Adaptive model of Yamburg school

4.Yamburg School

Official name of this state secondary educational institution - Education Center N 109 in Moscow. And the 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” (device) was tested educational system to the capabilities and needs of students, and not vice versa), has turned into a multidisciplinary education center: kindergarten, primary classes, gymnasium, lyceum, pedagogical correction classes... The Yamburg school is also its own theater, a stable, a flotilla with two steamships and several sea boats, an artistic crafts workshop, a cafe, a hairdresser, medical offices... This is, if you like, Yamburg -City, where there is nothing.

Director of the capital's Education Center No. 109, Honored Teacher of the Russian Federation Evgeny Aleksandrovich Yamburg is also cheerful man. 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 organization 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 an experiment to create an educational institution capable of adjusting a standardized and straightforward system schooling under the child, was carried out virtually secretly. 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 are talking about 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 an 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. Main principles adaptive school- 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. Let's say in Waldorf schools They study only according to the Waldorf canons, at 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 fits children's team.

In kindergarten Central District No. 109 there are groups working according to the Montessori development method, traditional groups, there were groups that used elements of Waldorf pedagogy, etc. How your child will be taught and in which 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 there was a place for development in school and so that they felt comfortable at the same time.

It is clear that correctional classes are designed for children who require increased attention from 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 not only of the directorate, but also of 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 of school life to another in an adaptive school are as gentle as possible. Thus, some of the first classes are located on the territory kindergarten, that is, the children admitted to 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 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), search for information on the Internet about each section of the route, putty on watercraft - the school fleet includes 15 six-oar 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 is given here for free.

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 universities - partners of the training center. For example, from High school economy. This item of expenditure is not financed by the state. It is also paid to study the second foreign language in the 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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Introduction

1.Basic principles of the education system in the adaptive model

2.Main objectives of the adaptive model

3.Structure of the adaptive model

4.Yamburg School

Conclusion

References

Introduction

Changes in the political and socio-economic paths of development of our society are determined by transformations teaching practice and the development of diverse models of educational institutions focused on maximizing the educational needs of the younger generation and society as a whole.

One of the possible models of a new educational institution may be an adaptive model of a school in which a socio-ecological space is built. The society of the educational space makes it possible to prepare students for life, for labor activity in society. Environmentally friendly principles of constructing an educational space create comfortable conditions for personal development. Sociological educational space preserves and develops the physical and mental health of children and adolescents; creates conditions for intellectual, emotional and personal development depending on age characteristics And individual inclinations and abilities.

The operating conditions of such an educational space are objectified by the individual age characteristics of each child. These conditions are aimed at overcoming alienation from one’s own self, society and nature, at implementing the idea of ​​preserving and enhancing human dignity. The life activities of children and adolescents take place not only within the walls of kindergarten and school, but also outside them in extracurricular and extracurricular activities. In this model, the teaching staff is given the place of a guide, carrying out the relationship between the process of development (growing up) of children, adolescents and the social environment, in the formation of a human citizen aimed at improving society.

In the sociological educational space, there is a process of progress in the subjectivity of both the preschooler, the student, and the educator and teacher. Child development occurs due to changes in the content and forms of legal and educational-cognitive activities. Consequently, the adaptive model of an educational institution is a form of content and process of education. This model is a system for preserving and enhancing sociocultural universal human values.

1.Basic principles of the education system in the adaptive model

All principles of the formation of an adaptive school model are aimed at ensuring social and pedagogical conditions for the development of a socio-ecological educational system, at ensuring its full functioning. All principles are interconnected and complement each other.

1. Humanization of education means that the child, his health, free personal development, respect for the child’s personality and dignity are at the center of the educational space; trust in him; acceptance of his personal goals, requests and interests; education of citizenship and love for the Motherland.

The educational process is based on the priority of universal human values.

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

2. 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. Humanization of education is one of the main means of filling the spiritual vacuum.

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

4. 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.

5. 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.

6. 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, understands vital necessity constant updating of education.

7. 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.

2.Main objectives of the adaptive model

1. To ensure the 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.

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

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

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

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

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

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

8. Manage the 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.

3.Structure of the adaptive model

The basis for the implementation of tasks “ School-kindergarten” a stepwise construction of the education system was laid down.

Stage I:

Preschool education in kindergarten (children from 4 to 5 years old); school early development(children living in an assigned micro-site, not attending kindergarten, from 4 to 5 years old).

II stage:

Primary general education: grades 1 - 4 (children from 6 to 9 years old). At this level of education, there are classes for age norms, developmental education (A.V. Zankov’s system) and classes for compensatory education.

III stage:

Basics general education: 5 - 9 grades (teenagers from 10 to 14-15 years old). At this level the following types of classes are provided:

· advanced training classes;

· age standards for children who are able to master the curriculum without much difficulty;

· classes pedagogical support, in which children study who require correction of the regime of the educational process and compensation for physical and mental health.

IV stage:

Secondary (complete) education: grades 10-11. Depending on readiness and identified individual characteristics students, taking into account the conditions of the experimental model, classes are distinguished:

· general educational level;

· advanced development;

· individual training.

The idea of ​​continuity of education in a step-by-step structure provides for continuity of requirements and conditions for the organization of training and education both between levels and at each of them. This means that it is based individual approach and differentiation curricula provides for the free transition of a student from one type of class to another at a certain level of education in accordance with the requests of parents, students and the opinions of teaching staff. The process of transition from one stage of the structural model presupposes a certain system of knowledge, skills and abilities for the student; the level of his intellectual, emotional and spiritual development; appropriate physical, mental and moral health and much more. Consequently, the correlation of educational standards between levels makes it possible to build the educational process more smoothly within the framework of the principle of continuity. Personality-oriented is a means of limiting overload, reducing neuroticism and mental discomfort. The second and third stages of the model provide for the work of groups extended day, the content of whose activities is aimed at implementing the main tasks of the socio-ecological educational process.

At the second, third and fourth stages of education, special courses are provided that work according to the requests of parents, the needs of students and fulfill specific tasks education. This reveals the specificity of each special course, the unifying point of which is their focus on expanding the sociocultural educational space, on the development and enhancement of the universal human values ​​of each student. So, for example, at the fourth stage of education, taking into account the already formed interests of students in a certain specialization, the free right to choose the profile of a special course is provided, or the student can attend several special courses.

From the first to the fourth stage of the adaptive model, in-depth study of foreign languages ​​(English, German, Japanese, Chinese) is provided as a means of mastering national historical traditions, human development, and harmonization of national relations.

At all levels of education, the educational process is aimed at developing students’ skills and abilities research activities, thinking and communication. As the results of psychological and pedagogical theories show (P.Ya. Galperin, L.S. Vygotsky, N.A. Menchinskaya, V.V. Davydov, etc.), it is important to be able to find information and use it effectively than to memorize everything that is in the child is able to remember. For this purpose, the use of computer technology in lessons, special courses and in extracurricular activities.

The unifying core of the process of personal development at all levels of education is pre-professional labor and vocational education. Thus, at the first stage, children master the elements of knowledge and skills for self-care based on imitation, performing actions according to the model and likeness in the game. On the second - through the game they acquire knowledge and skills of educational activities, master skills service labor. On the third stage - in the process of educational and cognitive activity, students master the elements professional types activities (programmer-laboratorian), seamstress-machine operator, secretary-assistant, radio installer). At the fourth stage of education, students independently perform work tasks, learn to realize their inclinations, and master economics market relations. The model presents a wide range of out-of-school educational institutions to meet the educational needs of children, adolescents, and young men that are not met in school and family.

All activities of out-of-school educational institutions are built in accordance with the principles of the sociological educational system and are aimed at solving the main tasks 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 innovation activity.

Consequently, the system of sociological educational space of the adaptive model includes:

· the actual educational space within the walls of the school and kindergarten;

· services to support the activities of an educational institution;

extracurricular educational institutions.

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... Yamburg School - this is also its own theater, stables, 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 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 are talking about a private school, then God himself ordered to organize “conveniences” at an above average level. But state educational institutions, as a rule, do not shine in this regard. Literally 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 an 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 Education Center No. 109 there are groups working according to the Montessori development method, traditional groups, there were groups that used elements of Waldorf pedagogy, etc. How your child will be taught and in which 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 from 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 not only of the directorate, but also of the psychological and pedagogical service, without which, according to Evgeniy Yamburg, it is impossible to make the school adaptive. The stubborn ones are explained that in a correctional class the child will be given the same knowledge - according to the state standard, but with the use of other pedagogical techniques. That in such a class there are half as many 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 caught up, move on to a 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 a 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 of 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, education in gymnasium classes begins not from the fifth year of study, as in other Russian schools, but from the sixth. At the fifth stage, children get used to new teachers, a new system for organizing the educational process, etc. For students, this is quite 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 also effective for less serious health problems.

However, that's not all. At the Central Organ, 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), search for information on the Internet about each section of the route, putty on watercraft - the school fleet includes 15 six-oared yawls (at the Central Organ 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 studies, how and in what grade, no longer matters much.

River travel, horses - things are already familiar to both schoolchildren and teachers. But pedagogy is on the move: CO No. 109 is implementing a 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 and 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 began to communicate. In general, this is 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. Central Educational Center No. 109 is a 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 universities - partners of the training center. For example, from the Higher School of Economics. 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.

adaptive model school Yamburg

Conclusion

IN lately Among parents seriously interested in pedagogy, the adaptive school model developed by Moscow teacher Evgeniy Yamburg is becoming increasingly popular. Its essence is the adaptation of the educational system to the capabilities and needs of the student, in contrast to a traditional school, where everything is the other way around. Remake school system for a child - the idea is not new, but the Yamburg methodology is particularly flexible and this is in many ways interesting. A modern school should help a child realize his educational needs, his humanity, develop a positive worldview system.

List of used literature

1. Gribenyukova E. Adaptive school: The goal is the student’s self-realization // School director: (express experience). – 2000. - No. 1.

2. Yamburg E. Pedagogy, psychology, defectology and medicine in

adaptive school models // Public education. – 2002. - No. 1. – P. 79-85

3.Personally adapted system training // Pedagogy. – 2003. - No. 7. – P. 66-71

4. Shamova T.I., Davydenko T.M. Managing the educational process in an adaptive school. - M.: Center " Pedagogical search", 2001.

5.http://www.za-partoi.ru/years/1156/?article=126

Evgeniy Aleksandrovich Yamburg - Honored Teacher of the Russian Federation, Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Director of the Moscow Education Center No. 109. The developer and author of the adaptive school model, the books “School for All”, “Pedagogical Decameron” tries to find a compromise between integration and differentiation in school in the form of INDIFIA. This is one of the hot spots among other school problems, which are discussed below.

Evgeny Yamburg had to become not only a teacher, but also an education manager. Are all teachers failures? What is happening to children today and is it possible to love school? Evgeniy Yamburg talks about this:

“Today we need to surprise children. Children don’t care who I am – doctor of sciences, academician, professor, and so on. Figuratively speaking, every time you enter class naked, you have to prove that you are not a bear. And since the teacher has long ceased to be the only source of information, then there must be charisma. Or you will be taken out of class.

How he knew how to seem new,

Jokingly amaze innocence...

You see, this is very difficult. But it's possible.

How have children and parents changed?

Today, when you show a book to a little four and a half year old girl - and we have a kindergarten here in the education center - she makes a characteristic movement with her fingers on the book and wonders why the image does not expand. Of course, this is already a digital generation, and there are some ways of perception that are changing. Internally, they are much freer than us, which I, for example, really like. On the other hand, they are often more unceremonious, which cannot but hurt the soul of the old teacher.

By the way, the concept of age is very relative. (Not a single statement). I know seventy-year-old teachers whose eyes sparkle, and twenty-five-year-olds with dull eyes - this is not an age category.

“Giving up your child for safekeeping” is such a trend. And then - today the school has been turned into a seller of educational services, which is actually incompatible with creativity - neither artistic nor pedagogical. And in this sense, the position that “the customer is always right” does not suit me either.

What is the strength of differentiation? You can provide assistance to a child - substantive, real, taking into account his development in all areas - intellectual and emotional. What negative side? This feeling of inferiority, second-classness and all that.

What is the strength of integration? This is tolerant, it is politically correct, it does not create a feeling of second-class status for some and inflated self-esteem for others. But real help cannot be provided.

Therefore, today in the world - and I am one of those who promotes this - there is the concept of “indifia”. This is a flexible combination of integration and differentiation - not “either-or”, but “both-and”. Even the same child at different stages of development and learning requires either differentiation or integration. Because there are, for example, children with attention deficit hyperactivity disorder. Telling such a child: “be careful” is the same as telling a blind person: “look closely” - special technologies are needed. And small classes are better. Although he retains his intelligence.

Chekhov also said that “a poor teacher is a disgrace for the country.” But, since the amount of funds for education in most regions remained the same, they were often increased due to the fact that the so-called “extra” people - defectologists, psychologists, speech therapists - were removed from the school. And this is a big problem. Because all children need to be helped, but with a very targeted understanding of what their problems are 41.”

Yamburg once admitted that over the past academic year he practically memorized the draft law “On Education” - so often he was asked to express his opinion about it. One of his complaints about the bill is that it is “bad, it does not take into account the modern situation, when 85% of children come to school with various diseases.

“So what is the current situation in Russian schools? - not an education reform, but a reform of the economics of education. On the one hand, the state says: “Education should be free.” But he immediately tells schools: “Don’t sit on the state’s neck.” Teachers are being transformed from mentors to service providers. “First of all, much-needed psychologists and defectologists are being laid off - it’s not mathematics - cutting 42”!

1) Standards do not stimulate creativity;

2) The modern generation of children is a digital generation;

3) The teacher has long ceased to be the only source of information;

4) The concept of age is very relative;

5) Шcola has now been turned into a seller of educational services

Today we will tell you who Evgeny Yamburg is. His biography will be discussed in detail below. It's about about the Soviet and Russian teacher and public figure. He was born in 1951.

Biography

So, our hero today is Evgeny Yamburg. “All-Russian Pedagogical Council” is one of the projects in which he takes an active part. We are talking about the Honored Teacher of the Russian Federation, Doctor of Pedagogical Sciences, corresponding member of the Russian Academy of Education, academician. “This boring science of management” and “Pedagogical Decameron” are books authored by Evgeniy Yamburg.

School 109 is an education center located in Moscow. Our hero is the director of this institution. He is the developer and author of the adaptive school model. We are talking about a new system of multidisciplinary and multi-level mass education with classes various directions. This model school presupposes openness to children with a wide variety of capabilities and abilities, regardless of their inclinations, material security, health, and psychological characteristics.

The main message of this institution is that it is not the student who adapts to the program, but the system that adapts to the needs of the child. In addition to the main model, the school has a powerful platform additional education. It includes a horse therapy stable, arts and crafts, a travel club, theater studio, an association of film lovers.

In 1997, our hero defended doctoral dissertation. She was presented as scientific report. The topic of this work is “ Theoretical foundations And practical implementation adaptive school models." The teacher is a participant in many radio and television programs that deal with issues of teaching and raising children, the development of society and culture. He is also an author and editor-in-chief project called “Anthology of standing and transformation. Century XX".

Educational system

Yamburg Evgeniy Aleksandrovich runs school No. 109. It has been implementing integrated education for children with developmental disabilities for a long time. Evgeniy Yamburg calls the current methodology an “adaptive school.” It is assumed that in such a system there is a place for everyone, regardless of their inclinations and characteristics. Classroom-lesson system of the educational process in in this case saved. At the same time, the organization of education is based on the abilities of children, taking into account their intellectual development and preparedness.

Positive self-concept

Children study at the center different ages starting from kindergarten. However, they may have different abilities. There are classes for correctional and developmental education, as well as lyceum, medical, humanities, physics and mathematics classes. Yamburg Evgeniy Aleksandrovich formulated the goal of the educational process as the creation of a positive self-concept of the student. This approach involves the creation of a system and adaptive pedagogy. Next, we will discuss how the described goal is realized.

A high educational background is being formed in lyceum and gymnasium classes. Graduates are being prepared for further education in universities. Self-education is expected creative work. Individualization of education, pedagogical and medical-psychological assistance for maladjusted and weakened children are provided. At the same time, each problem child must be within the boundaries of the educational influence of the educational institution.

Mutual aid

Pedagogical support

Evgeniy Yamburg emphasizes that the compensating means in the rehabilitation space are pedagogical love for each child, training in self-regulation, necessary help, acceptance of a person, understanding of children's problems and difficulties. Types of support are implemented in different ways. Training takes place without coercion. The lesson is organized as part of the rehabilitation system. The content of the educational program is adapted in a special way. This approach involves the simultaneous use of various senses. When perceiving material, motor skills, memory and logical thinking. Mutual learning and complete assimilation occurs.

Algorithms

Evgeniy Yamburg has developed and uses various types of individual assistance. Used various types supports: summary tables, notes, posters. Special algorithms for solving the problem when completing tasks are introduced. Difficult material is divided into components. Students are warned about possible errors. In this educational process the state standard is used.