The following psychological problems arise during training:

  • different pace of learning of the material;
    -Different levels of development of children’s memory, thinking, and attention;
  • different temperament;
    -Interference of other students in response or work;
    -confrontation with the teacher.

Taking care of psychological comfort in school, especially in lessons, is not a luxury, but an imperative. Comfortable learning activity (psychologically and pedagogically) becomes when all participants feel safe. For example, when everyone is sure that their names are known and will be pronounced without distortion. Or https://argoprep.com/blog/learning-disabilities/ when there is no need to be afraid of disrespectful treatment, shouting from other people, interrupting the answer with cues or ridicule of a teacher or classmates.

Example 1

There are teachers who like to repeat to parents: “You have such a capable child. But such a lazy child. If he wanted to, he would be an excellent student”.


How does it happen that a capable child becomes lazy, sluggish, often distracted, does not hear the teacher, talks to a neighbor, looks out the window or just thinks about something of his own? And what should parents and teachers do?

Let us consider one of the possible answers.

Most often the pupil is simply not interested in the lesson. The child studies where something important happens for him/her. And he/she cannot really master the compulsory subject, which is presented in a form not interesting for him/her. For this reason, the interest in school often fades among students who tend to get a real pleasure from the subject they are fully focused on. Often these gifted students fall into the category of “threeschoolers.

Teachers in this case need to review the nature of the lesson and the way they teach.

It is important for parents to notice the child’s attitude towards the subject in time and help the teacher to change the style of teaching.

Example 2

The teacher informs the parents or other teachers: “I do not know how to teach your child. He is very slow and has no time to do anything in class.

Why do some children have time to grab knowledge in class faster than others? How do parents and teachers respond to this?

In such situations the right or left hemisphere of the brain prevails.


Children with the dominant left brain hemisphere prefer to receive new material in small portions of knowledge, which should come in succession. Their attention is focused on the details, which only gradually develop into a holistic view of the subject of study. Difficulties arise in these children when an adult requires a quick understanding of the basic meaning of the text they have read or a general understanding of the task at hand.

Children with the dominant right hemisphere of the brain can easily comprehend the scientific, mathematical, and humanities sections of knowledge, but sometimes it is difficult for them to recover the course of their reasoning, and they lose out during testing because they have difficulty in consistently describing what they “grabbed” quickly and holistically. If they want to get a good score, they just have to “cram”. Very often, they are unsure of themselves despite their strong ability to present information about their surroundings figuratively.

It is important for parents and teachers to determine what type of material their children learn by consulting with a psychologist or according to the characteristics listed above, and to adjust the presentation of knowledge in an appropriate form.

Example 3

Often parents pay attention to their child’s actions in class by asking him: “Did you raise your hand in class today?” or “Why are you so quiet in class? The teacher does not notice you at all!”

How to explain the different behavior of the pupils in the lesson ? Which style of work is correct?

The behavior of children in class is often related to the type of response of their nervous system to the teacher’s question, in other words, their temperament.

Active and impulsive children strive to solve a task quickly. They pull their hand immediately after a question is asked, often without even listening to it. And even if the answer is wrong, this style of teaching is more preferable for most adults than quiet and non-demonstrative behavior of phlegmatic and melancholic children who solve the problem slowly, but usually find the right answer.

However, if phlegmatic children usually take it easy that someone is ahead of them, then melancholic children lose confidence that they will someday be able to do everything quickly, like a choleric, but carefully, as such a child wants.

Therefore, a teacher who encourages children to be competitive in their tasks helps reduce self-esteem in children with a weak type of nervous system. It is necessary to pay children’s attention to all successful moments: accuracy, detail, completeness of the answer, creativity, etc., and not just to speed.

Parents need, first of all, to determine the type of temperament of their child, having consulted with a psychologist or on their own observations, and encourage the success of those actions of the child with which he could not cope before.

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