Now many people are asking questions about the values \u200b\u200bthat need to be guided in education and training. In my opinion, when defining the main values, one should, first of all, be guided by a simple idea. School should teach a person to live in peace with himself, with the nature that surrounds us, and with other people. This is a difficult task in itself, to which many go all their lives, and do not always come to the desired solution. The paths that lead to an important decision are very different.
... “A truly good method of education must proceed from the eternal and universal inclinations and forces of human nature,” wrote I.G. Pestalozzi.- Adhering to this thread, the child will be able to independently achieve the general development of his strengths and inclinations ... The most essential thing in the method is that it awakens in the child the innermost inclinations that are available. And wherever he does it, no matter what position these forces awakened in the child are in, the method gives them freedom of action, motivation and stimulus to the maximum possible development in this position ”...
Currently, many teachers are trying to enrich the educational content, methods and forms of organizing school teaching. To revive interest in learning, it is proposed to conduct a variety of competitions, tournaments, entertaining hours, matinees, travel games, design stands, albums, collections.
But nowhere is it possible without the teacher entering the classroom and starting the lesson. Yu. B. Zotov in his book "Organization of the modern lesson" writes that if teaching is based on objective laws, then the organization of this process of the teacher's and pupils' activities in the lesson and outside it can be appropriately ordered. It follows from this that any teacher, having studied the basics of the "technology" of teaching, can significantly increase the level of his skills and the effectiveness of the lesson. The lesson lasts 40 minutes or 2100 seconds, each of which can generate knowledge or boredom, a thought capturing the hearts of children, or dangerous and corrosive idleness. The value and significance of these seconds, minutes, hours, years in the fate of children is determined by the teacher.
Therefore, first of all, it is necessary to form in oneself and the students a "lesson cult", which does not accept the clarification of various kinds of everyday relations, "reading morality", conversations that are far from the topic of classes.
A lesson is a path to knowledge, self-improvement, intellectual communication, in which a spark of humor, brilliance of talent, an elegant word and an appeal to each other on equal terms (in the adult-adult system) must be present.
Here are some techniques, of course, there are many more that can be offered in order to make the lesson more interesting and informative for both the teacher and the learners.
The first technique, which reveals what students already know about what they are going to learn, and then master new concepts with the help of the teacher.
... Words burn like heat
Or they freeze like stones, -
Depends on what you endowed them with
What to them in their hour
Touched my hands
And how much did you give them
Spiritual warmth.
N. Rylenkov.
Arriving at the class, the teacher distributes sheets of paper to the children and asks them to write them in five minutes all the words that relate to the topic to be studied. In five minutes, all students will complete the assignment and count how many words they managed to write. Their number on each leaflet will be different, because each student has a different degree of readiness to learn new material. (Some of the lists can be read.) Of course, those who are still poorly prepared will write very few words. But he will also know about it. The teacher also receives information about the range of concepts the students have. Next comes the work with educational material, the teacher's story. It is advisable to repeat this technique a few minutes before the end of the lesson. The number of words written on the back of the paper can change dramatically upwards. And if this technique is used from time to time, then it is possible, as in a short five-minute test, to see the peculiarities of mastering the curriculum.
Revealing what children already know creates the conditions for the best memorization of new material, increased interest in it. When a child focuses on his knowledge and makes an attempt, even randomly, for himself, to reproduce it, he is distracted from many other issues that interest him, and focuses his attention on a topic not offered.
The second technique, in which the figurative ideas of students about what they have to study are revealed, and in the process of mastering the knowledge, the figurative representations are corrected.
“Black - sand - water - this is a string of voiced -
what a chimpanzee could do by pointing out
calling out to the beach in Hawaii. But there was
it would be ridiculous to explain to chimpanzees the difference between
offers: "The sand next to the water is black"
and “Heating creates an illusion on the asphalt
K. Pribam
The teacher tells a lot in the classroom, but not all children can figuratively imagine what is being discussed. To avoid this, in addition to verbal reproduction, students can be asked to complete drawings, but not copy from a book, which will reflect the figurative representations of what is to be studied. The fact that the drawings may be imperfect does not matter in this case. It is important that this task gives impetus to figurative representations, fantasy, imagination, and, therefore, allows you to focus on the concept being studied.
Drawings made for educational purposes can be used as a teaching aid by pasting them into an album, making an appropriate comment on them.
Teachers and parents should be aware of the developmental characteristics of children, both figurative and verbal. “Good educational practice, - writes R. Hasti (USA), - makes teaching methods to be adapted to the natural data and the level of the child's development”.
The child often cannot express his thoughts in words and, as a result, loses faith in himself. Since most of the subjects of the school cycle are mental and speech, art, especially fine art, plays a decisive role in restoring the emotional balance of the child's psyche.
The use of drawing in the lesson as a "full partner" of the word is appropriate and allows it to develop in students who do not have a developed figurative imagination, as well as to take into account the abilities and individual characteristics of children with artistic gifts.
Thus, drawing will allow children to be liberated, to reveal their capabilities, to compensate for the lag in the verbal and logical basis.
Color is an amazing phenomenon. He attracts attention and does not leave you indifferent from early childhood. We like some colors, others we don't. By choosing a color, you can determine our desires, and the state of our body, and the sources of stress that bother us.
This property of color can be used in the classroom, for example, to clarify the emotional attitude of students to a literary character, to analyze the character of a literary hero. And you can identify the well-being of the student and help him cope with it. You can also figure out the general atmosphere in the class using colored pencils or felt-tip pens.
The use of color will allow the teacher to look at many things that surround us, look differently, and, above all, at himself, at his emotional state.
Interpretation is carried out according to M. Luscher's color cards.
Color test of relationships (A.M. Etkind)
Purpose: to identify the emotional attitude of schoolchildren to the teacher, classmates, etc.
The emotional profile of the class.
Purpose: to identify the emotional state of the children's team.
The third technique, in which the amusement of the task increases the interest and attention of students, diversifies the classes, creating a creative atmosphere in the classroom
“To make the student understandable and entertaining
what he is taught, avoid the two extremes: not
tell the student about what he may not know
and understand, and don't talk about what he knows
not worse, and sometimes better than a teacher "
L. Tolstoy
“General education gives a person's entire life
known flavor, known meaning and well-known
new direction; it penetrates the whole
mindset and deeply modifies
his whole character and way of thinking. "
D. Pisarev
Lessons with elements of entertainment grab students' attention, stimulating their creativity. These are various mathematical tasks in poetic form; tasks that children themselves come up with; logical chains; anagrams; puzzles. The amusement of the task is primarily associated with the culture of the teacher and his creative abilities. It is known that the basic basis for many types of creativity is a metaphor. In humanitarian subjects, metaphor, as an important element of creativity, has not yet received due attention.
Metaphor, wherever it occurs, always enriches the understanding of human action, knowledge and language. Indeed, mastering a metaphor, the ability to admire accurate, well-marked and expressive speech enriches the teacher and students. Understanding the metaphorical nature of creative thinking, the metaphorical nature of intuitive guesses dictates the need for close attention to this phenomenon at various stages of training and education, and especially at school.
To use a metaphor, to find it, you can learn from the “other”, especially if this is another poetry. And if it is impossible to learn, then you can at least admire the brilliance of the invented metaphor:
Naive moon, tinplate circle
It gets cold over the castle tower.
The trees in the park brought shadows together -
Now sadness will flood ...
S. Black.
The fourth technique, role-playing games, in which you can most fully see the possession of knowledge, the ability to use and present them to others, to reveal your capabilities in intellectual communication
"Play is one of the most acute forms of human relationships." ... ... ...
In the classroom, it is possible to introduce children to cultural play, because this is what is so necessary! In the game, it is really possible to master many skills necessary for life, the cultural use of knowledge, ethics of behavior in intellectual communication, the art of argument.
In the game, when the participants in the game take on various social roles, then playing them, the children get involved in the life of adults, master the "games that adults play." The game is a kind of active training activity, in which the most diverse mechanisms necessary for the assimilation of knowledge are revived: imitative, reproductive, search, creative, etc.
At the initial stages of mastering game methods, the teacher should take an active part, but in the future it is advisable for him to become an outside observer who, at the end of the game, will make his resume.
During the game, it is important for the teacher to observe what life position the student takes in the process of communication. Playing various roles, students increase their adaptive abilities, which are so necessary in various life situations, assimilate cultural patterns of behavior.
Depending on the stages of assimilation of knowledge, a game program is built. Some games are held at the beginning of the study of the topic, but most of the games are successfully conducted as a result of mastering knowledge. The game is a holiday, they prepare for it for a long time: they study the material, prepare performances, make souvenirs for the winners.
In the use of psychological techniques in the classroom - a special benefit. This is an increase in the level of mental development of children. You can work hard, tell and show and ask, ask, ask ... But if we do not see the most important thing - is there development behind our efforts, we may not achieve success.
My experience of innovative work
Mukhamedzyanova Alsu Varisovna - teacher of history and social studies.
Work experience: 28 years
Education information : Graduated from Kazan State Pedagogical Institute in 1981
How to make a lesson interesting? What forms of work can really reveal the creative possibilities of both the teacher and the student? How can you get the most out of your teacher's effort? These and other questions and the search for solutions are of concern to everyone who works at the school.
The essence of the teacher's activity is creativity. Not immediately, bit by bit, bit by bit, my experience is formed.
Recent years have been marked by an active search and widespread use of methods that can significantly increase the effectiveness of teaching history. Innovative technologies play an important role in this. The relevance of the use of innovative technologies at the present stage is obvious, especially taking into account the new trends in the education system, which give room for teachers to innovate and implement their own heterogeneous ideas and solutions.
The real lesson is the search for truth together by teacher and students. At all times, a thinking person who is able to solve important matters was appreciated. There are many areas of pedagogical innovation. They mainly pursue one goal: to maximize the activation of the student himself in the implementation of educational tasks, to bring the teacher and student closer together.
I studied and practiced non-standard approaches to solving historical problems, new techniques and means, their successful improvisation. Over time, I have developed new forms of lessons: "lesson - panorama", "lesson - research", "lesson - discussion", "integrated lesson", "lesson - excursion", "lesson - game".
The choice of the form of lessons depends on many circumstances: age characteristics of students, their level of training, teacher-student contact.
The most valuable and interesting for historical perception, stimulating mental activity, are seminars, disputes, lessons on the analysis of primary sources. In such lessons, students are involved in an independent search for truth, the intellectual energy of students finds an outlet in their own activity, which is expressed in the need to resolve disturbing questions, A variety of forms of lessons increases the emotional reaction of students, promotes the development of cognitive activity theatrical, game lessons, the integration of historical material with literature, geography, music. Mastering knowledge using such techniques requires activity and volitional efforts from students, makes it possible to recreate the atmosphere of a certain phenomenon of the past, to imagine its participants.
In the lower grades (5-6), lessons can be successfully conducted - games, travel. There is only one prerequisite - the game is not fun. It should contribute to a deeper assimilation of the studied, the effectiveness of training in general. Don't be afraid of games. It should only be remembered that children love to play and know how, so games will help and teach. In games, the fantasy, imagination of children is most fully revealed. In the process of game learning, a live display of the features of historical reality takes place, the interaction of participants in the educational process is built in a special way, teaching history becomes emotionally more attractive for students, turning to historical material becomes not a duty, but develops into a hobby. In the course of the game, filled with culturally meaningful communication, the relationship between the teacher and the students is built through the establishment of cultural and semantic ties, which make it possible to acquire personal meaning in the study of history, to realize their involvement in the rich and diverse world of history.
I would like to give an example of a game lesson "Journey through Ancient Egypt". The purpose of the lesson is to repeat and systematize the material covered about Ancient Egypt, to promote the development of students' creative abilities. Equipment: map "Ancient Egypt", game tasks on separate sheets, game piece - a boat. The rules of the game - "scribes" - the students travel to the Pharaoh's mission. During the trip, the guys remembered the natural conditions of Ancient Egypt, the occupations of the Egyptians, and the culture. Traveling along the Nile is full of dangers and obstacles. Students will have to overcome five Nile rapids, and this is possible only when completing tasks that await on the thresholds. With the correct completion of the tasks, you can continue the path. The ultimate destination of the trip is Memphis, the capital of Ancient Egypt. And then you can go to the palace to the Pharaoh. Travel route from the sources of the Nile to the city of Memphis with stops at all rapids.
The use of game learning technologies contributes to a deeper assimilation of knowledge that goes beyond the school curriculum, arouses interest in the material being studied, at the same time developing ingenuity and resourcefulness. The most important factor in the learning and free creativity of the student, which requires mental stress, emotional comfort and the formation of skills to find alternative solutions to the problem based on their own choice, is the game activity of students.
In high school - more complex forms of non-traditional lessons. Such lessons allow children to discover new qualities and abilities in themselves, help them to look differently at historical science, go beyond educational dogmas, and broaden their horizons.
Jan Amos Comenius said: "Everything that is interconnected should be taught in the same connection." Integration, in my opinion, is always creativity, a non-standard living approach to the learning process. “The ancients did not know the enmity between science and art. In a round dance of nine muses, Erato, the patroness of the elegy, walked alongside Clea, who was in charge of history. " These are the words of Bryusov. As with the ancients, literature and history went side by side, complementing each other and mutually enriching. So in my lesson, history and literature are combined. For example, I have developed a benefit performance lesson integrated with literature on the topic: “Russian Diaspora, which I held in grade 9. I introduced the children to the reasons that prompted our compatriots to leave Russia, showed the students the inexhaustibility of the heritage of the Russian Diaspora.
The purpose of the lesson is to acquaint students with one of the most dramatic and undiscovered pages of the history of the Fatherland. Helping students not only figure it out. but also to understand the reasons and meaning of emigration. Its influence on the development of Russian and foreign culture. Develop intelligence in students. To form the ability to logically consistently present educational material on the example of biographies and destinies of cultural figures, their works, to instill in students a love for the homeland, moral culture and aesthetic taste.
The lesson captured with new content, surging thoughts. The disciples, imbued with the theme, joined in the conversation excitedly telling about the fates of the writers and poets I. Bunin, M. Tsvetaeva, K. Balmont, about the unusual life story of the famous artist N. Roerich, about the singer Chaliapin. Which is the pride of Russia, the embodiment of the best features of the Russian people, their deep talent. The lesson called the guys for a frank conversation. Living most of the time abroad, many could not find peace and solitude in it. The homeland has always been relentless before my eyes. Their poems, letters, memories speak about this. All this was heard in the lesson.
Events, phenomena described in verses, arouse students' interest in the topic being studied, help to recreate a special, emotional atmosphere in the lesson, without which it is impossible to form love for the subject. Sometimes a poetic text about complex events explains so simply and easily that it disappears in a verbose explanation, an opportunity opens up for aesthetic and moral education. Using poetry in a history lesson is not an end in itself. I myself really love poetry and I read by heart the texts that are relevant to the topic.
The creative abilities of schoolchildren, the ability to independently acquire knowledge can be developed when they actively participate in the search for truth. School seminars play an important role in this regard. Disputes, lessons of analysis of primary sources and other forms of work, called non-standard. Studying for me is a kind of creative process, a process of mutual commitment. I allow my students freedom of thought, fantasy, independence. Each of my lessons is not just a study of the "legends of deep antiquity." This is analysis, empathy, reflection, argument. In each lesson, I strive to put students in a situation of choice in order to show the ambiguity, alternativeness, variability of the historical process. This happens in an interesting way in high school, where emotions are expressed especially vividly, vividly, sharply.
Me and all the teachers who use modular technology are attracted by its oriented orientation, differentiated approach, the formation of self-education skills in students, step-by-step solution of the set educational tasks by the children.
In the classroom, schoolchildren work according to technological maps, which consist of educational elements. Learning elements are presented as tasks or creative assignments.
In addition to the technological map, each student has a control sheet, in which he gives himself a grade based on the number of points scored. The teacher's role is to manage the learning process, advise, assist and support students. By the end of the lesson, the teacher gets a very clear picture of how the children cope with the tasks received in the lesson.
I conducted a modular lesson - a 9th grade workshop on the topics "Collectivization", "The Crisis of Developed Socialism"
The advantages of modular training are that a differentiated approach to teaching each student is actually introduced, depending on the level of his mental abilities, individual characteristics.
There are many advantages of non-traditional lessons. This is the rejection of the monotony of ordinary history lessons, and the motivation for teaching students, and more effective educational and educational opportunities for the lesson. With a skillful combination of traditional and innovative methods, students receive not only knowledge, but develop mentally, acquire the skills to apply it to life. They relate historical events, processes with a period, epoch more easily, learn to analyze, compare on the basis of a comprehensive study of sources, generalize and evaluate the events and activities of historical figures. In addition, they acquire skills in working with historical documents, social and political literature and periodicals. This approach develops will, perseverance. All this ultimately affects the quality of knowledge.
One of the tasks of my lessons is to educate a patriot, a citizen, a person who knows the history of his people and is proud of it. Let the children see ancient Kiev in the lesson, hear crying and groaning in Russian villages from the raids of the Polovtsy and Khazars, experience a real emotional shock when they tell about the death of Ryazan and Vladimir. Let their hearts be filled with pride for the great ancestors of Alexander Nevsky, Dmitry Donskoy, admire Andrei Rublev's "Trinity".
School history lessons should awaken a growing person to think, arouse a desire to dare, to be spiritually involved in the deeds of the people, to find the highest meaning of life in serving the Motherland. We need to follow in the footsteps of previous eras, but not blindly, but creatively seek the best that our ancestors were looking for and create fundamentally new things.
I really hope that the activity shown by my students in the classroom will continue in independent life. A person will be successful if, from an early age, kindness, sensitivity and humane feelings are formed in him.
Using innovative methods, I strive to enhance the cognitive activity of students, increase the emotional saturation of the lesson, which helps to reveal the abilities of children. I want to ignite in children the desire to be worthy of great ancestors and to know their history well, and so that the students could mentally exclaim: "Here it is, our history, the history of a mighty and great people!"
I don't think I will open America if I say that every teacher should strive to make the lessons as interesting as possible. The effectiveness of the lesson, the attention of students and your moral satisfaction with your profession depends on this :-) The quality of training students in your discipline is determined by the level of your lesson, its content and methodological parts, interesting content and an atmosphere of focus on the current topic. In order for this level and quality to be at a sufficiently high level, it is necessary that in the process of preparing the lesson you try to make it a kind of work, with the idea, setting, culmination and denouement characteristic of each work.
How to make sure that the lesson not only gives students certain knowledge and skills, but also arouses students' genuine interest, sincere involvement in the educational process, and forms a creative principle? The tips and tricks below will help you prepare such a lesson.
Lesson preparation
When preparing for a lesson (when writing a lesson plan), you need to clearly define and formulate the topic of the lesson. Then you need to decide on the leading topics on which this lesson will be based, and identify that part of the educational material that can be used in further lessons - to determine the prospects for the development of this topic. Mandatory definition and clear wording for the teacher and separately for students the target setting of this lesson - is it needed? It is also necessary to prescribe the teaching, developmental and educational functions of this lesson.
Layout of training material
We find literature on the topic, if the material is new for students, it is necessary to find complete information - a university textbook, a primary source (monograph), a popular scientific publication, an encyclopedic publication. From the available material, we select only the one that most simply and intelligibly explains the topic of the lesson.
It is best to make a selection of study assignments according to the following criteria:
- learning new material
- reproduction
- applying the knowledge gained in a new situation
- applying the knowledge gained in an unfamiliar situation
- creativity
Learning assignments need to be streamlined, the best for students will be a selection - "from simple to complex."
Drawing up three sets of tasks:
- tasks leading students to reproduce the material;
- assignments to help students comprehend the material;
- tasks to help consolidate the material.
The highlight of the lesson
A good lesson should contain tasks and material that can cause amazement, delight, surprise to students. It can be an interesting fact, an amazing discovery, a cognitive experience, a non-standard approach to already existing and seemingly ordinary situations. Surf the Internet, ask around your colleagues on forums and thematic sites. You will surely find something interesting.
After the necessary and interesting material has been found, you need to group it correctly, think over the sequence of working with it, and prepare for the lesson. It is necessary to find just such a form of presenting the material that will cause active work in the lesson, exclude passive perception of the new.
Planning the control of the activities and employment of students in the lesson
When preparing a lesson, you need to decide for yourself: what to control; how to control and how to use control results. Remember that the more often students are supervised, the easier it is to see mistakes and difficulties and show that you, as a teacher, are seriously interested in their work.
Preparing the class
Before starting the lesson, you need to prepare all the visual aids, devices, additional literature, etc. necessary for the lesson. The material can be written in advance (say, at recess or if there is a "window" before the lesson) on the blackboard in the form of diagrams, tables or structured notes, highlighting especially difficult or significant points.
Preparing homework
Don't forget to plan your homework in advance. Try to be original, come up with empirical tasks, for which the children will need to use not only textbooks, but, for example, interrogate home or experiment with household things. Prepare homework guidelines and additional home study material.
And of course, it's not for me to tell you that for a properly planned, good lesson, you need to make a lesson outline. Don't be discouraged if you don't meet your plan. Just analyze the lesson after the lesson and decide what is the best emphasis and what is not so important.
Each lesson is a time that the student should spend interestingly. Yes, yes, it is interesting, not boring. As practice shows, interesting lessons allow students to better master the material in any subject, including those that for many students seem extremely boring and not worthy of their attention. Please note, dear teachers, that you can make both a history lesson and English language interesting. Despite the fact that these two subjects are completely different from each other, there are general rules that will tell you how interesting it is to teach a lesson.
History lesson
Every person should know the history of his country, the history of the development of our civilization. The study of history, as a branch of science, begins at school. It will depend on the quality of the lessons on this subject. How much the student will love history. Perhaps this subject will become the main activity of the student in his adult life. Before making the lesson interesting, please note that each of your lesson should be roughly divided into three parts - checking homework, presenting new material and work to check how the students mastered the material presented.
As you know, history is a set of historical events that took place in different parts of our country or the world (if we are talking about world history), so an interesting beginning of the lesson can only be when you do not ask the students for homework, but start presenting new material. Be sure to be guided in your report by maps and diagrams, all kinds of tables and other applied material. Each school has a computer lab that you can use to give your students a presentation on a specific historical event.
Try to improvise more in your lessons, and, of course, you should know the material on the event, not only the one that is presented in the textbook. If you do not know the answer to the students' questions, then the most interesting lesson can turn into boring, and at the same time, you will lose credibility in the eyes of your students. Therefore, add new facts to the school history curriculum that are much more interesting than those presented in the textbook. Interesting facts can be found on the Internet, or by regularly watching historical films, because they describe not only events, but also the fate of individuals who changed the course of the history of our state.
English lesson
It doesn't matter in which grade - in the first or in the ninth you teach English, you must understand that it is quite difficult for students. Therefore, your task is to conduct interesting games in the lessons that will allow you to learn new material and consolidate the old one. In addition, psychologists say that every child's brain is deeply individual. And, if it is enough for one student to read a sentence once to memorize it, then it will take another hour, or even more, to study the educational material. The most effective way to memorize educational material is visual aids. If you are studying vegetables or fruits with younger students, then try to bring them to the lesson (you can use dummies instead of real fruits). At the same time hearing a foreign word and seeing it in reality, the child will quickly remember its name in English.
Search the Internet for interesting English video tutorials to offer your students as additional material to help them learn English faster. Each lesson can start with a small sketch that you design yourself, and you will regularly give the children the words of the characters in the sketch. Attention! When designing the scene, do not forget that all the words that you give to the students must be passed material. Dull presentation of the lesson will lead to the fact that a student who did not like English will not love it even more.
Before an interesting lesson begins, you can ask your students what they want your lessons to be like. And let it be a small survey among students, but it will help you to attract the attention of students to learning. Be sure to take into account the wishes of your wards when developing your lessons, because if their interests and the methodology for conducting your lessons completely coincide, then teaching them will be much easier. In doing so, you will improve your classroom performance, which is important for every teacher and every school.
Of course, students will willingly go to the lessons of the teacher they like, in whom they see a person of interest to them. Both personally and professionally. You must make friends with the students, and then they will not disgust your lessons. These rules especially apply to high school education.
How to make the learning process easy and fun.
We all know that it is useful to study, it is more difficult to find a job without a diploma, and additional courses increase the chance of getting a good place. But sometimes even the strongest motivation is lacking. We get tired, cramming gets boring, and the weather is great outside, and I want to drop everything and go for a walk. Below you will find ways to spur your hard work and make the learning process less bland.
1. Turn tasks into a quest
When there is a long painstaking work ahead: coursework, preparing for exams or doing a lot of homework, you want to quit without even starting. The mind fails because the business is too large, and it seems that it simply cannot be done.
You can cope with this if you turn your studies into a quest - a series of small, related tasks. Break all work into separate tasks... They should be small, each with a clear, understandable purpose: to find the required chapter, read five pages, make a summary, etc. And then you will only need to systematically move from one task to another.
As a rule, a person notices the beginning and end of the work, not the process itself. By breaking things down into small pieces, you create a constant feeling of moving forward. Mark - mentally, or better on paper or on the phone - the completion of the next task from the list. The satisfaction of completing a task will spur you to quickly take on a new one, and you yourself will not notice how difficult work will be left behind.
2. Use games for learning
Modern technology has given us many ways to make learning more interesting. Instead of poring over boring tables and diagrams, you can search for the same information in the form of infographics or video lectures. To memorize foreign words, use games and applications with flashcards. Many facts you need to learn can be memorized by passing thematic quizzes.
If your subject is too specific, you can come up with an educational game for yourself like the existing ones. You can play for a while, trying to name 100 irregular verbs as quickly as possible; you can try to write down 10 formulas in physics without errors or list them in order of pontiffs. Take your subject a little less seriously and the most boring assignments will be more fun.
3. Reward yourself
When there is not enough internal motivation, external motivation will come to the rescue. Agree with your parents or promise yourself a reward for completing a boring or unpleasant task. Depending on its complexity, these can be completely different things - from candy to a new phone or a trip to another city.
Come up with a technique that's right for you. You can assign rewards for completing even the smallest tasks to inspire yourself to solve problems, or create an entire reward system with accumulating points, which will then be spent on big prizes.
This method creates constant positive reinforcement for you. It works especially well when the task is too large, and the result will not be soon, or the goal is not easy to isolate. It is difficult to remind yourself every time that you need to pass the hated subject at least for the minimum points, because otherwise you will not receive a certificate. Motivation "If you do your algebra homework today, you will get a cake" much simpler and clearer.
4. Create an inspiring atmosphere
You can do what you love in the twilight, huddled on a cluttered sofa. But if you sit down to do boring homework, the unpleasant environment will only increase your reluctance to work.
Try going outside and exercising in a park or equip yourself with a cozy workspace. Buy comfortable and beautiful writing instruments, choose funny notebooks and blocks with colorful sheets. If the studies are not going, do not force yourself to sit in the right place, come up with something new, up to the most unexpected options: memorizing poetry in the bathroom can be strange, but such a change of scenery can spur your memory.
Don't forget to have all the necessary items at hand. When you don't have to constantly be distracted to find the book or record you want, your work gets better.
5. Visualize
Use visual teaching methods. Write words or formulas on separate cards, draw pictures and flowcharts to better understand the new material. Adopt the mind mapping technique, which allows you to break a large amount of information into separate understandable elements. It can be used both to structure school assignments and to visually represent a confusing exercise or chapter in a textbook.
Take notes during the lectures or the teacher's explanations, highlight the most important information with colored markers - all this will help you remember the material immediately, and in the future it will be better to navigate the notes.
6. Study together
Even the most difficult work is more fun when you do it with a group of friends. If you are teaming up with someone, it is more difficult to evade assignments or persuade yourself to postpone them for a while. You can also use each other's strengths, and then the one who is best given a certain type of work will quickly explain it to others. For example, one monitors the performance of tasks in Russian, another in algebra, the third helps to learn biology, etc.
The only thing that needs to be strictly monitored is to really engage in, and not move on to discussing personal life or computer games.
7. Arrange a competition
Competition is a great way to spur yourself on, to inspire better and better work. Argue with a friend who will complete homework or prepare for an exam faster, who will get more points on the exam, or who will write a term paper better. You can compete with different lists of goals - who is more successful or more likely to complete their list.
