to children from classes with a technical bias, but also to humanitarian areas. In general, the contingent is very different. Someone already tried something, for someone it is a novelty. The first task of all is to interest students, entice them with a subject. Frankly, the task is not one of the most difficult, although many immediately begin to think of themselves as the future creators of “VKontakte killers”. However, after a short introduction, the educational process itself begins, in which groups of students are immediately distinguished:
    • Ideological - most often those who have already tried something and know how, they like and they are eager to learn more. It is a pleasure to work with them - they complete all the tasks that are necessary, engage in self-development in the subject, always return with their finished homework. They do not need to be forced to do something, they themselves want it .
    • Assertive - beginners who have not encountered the subject of classes. In essence, they are divided into 2 more subcategories:
      1. Those who themselves want to learn something
      2. Those whose parents really want them to learn this

      The former can be successful with prolonged work and due devotion to classes. Due to natural perseverance, this does not provide labor for them. It is just as interesting to deal with them, because they show interest in the subject, and although there is a trace of laziness in their actions, they nevertheless do ~ 80% of what they should. They do not need to be forced to do something, but sometimes they lose interest , especially if something does not work out right away. In this case, they need to be pushed and / or motivated.
      The second ones come here because they are obedient children of their parents, and if the mother said "must", they implicitly carry out the order. The feeling of having classes with such children is, let's say, weird. Yes, it is clear that the child is doing and trying. However, the complete or almost complete lack of interest in his subject is constantly felt. Tasks are performed for show and do not bring any pleasure in their implementation. They are not interested in what they do. Although, over time and the emergence of some significant successes in children, usually there is more interest in the subject.
    • Pofigists are usually those who come to the lesson “for company,” or just listen to what the conversation is about. In 99% of cases, these are one-time visitors, although there are especially persistent options that have nothing to do on the weekend and they in this way while away time. These only distract the teacher and others , and quite strongly. And although they usually go to groups in groups of two or three, it still interferes.
    • Desperate pests are those who come again at the request of their parents, but absolutely do not have the desire to do anything. Moreover, usually, in order to show parents how much they do not need it, they begin to desperately show off, interfere with the conduct of classes (it is not clear only why other children and the teacher themselves should suffer, and not the parents of the child). It is clear that they do not stay long in the group, but there is also a small caveat:
      1. Children take their toll - parents take them from a special course (sometimes with a scandal). This is a favorable development.
      2. Parents are still sure that their child needs to be in class. This is a bad option, as the children continue to interfere and parents are added to their compartments with questions why their child knows and can do worse than others. Is this teacher’s bias towards the child? It is usually very, very difficult to communicate with such parents, and, what to hide, most often you have to endure it until the children bring the “ancestors” to the white knee and they take them away.

      It is clear that engaging with such children does not bring any moral and aesthetic pleasure .

    My observations do not guarantee to be completely objective and fair. After all, my teaching experience is only over 2 years old.

    However, is it necessary to force children to study if they do not want to?

    When children are forced to study against their will, there are pros and cons.

    When parents force their children, they are guided by their experience, which is greater than that of the child. If parents with a high bell tower are seen better than a child. If the knowledge was really useful, then then parents will hear words of gratitude from their children. "Thank you for insisting, thank you for compelling." And vice versa, if the parents succumbed to the child’s persuasion and didn’t “finish it off”, then they can then hear such painful words for the parent’s ear as “why didn’t you insist then ?!”. From this point of view, it is even necessary to force children - the acquired knowledge will be useful to them in the future.

    In another case, such violence against a child can only do harm. Especially if the child in opposition to his parents begins to do the opposite, not specially preparing for the subject, skipping it. In addition, it often happens that parents try to have their child realize what they dreamed about, or what they could not achieve in childhood. This is a noble goal, but only if the child is predisposed to it. Say, if a child likes to play chess and is modest and small, giving it to boxing can be a big stress for the latter.


    I believe that forcing children to do and learn what parents think is necessary. Later, they will understand whether it was useful for them or not. But you should never go too far - you need to objectively assess the capabilities and talents of your children.

    Only registered users can participate in the survey. Please come in.

    What do you think, is it necessary to force children to do and teach what parents consider necessary, but not children?

    Also popular now: