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ANALYTICAL REPORT ADAPTATION 5 CL 16-17
Belimova G.V.

by results
adaptation diagnostics

students 5 «B»
class

to conditions
secondary school education

B
2016-2017 academic year in a class for students with disabilities (intellectual
disorders) 14 children study, 2 of them at home. One student entered our
school in 2016-2017, all other children attending school studied with
who graduated this class (4 «B») as a teacher of a class from six months to 4 years.

As part of the psychological and pedagogical
Accompanying fifth grade students I carry out the following directions
activities:

1.
Group correctional and developmental work with children of this class in accordance with
age and individual characteristics of students, in the course of psychological
classes with elements of communication training.

2.
Individual correctional and developmental work , oriented to rendering
assistance to children with disabilities studying under an individual adapted program, in
including children with disabilities, in the behavior, learning, well-being of the child. nine0901

3.
Psychological and pedagogical diagnostics, aimed at studying the characteristics of the development of the child, including
including diagnostic surveys of adaptation in the school environment with
the purpose of providing assistance and support to students who experience difficulties in the process
adaptation: studying the emotional sphere of students, their sociometric
status, level of learning motivation, assessment of the level of development of basic
personality characteristics, the study of the level of formation of behavioral skills and
etc. . nine0901

4.
Consultative work with teachers and parents , including the results of the analysis of the diagnosis of students, including
and in order to create a situation of cooperation, receive recommendations from teachers
to help parents and students.

5.
Psychodiagnostics at the request of a teacher or parent in connection with the problems of the child’s education, problems
in communication or changes in the emotional state of the student. Organized
diagnostics of students, it is possible to carry out diagnostics of other participants
educational process. nine0901

All conducted by a teacher-psychologist
activities contribute to the creation of conditions for psychological adaptation
fifth-graders to the conditions of high school, supports and develops them
positive attitude towards school, develops the ability to recognize the requirements
teachers, establish interpersonal relationships with teachers and classmates,
forms the skills of behavior and communication in the school environment.

With Aim study level
adaptation of students, identifying children with maladjustment, children of the «group
risk», a teacher-psychologist conducted a diagnosis of 12 students 5 «B»
class. nine0901

Time
research: DECEMBER 2016.

The following are
results obtained during the study.

For the diagnosis of emotional
spheres, I used Orekhova’s «HOUSES» technique.
Purpose: to identify anxiety at school, in the classroom and in self-study and in
communication with the teacher. Evaluation of working capacity (vegetative coefficient)
every student.

The technique allows
identify existing emotional disorders that impede the development of personality
child, gives a forecast of difficulties in the development of the emotional sphere and studies
some personality traits. Diagnostic results help to identify
individual directions of psycho-correctional work. nine0901

The technique gives
psychotherapeutic effect, which is achieved by the use of color itself,
the ability to respond to negative and positive emotions in the course of working with
test.

DIAGRAM 1

DIAGRAM 2

Vegetative
coefficient characterizes the energy balance of the body: its ability to
energy costs or a trend towards energy conservation. Its value varies from 0.2
up to 5 points. The energy indicator is interpreted as follows:

0 – 0.5 –
chronic overwork, exhaustion, low efficiency. Loads
too much for the child

0.51 – 0.91 –
compensable state of fatigue. Self-healing optimal
performance is due to a periodic decrease in activity. Required
optimization of the working rhythm, mode of work and rest.

0.92 – 1.9 –
optimal performance. The child is cheerful, healthy
activity, readiness for energy consumption. The loads correspond to the possibilities.
Lifestyle allows the child to restore the expended energy. nine0901

Over 2.0 –
overexcitation. More often it is the result of the child’s work at the limit of his
opportunities, leading to rapid depletion. Tempo needs to be normalized
activities, work and rest, and sometimes a reduction in workload.

motivation was carried out according to the methodology developed in 1988. M.R. Ginzburg,
experimental materials and grading system — in 1993. I.Yu. Pakhomova and R.V.
Ovcharova.

OBJECTIVE: detection
features of the motivational sphere for the further development of a positive learning
motivation

DIAGRAM 3

First
level.
13-15 points — very high level of school motivation, educational
activity — there are no such children.

children have a cognitive motive, the desire to most successfully perform all
school requirements. The students strictly follow all the instructions of the teacher,
conscientious and responsible, very worried if they receive
poor grades

Second
level.
10-12 points — high level school motivation, learning activity. five
students

Similar
indicators are usually the majority of students who successfully cope with the educational
activity. When answering questions, they show less dependence on rigid requirements.
and norms.

Third
level. Similar
motivation level is the average norm. 7-9 points — positive
attitude to school, but the school attracts such children with extracurricular activities. four
students. There are also social and evaluative motives. nine0901

Such children
feel quite well at school, but go to school more often,
to communicate with friends, with the teacher. They like to feel like students
have a beautiful briefcase, pens, notebooks. Cognitive motives in such children
are formed to a lesser extent, and the educational process does not attract them much.

Fourth
level. Reduced level of motivation — 4-6 points. 2 students–
evaluation motive and 1 student — evaluation and game motive.

Fifth
level — low level — there are no such children.

evaluative motive — students 18 times chose a picture related to this
motivation,

Also large
number of elections social, educational and play mot willows educational
activities — 8 choices of these cards.

5 choices
cards with positional motif.

Required
continue to develop social motivation by supporting positional, learning and
appraisal motive.
nine0901

DIAGRAM
4

With
determining the social status of a student in a group of classmates was carried out
sociometry.

B 5 «B» were
12 students were tested. At the time of the survey, the relationship in the group and
the status of the children were such.

Table 1.

nine1102

10

CHART 5
social status — for two students: . ….. (who will be included in the group
children as a newcomer), but he constantly interacts positively with
students of the class, have friendly ties with the guys and …., which actively
communicates with children, she does not have conflicts with children. nine0901

In general
The class is friendly and well-knit. The teachers of the group are constantly working in
in this direction, which is noticeable by the large number of friendly relations in
this class, always positively evaluate conflict-free interaction, they conduct
individual conversations, parent-teacher conferences and class hours, involve everyone
students in interesting extracurricular work, circle work, which contributes
group cohesion.

Analysis
the results obtained by the method «Sociometry» revealed status categories
children in 5 «B» class. Analysis of the results of the study is reflected in
table 2:

Table 2.

« Differentiation
students by social status in the student group”

Thus, the results of the study revealed the need for work to improve
social status of 4 students. On the positive side, there is no
children with the status of «isolated». As a result of this testing, you can
the conclusion that there were normal relationships between students in the class.
nine0901

C
In order to study the interest of children in certain lessons, I conducted a survey
fifth graders. According to its results, a diagram was made that displayed 1,2 and 3
the place of the school lesson in the “rating” of the class.

DIAGRAM 6

diagnostics according to the projective technique «Tree» (Author: L.P. Ponomarenko, edition
«Psychological prevention of maladjustment of students at the beginning of education in secondary
school. » (Methodological recommendations for school psychologists)», (1999)).

Purpose: to identify and evaluate
motivation of behavior, assessment by children of their own achievements and their success in
group, identifying problem areas of the child in this area.

Diagnostic results:
by the child’s choice of position.

No. 1, 3, 6, 7 —
characterizes the setting for overcoming obstacles

I — REAL 2 people

I — IDEAL 3 people.

No. 2, 19, 18, 11, 12 — characterizes sociability, friendly support

I — REAL 3 people

I — IDEAL 2 people

No. 4 — sustainability
Regulations (desire to achieve successes without overcoming difficulties)

I — real 2 people

I — ideal 1 people
No. 9 — Motivation for entertainment

I — real 1 No. 10, 15 —
comfortable state, normal adaptation

I — IDEAL — 1 person

No. 14 — crisis
condition, «falling into the abyss»

I — PERFECT — no

Position No. 20 often
choose as a prospect students with high self-esteem and installation on
leadership —

I — REAL — 2 people

I — IDEAL — 2 people

diagnostic program was to identify possible adaptation difficulties, identify
“problem areas” of children according to some indicators. Such moments were identified
in certain areas of some students. nine0901

table
3

Classroom teacher, teachers, working
with this class, will use the results of the students in order to
prevention of possible difficulties of adaptation in the future. nine0901

Psychologist conducted individual
adult consultations based on the results of the diagnosis, where recommendations were given on
working with children in this class.

So,
having conducted a class 5 “B” examination according to the above methods and having made
conclusions, the teacher-psychologist developed recommendations for teachers,
presented below.

Teachers,
working in the fifth grade, take into account the individual characteristics of the children,
especially in the classroom for children with disabilities.

Teachers in their
observations, it is necessary to pay special attention to those aspects of behavior and
activities that best reflect the nature of adaptation to
school environment. nine0901

Teachers
it is necessary to continue to pay attention to the socialization of pupils, including
and development of interpersonal relationships in the classroom. Help the children’s team
develop without serious conflict situations, work out situations of conflict-free
communication.

Teacher and
parents need to pay special attention to the assimilation of the educational task
child; in the event of difficulties, a clear explanation of the educational
material.

Teacher and parents
joint meetings are needed, during which the results would be monitored
success or failure of each child, as well as the causes and ways
overcoming learning difficulties. nine0901

For subject teachers
conduct a survey using a variety of methodological techniques. Desirable
call the guys by name and surname. If the student’s answer is unsuccessful, do not pull,
not to shame, not to reproach, not to scold in the presence of the whole class. Feeling
humor well helps to remove tension in the classroom, «dilutes» the situation.

Required
maintain success. Try to be genuinely interested in
to every student.

Help the child to
overcoming anxiety and self-doubt means creating conditions for
which he will feel calm and confident. And this does not apply
only problems of adaptation.