Multifunctional complex No. 109, headed by E.A. Yamburg with with good reason can be called an author's school. It is often called that way – the school of E.A. Yamburg.

E.A. himself Yamburg called its school adaptive, explaining that it is a school with a mixed student population, where gifted and ordinary children study, as well as those in need of special education. An adaptive school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, and, on the other hand, to respond as flexibly as possible to sociocultural changes in the environment.

Any author's school basically has some pedagogical ideas, which are based on a certain philosophical foundation. E.A. Yamburg notes that there are only two educational philosophies in the world: cognitive (orienting teachers towards subject programs, fixed, evaluable results, selective selection of gifted children with their subsequent special training) and affective-emotional-volitional (in other words, personal). In teams that adhere to personal philosophy education, students are carefully observed, discussed personal growth and development, pay a lot of attention individual interests and student problems.

An adaptive school involves the harmonization of two educational philosophies and two approaches. At the same time, what is important is not their mechanical connection, but justified integration and complementarity.

The adaptive school scheme includes certain modules, among which the main and accompanying modules are distinguished. A module is a fairly autonomous structural unit of the school, which has its own building and its own leader.

The main modules include the following: kindergarten, primary school, including 5th grades, basic school with gymnasium general education classes and classes pedagogical support(6th-9th), high school with lyceum and general education classes (9th-11th).

Related modules are a center for diagnosis, adaptation and development. L.S. Vygotsky, medical and psychological laboratory, development and leisure center, computer center.

Let's consider the specifics of individual modules in an adaptive school. Kindergarten exists in an adaptive-emotional-volitional paradigm. This, of course, presupposes the cognitive (intellectual) development of children, but it is not dominant or valuable in itself.

In kindergarten, conditions are created for the child to achieve a certain level of personality development, psychological readiness to school. In kindergarten, doctors, psychologists, and defectologists carry out comprehensive diagnostics of children, identify children in need of correctional and developmental work, and carry out such work with them.

The next module of the adaptive school is a primary school with 5 grades. In interviews with children during admission to primary school(if they do not come from school kindergarten) a teacher, psychologist, speech therapist, defectologist, and physician participate. Parents must be present. Teachers in elementary school special attention pay attention to the optimal combination of two educational paradigms: affective-emotional-volitional and cognitive. At the same time, the emphasis is placed on primary school students mastering the methods and skills available to them. educational activities. Mastering educational material is combined with special correctional procedures that eliminate factors that inhibit learning.

There are no assigned classes in primary school various levels training, the study of all subjects takes place in groups of “mixed abilities”. Educational material is presented in portions. When work on a basic educational unit is completed, diagnostic tests are used to determine how successfully students have mastered the educational material. Those who have mastered it are offered additional, enriched material. Those who have not mastered it are asked to re-study the corrected material. All students begin to study the new basic educational unit at the same time, but the time allotted for its study is not fixed. If we compare specified characteristics learning process with the previously discussed technologies (2.3), then it becomes clear that learning in primary school follows the model complete assimilation knowledge.

In the basic school module, a system of multi-level differentiated learning is created, when students are distributed among learning streams. It is interesting that in basic school special attention is paid to the development of humanitarian culture. At the same time, parallel study takes place in the lessons of history, literature, world artistic culture(MHC) of the same era. Each topic of the synchronized course is started by a history teacher, and then literature and MHC teachers join in. This approach makes it possible to avoid duplication of material. For example, a historian and writer do not touch on painting or architecture of the era being studied; this material is the responsibility of a teacher of world artistic culture.

The study of the topic ends with a special comprehensive lesson, exam or test, at which teachers of literature, history, and the Moscow Art Committee evaluate the fruits of joint activity.

In the basic school, the line of correctional and developmental education continues to deepen. There are pedagogical support classes with 9-12 students. The schedule of hours for the main subjects has been expanded, work is carried out under constant monitoring specialists of the medical-psychological-defectology laboratory.

In the basic school, classes of flexible composition are also created (they were discussed in 2.1.), when children themselves choose the level of education for each a separate subject. Depending on achievements during academic year The student can change levels three times. E.A. Yamburg calls this form of organization educational process stratification (i.e. division into strata - layers with different levels education).

The High School module focuses on cognitive goals. IN high school There are physical and mathematical, medical and biological, medical, artistic and graphic, and humanitarian lyceum classes.

Main tasks educational activities include intellectual and general psychological preparation for passing entrance exams to a university, profile orientation, implementation of state education standards in conditions of multi-level and multidisciplinary education in high school.

I would like to tell you about one more module of the adaptive school. This is a center for development and leisure. It is located in three buildings adjacent to each other, where there are a school stable (horses, ponies, cows, sheep, goats, chickens, rabbits), a boathouse for storing and repairing watercraft, auto repair shops, and a travel club. The school hairdresser and painting, sculpture and architecture studio are located in the main school building.

The Development and Leisure Center helps organize a rich interesting things to do life of children, gives the opportunity to find something they like, shapes their little man responsible attitude to life through mercy and compassion. Treating a sick rabbit, caring for a pony, being present at the birth of a new life, when high school students, together with specialists, help a small foal be born - all this and much more allows you to gradually overcome natural childish selfishness. Sometimes the influence of a circle leader or coach on a child’s personality outweighs the influence of the entire teaching staff, because out-of-school education is always personal.

The multidisciplinary school complex includes a kindergarten, a primary school, as well as gymnasium and lyceum classes of various profiles. 193 teachers teach 2231 students.

Practical implementation of the adaptive school model:

At the same time, lines of lyceum, gymnasium, correctional and developmental and primary vocational education are being built;

Multi-level differentiated training and development of students is carried out, taking into account their inclinations and abilities, state of physical and mental health.

Basic principles for constructing an adaptive school model:

·system-structural integral ideological and organizational unity of its subsystems and individual objects;

multidisciplinarity;

· equal partnership coexistence of different pedagogical paradigms;

·gradual overcoming of contradictions in the cognitive, personal (emotional-volitional), cultural and competency-based paradigms of education;

·broad optimization approach.

Basic features of the adaptive school model:

The presence of a heterogeneous composition of students (“a school for everyone”);

Focus on abilities, inclinations, life plans;

Flexibility, openness, timely adequate response to socio-cultural and psychological-pedagogical situations;

Creating the necessary conditions for the implementation of variable education within one school;

Ensuring content and methodological continuity at all stages of training;

Differentiated learning;

The presence of diagnostic, organizational and didactic procedures that allow for soft forms of differentiation, offering permanent regrouping of students based on tracking the dynamics of their development;

Health as an integral indicator of the model’s effectiveness;

Optimal combination of teaching and educational models.

Pedagogical bulletin. 2002, No. 9. P. 7.

Yamburg E.Sh. School for everyone: Adaptive model. (Theoretical

fundamentals and practical implementation). – M.: New school, 1996.

Humanistic school of V.A. Karakovsky(school No. 825 Moscow)

School No. 825 was founded in 1970; in 1977, with the arrival of the new director V.A. Karakovsky, the creation of a humanistic educational system (personality-oriented) began here, which went through several stages in its formation and development.

At the first stage (1977-1981), a diagnosis of teaching and student teams, their activities, and the relationship of the school with society was carried out. The work developed by V.A. was introduced and refined. Karakovsky concept of the educational system; the prospects for the development of the school were determined, program documents were created (“Commandments of the teaching staff”, “Moral principles of a schoolchild in a model city”, etc.); teachers and students were involved in joint creative activities and began to use the communard methodology. The result of this stage was the formation of new pedagogical thinking, a reassessment of values ​​and the approval of the idea of ​​​​the need for further development of the educational system.

The second stage (1981 - 1986) was characterized by stabilization of the system, its structural components were clearly defined, and self-government bodies were created. At the same time, the main value was considered to be the student’s personality, interests and abilities. The quality of academic performance and the level of education of students have increased. The style of relations within the teaching staff has changed; it has become defined by democratization, cooperation and co-creation. Collective creative activity has become dominant. However, during this period, contradictions arose between academic and extracurricular activities, which set a number of new tasks for the team aimed at changing the leading types of activities, its essential foundations - this was the main content of the third stage of development of the Armed Forces (1986-1988).

The next, fourth, stage in the formation of the educational system was the development of promising directions for its further development. However, large-scale changes in society that began in 1991 led to fundamental changes in educational sphere. The proclaimed principles of democratization and humanization required the teaching staff to make adjustments to all structural components of the system from goal to result. The content of educational work was based on universally significant values: Man, Family, Fatherland, Labor, Knowledge, Culture, Peace, Earth. humane relations became the main mechanism for personal development. In the educational system, the degree of freedom has increased, the role of the situation of choice and the situation of success has increased. Dialogue, group discussion, and the method of creating a pedagogical situation and conditions for individual self-realization began to dominate in educational methods.

Methods of educational work: Tutorial for students higher education textbook institutions / L.A. Baykova, L.K. Grebenkina, O.V. Eremkina, etc.; edited by V.A. Slastenina. – M.: Publishing Center “Academy”, 2002. – p. 25-26.

PRESENTATION

"Adaptive school

E.A. Yamburg".

Tronyaeva K.V.

An adaptive school is a school where every child, regardless of his abilities and individual characteristics SUCCESSFUL"

(E. Yamburg)

Basic principles of the education system in an adaptive model

4. The principle of continuity and succession of education in the system “ School-kindergarten”

3. Principle

individualization, differentiation and

mobility

educational

space

1. Humanization

2. The principle of unity of cultural and educational space based on historical traditions

5. The principle of democratization of education

The main criterion for the activities of the teaching staff of the new model of an educational institution is the criterion for the development of the personality of children and adolescents.

The humanization of education is aimed at turning education towards a holistic picture of the world: the world of culture, the world of man; to humanize knowledge;

on the formation of humanitarian

and systems thinking.

• The principle of unity of cultural and educational space based on historical traditions (as the basis for the harmonization of national relations).

• The principle of individualization, differentiation and mobility of the educational space. The principle is based on the generally accessible nature of education in accordance with the individual and age characteristics of the child, the differentiation of the structure of the educational process and multi-level educational preparation student.

• The principle of developmental, activity-based education. The development of a child’s personality occurs in the process of specially organized educational and cognitive activities. In the process of this activity, the child masters not only knowledge, skills, and abilities, but also gains experience in independently obtaining and applying them as the main principle of life. Knowledge, abilities and skills become a means of developing the personality of each student.

• The principle of continuity and continuity of education in the “School-kindergarten” system means such a construction of socio-ecological space when a child, teenager learns, realizes vital necessity constant updating of education.

• The principle of democratization of education presupposes the formation of a different pedagogical relationship from the authoritarian culture, which is based on a system of cooperation between an adult and a child, an educator, a teacher and the administration of an educational institution.

Main tasks of the adaptive model

To ensure scientific and practical construction of the process and content of educational activities within the framework of lifelong education and continuity in the work of kindergarten and school.

Develop and enable comprehensive program sociological, medical, psychological and pedagogical support for the development of children and adolescents.

Based on experimental scientific data and research results on comprehensive development personality to ensure an individual development trajectory for children and adolescents.

To combine extracurricular and out-of-school educational spaces into a single system of socio-ecological educational space model.

Develop programs to provide additional services to children, students and their families.

Develop a system of measures to improve the professional potential of the teaching staff based on the content of education, new psychological pedagogical technologies and the ability to work in an experimental and innovative manner.

To build a socio-ecological space of education model based on new requirements for the content of education and new psychological and pedagogical technologies.

To manage an educational institution on the basis of modern management technologies and their development by the teaching staff.

The formulated objectives are specified at each level of education.

Structure of the adaptive model

The basis for the implementation of the “School-Kindergarten” tasks is the stepwise construction of the education system.

II stage:

Primary general education:

1 - 4 grades (children from 6 to 9 years old)

I stage:

To school education in kindergarten

(children from 4 to 5 years old);

early development school

(children living in an assigned micro-site, not attending kindergarten, from 4 to 5 years old).

At this level of education there are classes age norm, developmental education (A.V. Zankov system) and compensatory education classes.

IV stage:

Secondary (complete) education:

10-11 grades.

III stage:

Basic general education:

5th - 9th grades (teenagers from 10 to 14-15 years old).

Depending on the readiness and identified individual characteristics of students, taking into account the conditions of the experimental model, classes are allocated:

At this stage there are

the following types of classes:

advanced learning classes;

age standards for children capable of learning training programs without much difficulty;

general educational level;

pedagogical support classes for children who require correction of the educational process and compensation for physical and mental health.

advanced development;

individual training.

All extracurricular activities educational institutions is built in accordance with the principles of sociological educational system and is aimed at solving the main problems of the model.

The structure of the model includes:

1. Sociological-medical-psychological-pedagogical service for the provision of educational services to children, adolescents and their parents, teaching staff.

2. Research laboratories of didactics and psychology for the development of experimental programs and evaluation of the results of experimental and innovative activities.

• adaptation educational process to the student and his individual characteristics;
• small group of students , allowing you to effectively implement individual and differentiated approaches, individual-group schedule;
• "full day" interaction between teacher and student (9.00 – 16.00);
• security comfortable conditions for a schoolchild (two meals a day, walks, an extensive additional education, psychological and medical services, etc.);
• health-preserving environment for UVP participants;
• parental participation through the board of trustees in co-financing the UVP and financially technical base schools

Self-realization

Research activities

Self-government

Education

Education

• a small teaching staff that allows the teacher to occupy various management positions - teacher, educator, administrator;
• school work simultaneously in two modes - functioning and development;
• involvement of parents in the management of the school is mandatory and necessary conditions school activities;
• system creation children's self-government schools as the implementation of the democratic principle of management and self-organization by students of their lives at school.

YAMBURG SCHOOL

The official name of this state

secondary educational institution - Education Center N 109, Moscow. A

unofficial, which bears the stamp of personality, fits into two words.

Over the years, its director became a doctor pedagogical sciences, Honored Teacher of the Russian Federation, Corresponding Member Russian Academy

education and generally became famous.

The school itself is from an experimental site,

where the adaptive model was tested

(device educational system to the capabilities and needs of students, and not

on the contrary), has turned into a multidisciplinary education center: kindergarten, primary classes,

gymnasium, lyceum, classes

pedagogical correction...

Central Educational Center No. 109 is famous primarily as the cradle of the school’s adaptation model (the institution itself is already 27 years old). That is, schools where methods of working with students, forms of teaching and approaches to organizing the educational process are selected depending on which children study in a particular class. It is not the child who adapts at school, but the school that is ready to adapt to him, based on his characteristics. The result is a multi-level education system that gives each student the opportunity to realize their potential. Today there are 237 teachers and 2020 students in the education center. They act under him theater studio, a school of artistic crafts and even a hairdresser (the staff are the students themselves). However, director Yamburg says: “I don’t think at all that we grabbed God by the beard. We still have to work and work.”

The main principles of an adaptive school are a focus primarily on the child’s characteristics (both mental and physical), a flexible approach to learning and the absence of strict selection at the entrance. Theoretically, people are accepted here regardless of the financial situation of the family. And regardless of certain deviations (except for particularly severe cases, the so-called contingent of special boarding schools), which somewhere would be considered unacceptable. “The sooner we identify disorders (for example, dysgraphia or dyslexia), the more likely it is that we will help the child return to normal by school,” explains Evgeniy Yamburg. Therefore, interviews, including with a psychologist, are conducted here not in order not to hire, but in order to determine the amount of work to be done.

In practice, preference is given to

still residents

Specific features of an adaptive school full day adaptation of the educational process to the student and his individual characteristics; a small group of students, allowing for the effective implementation of individual and differentiated approaches, individual-group schedules; “full day” of interaction between teacher and student (9.00 – 16.00); providing comfortable conditions for the schoolchild (two meals a day, walks, an extensive system of additional education, psychological and medical care, etc.); health-preserving environment for UVP participants; participation of parents through the board of trustees in co-financing the educational program and the material and technical base of the school 2

Information note School 61 was opened in 1993 City enrollment 179 students Class occupancy - up to 21 people 2004 - 2007 - 1 gold medalist, 7 silver medalists Admission to university - 100% 9 diploma winners of city scientific and industrial complexes, 1 laureate of the all-Russian scientific and industrial complex "Otkrytie" in Yaroslavl Children's self-government organization School Council. Out of 34 teachers - 6 honorary education workers, 3 excellent students public education, 2 honored teachers of the Russian Federation, 1 state grant laureate as the best young scientist of Kuzbass Parents are customers and full participants in the management of the UVP School coat of arms, flag and anthem, their traditions 2 dissertations for competition scientific degree candidate of pedagogical sciences: Cherdantseva E. V. “Adaptive full-day school as a factor in the development of the student’s personality” Khristenko E. V. “Training a teacher to work in an adaptive school.” 3

Concept Goal pedagogical activity: such an organization of the educational process that would allow, in a health-preserving environment, to provide a varied education for the student. The basic principle of the content of education is an individually differentiated approach depending on the level of development and health, as well as the individual characteristics and abilities of the child. The mission of the school is the creation of 61 favorable conditions, thanks to which children who initially have different “starting” opportunities when leaving school will be successful, socially adapted, with developed communication, information and other competencies. 6

Characteristics of the school’s activities at this stage 1. implementation of the principles of the full-day adaptive school model 2. development of students’ mental activity abilities within the framework of the implementation of innovative pedagogical technologies (system of developmental education by D. B. Elkonin - V. V. Davydov in elementary school) 3. created materially -technical base for informatization of the educational process 4. implementation of a personal-activity approach through an individual-group schedule, a mentoring system and a system of additional education 5. implementation of the principle of democratic school management 6. extensive external relations of the school 7

The characteristic of the educational process is the creation of spaces of the educational process that give the student the opportunity to realize himself as a subject of his life, activity and communication in a health-saving, psychologically comfortable environment. 8

10

Additional education system ClubsSports sections Additional items Deepening art subjects - Origami studio Choir Theater Graphics Russian people. circle Soft toy General physical training Wushu Choreography Latin dance Football Volleyball Basketball Pioneerball Swimming pool Speech and communication culture Extracurricular reading Logic problems Fairy tale therapy Psychology of communication Theory inventive problems Pages British history Fundamentals of Russian literature Computer science from 1st grade. History from 3rd grade. Expressive Reading Rhetoric Workshop in Russian. language Workshop in mathematics Workshop in physics Workshop in chemistry Preparation for the Unified State Exam in Russian. language Preparation for the Unified State Exam in mathematics History of civilization and the world Analysis literary text Jurisprudence Business Russian 11

KemGUTDance club "Fiesta" TUSURSwimming pool "Lazurny" Kuzbass Institute of Economics and Law Center for the development of creativity of children and youth Factory. district KRIPKiPROSibirsk Federation Wushu National Medical Center Library named after. Gaidar KuzGTUMOU DOD City Children's and Youth Center GER School "Noogen" NovosibirskSchools 7, 42, System external relations schools 61

Use of modern educational technologies Modern educational technologiesStage of use Stage 1 Stage 2 Stage 3 1 Developmental education system D.B. Elkonina - V.V. Davydova 2 Problem-based learning 3 Multi-level training 4 Research Methods in teaching 5 Design methods training 6 “Debate” technology 7 Technology of modular and block-modular training 8 Lecture-seminar-credit training system 9 Technology of using game methods in teaching: role-playing, business games 10 Collaborative learning (team, group work) 11 Information and communication technologies 12 System innovation assessment“portfolio” 13 Health-saving technologies 13

Features of management: a small teaching staff, allowing the teacher to occupy various management positions - teacher, educator, administrator; school work simultaneously in two modes - functioning and development; involving parents in the management of the school as a mandatory and necessary condition for the school’s activities; creation of a system of children's self-government of the school as the implementation of the democratic principle of management and self-organization by students of their lives at school. 14

Directions of the school’s work 1. providing each student with an individual development trajectory, taking into account his physiological and mental characteristics and abilities through a system of individual student portfolios and the introduction of individual-group curricula(by 2010); opening, on the basis of the school, training courses for children aged 5–6 years old “Preschoolers” to prepare for entering school 2. creating a competency-based environment for teachers of school 61 through a system of training seminars, a motivational environment for self-realization of teachers, a system of individual portfolios for school teachers 3. improvement of the public body - public administration “Governing Council” for more effective support of the educational program 4. study of the social order addressed to the school to increase the relevance of the additional educational services provided by the school 15

Adaptive model of Yamburg school

4.Yamburg School

The official name of this state secondary educational institution is Education Center N 109 in Moscow. And the unofficial, which bears the stamp of personality, fits into two words.

Over the past years, its director became a Doctor of Pedagogical Sciences, an Honored Teacher of the Russian Federation, a corresponding member of the Russian Academy of Education, and generally became famous. The school itself, from an experimental site where the “adaptive model” was tested (adapting the educational system to the capabilities and needs of students, and not vice versa), turned into a multidisciplinary education center: kindergarten, primary classes, gymnasium, lyceum, pedagogical correction classes... The Yamburg school is also its own theatre, stables, a flotilla with two steamships and several sea boats, an arts and crafts workshop, a cafe, a hairdresser, medical offices... This is, if you like, Yamburg City, where there is just about everything.

Director of the capital's Education Center No. 109, Honored Teacher of the Russian Federation Evgeny Aleksandrovich Yamburg is also a cheerful person. In the corridors on the walls there are framed caricatures of teachers, not classics. In the director's reception room there is a painted sculptural image of Yamburg itself, reduced by one and a half times. Probably so that everyone, even a first-grader, can feel like an equal with him.

Central Educational Center No. 109 is famous primarily as the cradle of the school’s adaptation model (the institution itself is already 27 years old). That is, schools where methods of working with students, forms of teaching and approaches to organizing the educational process are selected depending on which children study in a particular class. It is not the child who adapts at school, but the school that is ready to adapt to him, based on his characteristics. The result is a multi-level education system that gives each student the opportunity to realize their potential. Today there are 237 teachers and 2020 students in the education center. It operates a theater studio, a school of artistic crafts and even a hairdresser (the staff are the students themselves). However, director Yamburg says: “I don’t think at all that we grabbed God by the beard. We still have to work and work.”

IN Soviet times the experiment to create an educational institution capable of tailoring a standardized and straightforward school system to a child was carried out virtually in secret. Different teaching methods were needed, designed for different categories of students. The experience of foreign colleagues was studied clandestinely and also clandestinely introduced into practice.

Today adaptive schools operate in 60 regions of Russia, in the near and far abroad. The author of the system, Evgeniy Yamburg, does not count his followers and emphasizes that other adaptive schools are not copies of Central Educational Center No. 109 - teachers there can use other methods. The main thing is to preserve the basic principles.

Each school should ideally have its own identity. This one has no gray-green-blue walls; the atmosphere in which children spend time should not reek of officialdom. Another fundamental point is that there is everything you need for the educational process. However, in the Central Educational Center it is not customary to mention the number of computers and other equipment; the main thing is the teaching technique. Meanwhile, the center recently purchased a batch of laptops for students in special classes. Quite significant. If we're talking about O private school, here God himself ordered to organize “conveniences” at a level above average. But state educational institutions, as a rule, do not shine in this regard. Directly and figuratively. Evgeniy Aleksandrovich says that when he comes to inspect other schools, he first of all pays attention to the condition of the plumbing facilities, and specifically shows me the toilets and washbasins - light tiled floors, flowers, fish in the aquarium...

The school is acquiring branded features. For example, not long ago a piece of Old Arbat appeared - one of the halls was turned into it: almost real lanterns, a model of the facade of the building where Okudzhava lived, benches and a small area that can be turned into an impromptu stage.

On the walls there are caricatures of teachers, apparently to create an informal atmosphere. Naturally, no one is offended - this is customary. A smaller copy of the school principal, made of papier-mâché, is right in front of his office.

Despite its external and internal presentability, this school, in the language of the characters in Chukovsky’s book “From Two to Five,” is the most “everyone” school. In the sense that no one will “cut” your child upon admission. The main principles of an adaptive school are a focus primarily on the child’s characteristics (both mental and physical), a flexible approach to learning and the absence of strict selection at the entrance. Theoretically, people are accepted here regardless of the financial situation of the family. And regardless of certain deviations (except for particularly severe cases, the so-called contingent of special boarding schools), which somewhere would be considered unacceptable. “The sooner we identify disorders (for example, dysgraphia or dyslexia), the more likely it is that we will help the child return to normal by school,” explains Evgeniy Yamburg. Therefore, interviews, including with a psychologist, are conducted here not in order not to hire, but in order to determine the amount of work to be done. In practice, preference is still given to residents of nearby areas.

The flexible approach declared by the adaptive school is the opportunity to constantly choose. Including teaching methods. For example, in Waldorf schools they study only according to the Waldorf canons, in the Amonashvili school - in accordance with the methodology of the same name. And here the pedagogical tools can be anything. The main thing is that it suits the children's group.

In kindergarten Central District No. 109 there are groups working according to the Montessori development method, traditional groups, and there were groups that used elements Waldorf pedagogy, etc. How your child will be taught and in what group depends on his knowledge, skills and abilities.

The question that worries parents immediately after admission is what grade will their child go to? At first glance, the system is complex - regular, correctional, gymnasium, lyceum classes... But it is precisely what is needed so that children with different levels of development can find a place in school and so that they feel comfortable.

It is clear that correctional classes are designed for children who require increased attention on the part of teachers, for those who will find it difficult to study in a regular class. Studying in a gymnasium or lyceum class is more prestigious than in a general education class, but it is also much more difficult. For example, in the linguistic lyceum two foreign languages ​​are studied, in the medical lyceum a serious emphasis is placed on chemistry and biology, etc.

It happens that you don’t want to go to a correctional class. Moreover, parents resist. According to the school director, in such cases it takes a long time to prove that correctional does not mean bad. Working with parents is the responsibility of not only the directorate, but also the psychological and pedagogical service, without which, according to Evgeniy Yamburg, it is impossible to make the school adaptive. It is explained to stubborn people that in correctional class the child will be given the same knowledge - according to state standard, but using others pedagogical technicians. What's in this class twice fewer students and therefore the teacher has the opportunity to pay more attention to everyone. And that it is better for some children to study here at first and then, having pulled themselves up, move to regular class rather than initially getting into a situation of constant failure.

People enter the gymnasium on a competitive basis and at will: if you want, take exams there, if you don’t want, go to general education class. The task of entering the Lyceum Central Educational Center No. 109 is complicated by the fact that not only students of the center are accepted there - anyone can enter. As well as preparing for admission to special courses at the center. Education at the lyceum begins in the ninth grade.

It is noteworthy that transitions from one stage school life to another in an adaptive school are as gentle as possible. Thus, some of the first classes are located on the territory of the kindergarten, that is, the children who enter them are in a familiar environment; part of the fifths according to the same scheme - on the territory of an elementary school.

By the way, training in gymnasium classes does not start from the fifth year of study, as in others Russian schools, and from the sixth. On the fifth day, children get used to new teachers, new system building the educational process, etc. For students, this is quite a serious stress, emphasizes Evgeniy Yamburg.

Classes at Central Education Center No. 109 last until about an hour or two in the afternoon. And then the fun begins.

For example, the school has its own stable with 27 horses. The fact is that the administration of the Central Educational Center decided to introduce hippotherapy into school practice. There are many indications for its use. Thus, even children with cerebral palsy who regularly ride horses improve coordination of movements and develop a sense of self-confidence. Hippotherapy is effective even with less serious problems with health.

However, that's not all. At the CO there is a travel club "Zuid-West", whose members in winter develop hiking routes along the Volga (Yamburg residents have been exploring this river for 15 years), look for information on the Internet about each section of the route, putty on watercraft - the school fleet includes 15 six-oared yawls (at the CO There are also two own ships). They go sailing along the Volga in the summer. On the one hand, this is all interesting and, of course, educational. On the other hand, there is another opportunity to mix a variety of children and teenagers. On a hike, after all, everyone is on the same team, who, how and in what grade is already of great importance does not have.

River travel, horses - things are already familiar to both schoolchildren and teachers. But pedagogy is on the march: Central Educational Center No. 109 is implementing new project- together with a dog kennel. Students of the center are now frequent guests there. “Statistics show that in most cases, a child who has a dog at home learns better,” says Evgeniy Yamburg. “The reason is simple: caring for a dog - feeding, walking - disciplines, develops responsibility. In addition, we teach our students to communicate with different children, including disabled people. The first reaction of our children, who first appeared at the boarding school, was shock, they had never seen children in wheelchairs. The owners were embarrassed, but we came with the dogs, and through them, as through intermediaries, the children were all there. -they started communicating. In general, it’s quite serious. scientific work which we plan to continue."

The question of how much all this costs cannot but arise in the mind of a modern parent, who is already accustomed to always paying for everything. CO N 109 - state educational institution. That is, basic school education here is provided free of charge.

However, some services are paid. For those who have chosen a more serious path of preparation for entering a university - lyceum classes, some of the subjects are taught by teachers from partner universities training center. For example, from High school economy. This item of expenditure is not financed by the state. It is also paid to study a second foreign language in a linguistic class and all kinds of in-depth training courses. For example, studying one subject in preparation courses for admission to a lyceum costs about 300 rubles per month.

Evgeniy Aleksandrovich admits that from time to time it is necessary to resort to the help of parents: maintaining horses, watercraft and other advanced school infrastructure is an expensive matter. But definitely worth it.

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