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161
Data processing
This is done by using a blank key. The values of O (assessment), C (strength),
A (activity) are calculated. Their maximum values can range from +21 to –21. Their
quantitative levels can have the following values:
17–21 — a high level;
8–16 — average level;
7 or less — a low level.
Interpretation of results
The assessment factor (O) indicates the level of self-esteem. High values of
this factor indicate that the subject accepts himself as an individual, is inclined to
recognize himself as a bearer of positive, socially desirable characteristics, and is, in
a certain sense, satisfied with himself. Low values of factor (O) indicate a person’s
critical attitude towards himself, his dissatisfaction with his own behavior, and the
level of self-acceptance. Particularly low values indicate possible neurotic or other
problems associated with a feeling of low value of one’s personality.
When using LD to measure mutual assessments, factor (O) is interpreted as
evidence of the level of attractiveness and sympathy that one person has in the
perception of another. In this case, positive (+) values of this factor correspond to the
preference given to the object of evaluation, negative (–) — to its rejection.
The strength factor (C) in self-assessments indicates the development of the
volitional aspects of the personality, how they are recognized by the subject himself.
Its high values indicate self-confidence, independence, and a tendency to rely on
one’s own strengths in difficult situations. Low values indicate insufficient selfcontrol, inability to adhere to the accepted line of behavior, dependence on external
circumstances and assessments. Particularly low scores indicate asthenia and anxiety.
In mutual assessments, factor (C) reveals the “dominance-subordination”
relationship, as they are perceived by the subject of the assessment.
The activity factor (A) in self-assessments is interpreted as evidence of an
extroverted personality. Positive (+) values indicate high activity, sociability, and
impulsiveness; negative (–) — introversion, a certain passivity, calm emotional
reactions. Mutual assessments reflect people's perceptions of each other's personal
characteristics.
When interpreting data obtained using LD, one should always remember that
they reflect a person’s subjective, emotional and semantic ideas about himself and
other people, his relationships, which may only partially correspond to the real state
of affairs, but often in themselves are of paramount importance.
162
Application 6
Map of indicators of the level of education of students
[O. V. Uvarovskaya, L. I. Kraeva, V. O. Svetopolskaya, I. Yu. Kraeva]
Indicators of good manners
Self-esteem
Parents' assessment
Teacher rating
Classmate rating
Final grade
1. Worldview qualities and moral values:
1.1. Possession of the basics of a scientific worldview:
- the ability to compare, analyze, and generalize facts of reality;
- critical attitude towards different views and social theories;
- the need and ability to defend one’s views and beliefs;
- respect for state symbols, traditions of one’s people and country,
knowledge and respect for the history of one’s people
1.2. Spiritual and moral values:
- knowledge and understanding of spiritual and moral values in human
life and society;
- awareness of patriotism as love for one’s Fatherland and one’s people;
- the ability to maintain friendship and camaraderie in a team, mutual
respect and understanding in a team and family;
- conscious discipline, self-control and self-regulation of behavior;
- understanding the relationship between a person’s internal and external
culture;
- intolerance to immorality
1.3. Conscious attitude to work:
- understanding the role of labor in society and respect for human labor;
- caring attitude towards...
1.4. Knowledge of the basics of aesthetic culture:
- understanding of beauty in the surrounding reality;
- careful attitude towards the cultural values and traditions of the people;
- assimilation and adherence to generally accepted cultural norms;
- desire to develop artistic abilities
High level — 3 points.
Average level — 2 points.
Low level — 1 point.
163
Appendix 7
Pedagogical situations for the development of basic competencies of a student
[V. D. Shadrikov, E. R. Gorelova, K. V. Makarova]
Empathy and social reflection
1. In the locker room, a 2nd grade student’s transport card was pulled out of his
jacket; the child was unable to go home and had to wait for his parents at school until
the evening. What should a teacher do in such a case?
2. During class, a 4th grade student, in response to the teacher’s assignment to
draw a family tree, stated: “I can’t draw rotten stumps.” What does this student
behavior indicate? What should a teacher do in this situation?
3. One of the low-performing students of the 3rd grade was assigned the role of
a jester and a dumbass in the children's group. As an adaptation to his failures, the
boy chose behavior that constantly provoked ridicule and name-calling by classmates.
What should the teacher do to successfully resolve this situation?
4. During a lesson in the 4th grade, the teacher called the girl to the blackboard.
She came out, and something was wrong with her clothes. Everyone noticed this,
except the girl herself. Some in the class started laughing. What should a teacher do?
Is it necessary to point out a noticed flaw to a girl?
5. During a lesson in the 1st grade, one of the girls sitting at the first desk
grabbed the hair of another so that the teacher could barely unclench her fingers. The
situation repeated itself, and the children took the side of the “victim.” The
“offender” remained stubbornly silent, but the teacher felt that she was not the
instigator. What should a teacher do?
6. With one child, all students in the class refuse to sit at the same desk; if
forced to do so, they “make faces”, expressing their attitude to what is happening.
What should a teacher do when this happens?
7. A primary school child suddenly reacts to the teacher’s comments in the
following way: he swings his arms and begins to fight with the teacher. What should
a teacher do in this situation?
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General culture
1. How should a teacher respond to a student’s statement: “My dad was a poor
student and a bully at school, but he drives a Mercedes, and you are a teacher, and
you come to school by metro!”
2. Some students disdain the work of the school cleaner, deliberately litter and
show disrespect. What should the teacher do in this case?
3. Discrimination based on material wealth was noticed in the children's team.
What should a teacher do?
4. The teacher always dresses brightly and beautifully. Is this consistent with
ethical standards and professional etiquette?
5. A 1st grade student walks down the corridor with disheveled hair and a shirt
sticking out in different directions. What should the teacher's reaction be?
6. A student intern comes to an elementary school class wearing a very short
skirt. What should the class teacher of this class do?
7. The father often punishes and even beats the child for bad grades at school.
What should a teacher do in such a situation?
Subjective conditions of activity
1. A first grader constantly snitches on his peers and is happy if the teacher
punishes them. Is the teacher doing the right thing? What to do with such a child?
2. The teacher noticed that two boys who used to be friends stopped
communicating. Both children are worried, but cannot establish relationships. What
can a teacher do in this situation?
3. The child has frequent outbursts of uncontrolled aggression and daily fights
and quarrels with peers. The teacher makes comments, but the child does not react.
What should the teacher do?
4. The boy hit another boy during class. A fight ensued. What should a teacher
do in this situation?
5. During elementary school lessons, a girl experiences severe stress and
anxiety when the teacher calls her to answer at the blackboard. How to resolve this
situation? How should a teacher act?
6. The child studies well, but on his desk next to the textbooks there are always
toys, coloring books, and favorite books. He does everything at the same time:
studies and plays. What should the teacher do?
7. The student approached the teacher in class and said confidentially in his
ear: “I’m not sure that I completed the task correctly.” What individual psychological
characteristics of the child is this related to? What should the teacher do?
165
Appendix 8
Pedagogical parables
[Sh. A. Amonashvili]
Skyscraper Parents
The Sage came to a big city and stopped at a skyscraper. “We need help here,”
he thought. I entered the elevator and went up to the hundredth floor. From the
apartment, the Sage heard his father scream. A young mother opened the door and
smiled sadly.
— What do you want, old man? — she asked.
The father's scream was heard again. The woman felt embarrassed.
— The TV screen stupefies our Child, so the father demands that he turn off
the TV, — she apologized.
The sage said:
— Fill it with light, and the screen will fade before it.
— What?! — the young mother was surprised. — Then the computer absorbs it!
The sage said:
— Fill your Child with culture, and the computer will become for him like a
pencil case for necessary things or a shelf for books.
— Yes?! — Mom asked. — And if he wanders around the streets all day, what
should we do then?
The Sage said:
— Instill in him the concept of the meaning of life, and he will go in search of
his Path.
— Old man, — said the young mother, — I feel your wisdom. Give me some
guidance!
The Sage answered:
— Check the fullness of light in yourself, check your thirst for culture, check
your Path within yourself.
Mother was a smart and kind woman, so she thought: “Living on the hundredth
floor of a skyscraper is not enough for me to recognize the light, the culture, the Path
in myself. I need to dive into the depths of my soul to figure out who I am to my
children and who they are to me!”
166
But if she were stupid, she would say to the old man: “Did you go up to the
hundredth floor to ask for a piece of bread or to give me stupid instructions?” But
she said:
— Thank you, old man!
The husband came out to the noise with a dissatisfied look.
— What's happening? — he asked his wife. — Who is he?
— He is a Sage, — answered the wife. — Ask how to raise our children, he
will tell you!
The man gave the old man a searching look.
— Okay, — he said, — tell me three qualities for raising a son!
The Sage answered:
— Courage, devotion, wisdom.
— Interesting... Name three qualities for raising a daughter!
The Sage said:
— Femininity, motherhood, love.
— Oh, — exclaimed the woman’s husband, — this is wonderful! Give me
some guidance, old man!
The sage smiled.
— Here are three commandments for you: be a brother to your children, be a
refuge for them, know how to learn from them.
The father was smart and strong-willed, so he decided for himself: “That
means I need to change my attitude towards my son and daughter, and I will do it.”
But if he were stupid, he would think: “Lord, what is this old man talking
about? Courage, femininity, love... Who needs these moldy concepts in our world?
And what should I learn from my children — stupidity and insolence?.. This is
pedagogy on the first floor, and not pedagogy for those who live on the hundredth
floor of a skyscraper.”
— Thank you, old man! — said the father and turned to his wife. — Give him
what he needs!
But the Sage did not need gifts; he entered the elevator and pressed the “down”
button. He was in a hurry.
The only beauty
The boy daydreamed before going to bed. “I’ll soon become an adult and what
will I do for people? — he thought. — I will give all the inhabitants of the Earth
something most beautiful, something that has never happened and never will.”
167
And he began to sort out what kind of Beauty to give to people. “I will build a
magnificent Temple.” But he immediately changed my mind: there are a lot of
beautiful temples. He also thought: “I’ll compose an extraordinary Song!” But He
hesitated again: there are also a lot of songs. “I’d rather sculpt a miraculous
Sculpture!” And again he discarded the thought: there are many sculptures not made
by hands.
And he became sad. So he fell asleep with this thought. And he saw a dream.
The Sage came to him.
— Do you want to give people something most beautiful? — he asked.
— Yes I want it very much! — the boy answered eagerly.
— So give it to me, why are you delaying?
— But what? Everything has already been created!
And he began to list:
— I wanted to build a Temple, but all the temples have already been built...
The sage interrupted him:
— One single Temple is missing, which only you can build...
The boy continued:
— I wanted to compose a Song, but there are too many of them...
The sage interrupted him again:
— People lack one single Song, and only you can compose it and sing it in the
Temple...
— I thought about making a magnificent Sculpture, but is there anything left
that hasn’t been sculptured?
— Yes, — said the Sage, — the only Sculpture that people need so much has
not been sculpted, and only you can sculpt it and decorate your Temple with it.
The boy was surprised:
— After all, everything has already been done!
— Yes, but all that Beauty of the world lacks only one splendor, the creator of
which you can become, — said the Sage.
— And what is this Beauty that fell to my lot?
And the Sage said in a magical whisper:
— The temple is you, make yourself magnificent and noble. The song is your
soul, refine it. Sculpture is your will, sculpt your will. And the planet Earth and the
entire Universe will receive Beauty that no one has yet known.
The boy woke up, smiled at the sun and whispered to himself: “Now I know
what Beauty I can give to people!”
168
Appendix 9
Contents of the educational event summary
CONTENT
1. BRIEF CHARACTERISTICS OF THE GROUP
STUDENTS ………………………………………………………………..
2. RELEVANCE OF THE TOPIC OF EDUCATIONAL
ACTIVITY..………………………………..……..……….………………..
3. EDUCATIONAL EVENT PLAN …………..…………………………...
3.1. Goal, objectives……………………………………….………………..
3.2. Forms and methods ……………………………….……………………
4. IMPLEMENTATION OF EDUCATIONAL EVENTS
WITH STUDENTS …………..…...………………………………………...
5. CONCLUSION …………………………………………………………..
Bibliography …………………………………………………………………
3
5
…
169
Appendix 10
Final test in the discipline “Psychology of Education”
Instructions. Choose the correct answer in your opinion and highlight it in any
way. You have 20 minutes to complete the test.
1. What is “education”?
1) the process of personality formation under the influence of external and
internal, controlled and uncontrollable social and natural factors;
2) an objective and natural process of preparing people for work and other
useful activities in society, for performing various social functions;
3) the process of knowledge transfer by one person and its assimilation by
others;
4) the quality of a person, which characterizes their ability to use the products
of material and spiritual labor of people in her cognitive and practical activities.
2. The child always:
1) is only an object of education, culture, society;
2) is only a subject of education, culture, society;
3) simultaneously implements different functions in education, culture, and
society.
3. Who owns the statement: “The teacher helps the child learn to swim.
The student chooses everything else himself — where to swim, how to swim, with
whom to swim”?
1) A. S. Makarenko;
2) Ya. A. Comenius;
3) L. N. Tolstoy.
4. What branch of science studies psychological patterns and conditions
for the formation of socially significant personality traits?
1) psychology of learning;
2) psychology of education;
3) developmental psychology.
170
5. Which component is NOT included in the personality structure?
1) character;
2) interests;
3) attention.
6. What is the basis of the psychological mechanisms of education?
1) formation of the need-motivational sphere of the individual;
2) a system of methods of pedagogical influence for the purpose of personality
formation;
3) formation of cognitive processes and temperament.
7. Logically based influence on the rational sphere of the child’s
consciousness is a method of:
1) example;
2) encouragement;
3) conviction.
8. Systematically organized implementation by a child of various practical
matters and actions for the purpose of developing and educating his personality
is a method of:
1) punishment;
2) exercise;
3) conversation.
9. A personality diagnostic method that presents the subject with a series
of scales, whose poles are specified using verbal antonyms (good-evil, goodbad...) is:
1) conversation;
2) content analysis;
3) semantic differential.
10. Who is the author of the Concept of creating a lifestyle worthy of a
person?
1) N. V. Shchurkova;
2) V. A. Sukhomlinsky;
3) V. A. Karakovsky.
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