Formation work system reflective skills in educational activities in children with severe speech impairments.

1. Abstract: The article examines the problem of developing reflexive skills in educational activities in children with severe speech impairments.
The publication reveals the interpretation of the concept of “reflection” and describes the sequence of teacher work to develop reflective skills in students with severe speech impairments.
The work notes that developed reflexive skills can become the basis for the socialization of children with disabilities, in particular children with severe speech impairments. This work will be useful for teachers starting their activities in the field of inclusive education. It will help you choose areas of work that will promote the development of reflexive skills in this category of children.

2.1.Introduction
Schools currently face the pressing problem of students’ independent successful acquisition of new knowledge, skills and competencies, including the ability to learn. Great opportunities for this are provided by the development of universal learning activities (UAL).
That is why the “Planned Results” of the Federal State Educational Standard of Primary General Education (FSES IEO) of the second generation determine not only subject, but also meta-subject results, including universal learning activities mastered by students, which can be regulatory, communicative and cognitive, and personal results, including readiness and the ability of students for self-development, the formation of motivation for learning and knowledge, etc.

The second generation standards determine that regulatory universal educational activities ensure that students develop the ability to independently set educational goals for themselves; plan educational activities, select appropriate educational activities for its implementation, monitor the progress of the work performed and the ability to evaluate the results obtained.
The ability to learn is manifested in the student’s ability to control his actions, evaluate the result he personally obtained, and determine the cause of the error, which is impossible without reflection.
Therefore, from the point of view of the formation of universal educational actions in the Federal State Educational Standard of NEO, special attention is paid to reflexive skills. In the learning process, it is very important to learn not to acquire ready-made knowledge, but to find ways to solve problematic problems yourself.
A child needs reflective skills not only for successful learning. In almost any life situation, the success of our actions is largely related to the ability to understand the situation of interaction and ourselves in it. This skill determines both the effectiveness professional activity person and his personal relationships. Therefore, the level of development of reflexive skills significantly determines the quality of our everyday, personal life.
Through reflection, awareness of the acquired skill occurs. It acts as a link between conceptual knowledge and a person’s personal experience. For a student, this quality is necessary for applying general knowledge in specific situations of their practical reality. Without reflexive elaboration, the theoretical knowledge from which conceptual ideas are formed seems to “scatter” in the mind, and this does not allow them to become a direct guide to action. Reflection allows you to reflect on the course and results of your own activities, which makes it possible to master new knowledge and skills. This also applies to teaching children with disabilities.
According to the law “On Education in Russian Federation" V educational institutions“the necessary conditions must be created for persons with disabilities to receive, without discrimination, quality education, for the correction of developmental disorders and social adaptation, for the provision of early correctional assistance based on special pedagogical approaches, methods and means of communication, and conditions that are most conducive to obtaining an education of a certain level and a certain orientation, as well as the social development of these individuals.”

Observations of the work of children with severe speech impairments showed underdevelopment of all cognitive activities (perception, memory, thinking, speech). The attention of children with speech disorders is characterized by instability, difficulties in inclusion, switching, and distribution. In this category of children, there is a narrowing of the attention span, rapid forgetting of material, especially verbal (speech), and a decrease in active focus in the process of remembering the sequence of events and the plot line of the text. Many of them are characterized by underdevelopment of mental operations, a decrease in the ability to abstract and generalize. It is easier for children with speech pathology to complete tasks that are presented visually rather than verbally.
Children with speech disorders are impulsive, get tired quickly, and have reduced performance. They do not get involved in completing the task for a long time. Deviations are also noted in the emotional-volitional sphere. They are characterized by instability of interests, decreased observation, decreased motivation, isolation, negativism, self-doubt, increased irritability, aggressiveness, touchiness, difficulties in communicating with others, in establishing contacts with their peers.
Consequently, the entire process of acquiring knowledge suffers, including the student’s ability to control his actions, evaluate the result he personally obtained, and determine the cause of the error, i.e., there is an insufficient level of development of reflexive skills in younger schoolchildren with severe speech impairments (SSD).
This shortcoming gives rise to a contradiction:
-between the need to develop reflexive skills and the characteristics of children with SLD.
The discovered contradiction determines the path of research, the essence of which lies in the need for a special pedagogical system of work to develop reflexive skills in students with special needs in educational activities.

2.2. Literature analysis
Distinctive feature of the new state standard of general education - its focus on educational outcomes, the latter being considered on the basis of a system-activity approach to education. In relation to the educational process, this means that at all stages (from planning to final control), the educational process should be oriented toward the development of students’ personalities based on their mastery of generalized methods of activity. In other words, the educational process is focused on the development of universal generalized skills, one of which is universal reflexive skills. The formation of reflective skills acquires particular relevance in connection with the organizational and reflective activity of students under consideration, as well as the associated abilities and personal qualities that determine the success of any person, both in learning and in life.
The problem of reflexive skills has been and is being studied quite a lot by science, including psychological and pedagogical science. The formation of reflexive skills is based on the following theoretical and methodological developments of domestic authors:
-subject-activity approach to the process of formation of a subject in educational activities (A.A.Brushlinsky, A.N.Leontyev, S.L.Rubinshtein, Yu.V.Senko, V.I.Slobodchikov)
- theory of educational activity (V.V. Davydov, D.B. Elkonin)
-cultural-historical theory of the origin of the psyche, the theory of interiorization and the transition of joint actions to the internal plane, collectively distributed activity (L.S. Vygotsky, P.Ya. Galperin, V.V. Rubtsov, E.S. Fedoseeva, G.A. Zuckerman)
- system-activity methodology and research on the problems of reflection (G.P. Shchedrovitsky, N.G. Alekseev, I.N. Semenov, S.V. Kondratyeva, T.F. Usheva)
-scientific works on the problems of collective training sessions and training in pairs of shift staff (L.V. Bondarenko, N.M. Gorlenko, V.K. Dyachenko, O.V. Zapyataya, D.I. Karpovich, G.V. Klepets , V.B. Lebedintsev, M.A. Mkrtchyan, A.G. Rivin)
Pedagogical works present an interdisciplinary formulation of the concept of reflection, namely: reflection is the ability to reflect on the course and result of one’s own activity, the content of one’s own consciousness and the content of the consciousness of another person.
A.S. Obukhov, analyzing modern education, states that “for awareness of one’s own activities with a view to its further development and improvement, for an in-depth understanding of the world, others, oneself in this world, reflection becomes a key ability. Reflection is an ability that can develop exclusively thanks to the activity of the subject himself and only by the subject himself ".
The problem of modeling the system of reflective activity of students is one of the most pressing in modern conditions, since the child’s semantic orientation becomes the source and incentive for personal development. In other words, if the student accepts and understands the meaning of the act or action that he must perform, then he will perform it.
In the works of many domestic authors (V.V. Davydov, G.A. Tsukerman, A.V. Zakharov, M.E. Botsmanov, P.V. Novikov, L.I. Aidarova, etc.) reflection is considered as a new formation primary school age. At the same time, it is studied, on the one hand, as a component of theoretical thinking, and on the other hand, as a result and indicator of the formed educational activity. The theoretical foundations and organizational and methodological conditions for the development of reflection in younger schoolchildren in the process of constructing joint educational activities were studied in the works of N.I. Polivanova and M.A. Semenova.
The conditions for the reflexive development of a junior schoolchild (according to V.I. Slobodchikov, G.A. Tsukerman) are:
the projected norm, the result of primary education, is a child teaching himself with the help of an adult, a student. A student (as opposed to a student) is able, when faced with a problem, to answer two questions: “Can I or can’t solve this problem?”, “What do I need to solve it?” Having determined what exactly he does not know, a 9-10 year old student is able to turn to the teacher not with the complaint “I can’t do it,” but with a specific request for very specific information or a method of action. At the same time, the central psychological mechanism of such student behavior, according to the authors, is determining reflection as the individual ability to set the boundaries of one’s own capabilities, to know what I know, can do and what I don’t know. The main form of relationship is the child’s relationship with himself, the attitude: “I am inept, ignorant - I am skillful, knowledgeable.” Educational activities that lead to the building of such relationships ensure self-determination and self-change of the child.
The word reflection comes from the Latin reflexio - turning back.
The Dictionary of Foreign Words defines reflection as thinking about one’s internal state, self-knowledge.
Dictionary Russian language interprets reflection as introspection.
In modern pedagogy, reflection is understood as self-analysis of activities and their results.
Reflection is aimed at understanding the path traveled, at collecting into a common treasury what was noticed, thought out, and understood by everyone. Its goal is not just to leave the lesson with a fixed result, but to build a chain of meaning, to compare the methods and methods used by others with their own.
It is reflection that helps the student develop the desire and ability to learn, and detect ignorance in his knowledge. Reflection is a unique indicator of the student’s activity as a subject of educational activity. Reflection and the ability to learn, formed in primary school, are the basis for the formation of the student’s zone of proximal self-development in adolescence and early adolescence.
Reflection allows you to accustom the student to self-control, self-esteem, self-regulation and the formation of the habit of understanding events, problems, and life.
In the studies of G.P. Shchedrovitsky distinguishes the following forms of reflection: collective - cooperative and communicative and individual - personal and intellectual. Each form has its own set of reflexive skills:
cooperative - self-determination in a work situation, the ability to maintain a collective task, the ability to accept responsibility for what is happening in the group, the ability to carry out step-by-step organization of activities, the ability to correlate results with the purpose of the activity;
intellectual – determining the basis of activity, assessing one’s own positions, the ability to predict the subsequent course of actions, the ability to go back and evaluate the correctness of the chosen plan;
personal – the ability to analyze oneself, adequate self-perception, the ability to identify and analyze the reasons for one’s behavior, as well as its effective parameters and mistakes made;
communicative – the ability to “put yourself in the shoes of another,” showing empathy, understanding the reasons for the actions of another subject in the process of interaction, analyzing past situations and taking into account the actions of others in one’s behavioral strategies, understanding one’s qualities in the present in comparison with the past and predicting development prospects.
Taking into account the above, the emphasis in discussing the issue of developing reflection in schoolchildren is on creating the conditions necessary for the manifestation of reflexive ability and the formation of reflexive skills.
The development of reflective skills does not happen automatically. A special organization of the educational process, joint learning activities, educational material and learning environment is necessary.
To create conditions for the reflective development of schoolchildren, the teacher must remember the basic and necessary requirements for the process of forming reflexive skills:
reflection is individual, therefore an individual approach to everyone is necessary;
reflection is dialogical in nature, therefore it is necessary to organize educational dialogue in the learning process;
reflection is activity-based in essence, therefore it presupposes subjectivity, i.e. activity, responsibility;
reflection is of different scales, so a change of positions and a different view of one’s activities is necessary. It is necessary to give the child the opportunity not only to learn and be in the position of a student, but also the opportunity to teach another - to be in the position of a teacher.

A skill is a method mastered by students to perform actions based on knowledge.
In elementary school, the following reflexive skills are formed:
perceive yourself adequately;
set the goal of the activity;
determine performance results;
correlate results with the purpose of the activity;
identify errors in your own behavior;
describe the situation you have experienced.

Reflection does not become a psychological new formation spontaneously. First it develops in joint, collectively distributed activity, and then it becomes an internal action of consciousness.
The pedagogical task of developing reflexive skills is to organize conditions that provoke children's action. The teacher must create situations in which there must be:
- inclusion of each student in collective reflection conducted by an experienced teacher or student who knows how to organize reflection;
- independent reflection by each student.

2.3. System of work on the formation of reflexive skills in children with SLD.
Psychological and pedagogical research shows that the formation of a student’s personality and his advancement in development is carried out not when he perceives ready-made knowledge, but in the process of his own activity aimed at “discovering” new knowledge for him. The emphasis from students receiving ready-made information transmitted by the teacher is shifting to independent search, selection, analysis, systematization and presentation of information.
The methodological basis of the draft Federal Standard for the Education of Children with Severe Speech Impairments is a systemic, activity-based and differentiated approach, the key condition for the implementation of which is the organization of children’s independent and proactive actions in the educational process, the rejection of reproductive methods and teaching methods, and a focus on personality-oriented, problem-based approaches. search nature.
What is the essence of the activity approach?
The principle of activity is that the formation of a student’s personality and his advancement in development is carried out not when he perceives knowledge in a ready-made form, but in the process of his own activity aimed at revealing new knowledge.” Chinese wisdom says: “I hear - I forget, I see - I remember, I do - I learn.”
The technology of the activity method presupposes the ability to extract knowledge through the implementation of special conditions in which students, relying on acquired knowledge, independently discover and comprehend the educational problem. The goal of the activity approach is to educate the child’s personality. To be a subject is to be the master of your activities: define goals, solve problems, be responsible for results.
From teachers, the principle of the activity approach requires, first of all, an understanding that learning is a joint activity (teacher and students) based on steps of cooperation and mutual understanding. The “teacher-student” system achieves their effective indicators only when there is consistency, a coincidence of purposeful actions of the teacher and student, which is ensured by the system of stimulating cognitive activity in project and research activities
All textbooks of the educational educational complex “School of Russia” are aimed at meeting the requirements for subject and meta-subject results of education, the formation of universal educational activities: the age characteristics of children are taken into account, the principle of a gradual transition from the predominance of joint activities of students and students (grades 1-2) to the activities of children in pairs is observed and small groups, to strengthen students’ independent activity in setting and solving educational problems. The principles of constructing the educational educational complex “School of Russia” are the priority of education in the educational process, the personality-oriented and activity-based nature of learning. These principles are implemented in textbooks in all subjects, forming a modern picture of the world in the child and developing the ability to learn. Psychological and pedagogical models for constructing all topics in textbooks include general approaches to organizing educational material and joint activities of teachers and students. Each topic is revealed in a certain sequence: statement of the problem, goals and its analysis by students together with the teacher;
children’s independent formulation of the rules, methods of action, signs, concepts, etc. that were revealed to them during observations and analysis of the material being studied;
clarification of generalizations formed by students (rules, methods of action and definitions of concepts) from the textbook;
introduction of appropriate terminology; performing exercises of varying difficulty levels to apply and clarify knowledge and methods of activity on the topic.
Created in 2001, which has received the widest recognition in Russian schools, the kit is successfully developing in accordance with the needs of the time, improving, incorporating the best from living pedagogical experience, and is now a reliable tool for implementing second-generation standards. It has such characteristics that are very significant for a teacher not only today, but always, namely: fundamentality, reliability, stability, openness to new things.
Based on the above, we can conclude that the educational complex “School of Russia” contributes to the creation of didactic conditions for the formation of reflexive skills in younger schoolchildren: the gradual formation of reflective skills in educational activities, the use of interdisciplinary tasks and exercises; motivating students for reflective activities.
The gradual development of reflexive skills in younger schoolchildren in educational activities will ensure the formation of a truly conscious need to carry out reflective activities and manage their own self-awareness
Regarding the theory of the gradual formation of mental actions, which was developed in the 50s of the 20th century. The outstanding teacher and psychologist P. Galperin can distinguish the following stages in the formation of reflexive abilities and skills in the educational activity of younger schoolchildren: stage 1 - preparatory, stage 2 - training, stage 3 - main.

Interdisciplinary connections that are established on the basis of common knowledge allow schoolchildren to gain a deeper understanding of the surrounding reality and master optimal knowledge, that is, knowledge that can be applied to a wide range of phenomena.
In the learning process, students acquire not only subject knowledge about the phenomena of the surrounding reality, but also knowledge about methods of activity (operational knowledge) provided by establishing interdisciplinary connections. It is on this basis that schoolchildren can be taught such general methods of action as analyzing and solving various problems, planning, monitoring and evaluating activities, and making adjustments.
The interdisciplinary approach has a comprehensive influence on the motivational sphere of schoolchildren, creates favorable opportunities for its targeted formation, since on the basis of interdisciplinary connections it is possible to implement common requirements in the process of teaching various disciplines, develop a common attitude towards the educational activities of junior schoolchildren, and develop a sense of responsibility for the activities performed.
The success of learning is largely determined by the attitude of students to the work they do (motivating students to reflective activity).
It has been established that motivation in primary school age is of great importance for the learning process. At this time, students intensively develop goal-setting in their studies. The younger student learns to accept and understand the purpose of the work, maintain these goals for a long time, and carry out actions according to instructions.
A motive is a form of manifestation of a person’s need, an incentive to activity, a response to the reason for which it is performed.
Motives direct, organize cognition, and give it personal meaning. Motives that are not directly related to the activity, but affect its success, are external. These, for example, include children’s positive attitude towards school, curiosity, trust in the teacher, willingness to accept his goals, the desire to be adults, to have school things, etc.
Internal motives are directly related to the learning process itself and its results.
The internal motivation for learning among students with intellectual disabilities is unstable; interest is shown mainly in the result. Students demonstrate volitional efforts to overcome intellectual difficulties and persistence in achieving educational goals depending on the situation: an interesting task, competition, support from adults, a friend, etc.
To form full-fledged motivation for learning, it is important to observe the following conditions: enriching the content with personality-oriented interesting material; affirmation of a truly humane attitude towards all students; satisfying the need to communicate with the teacher and classmates during training; enrichment of thinking with intellectual feelings; formation of curiosity and cognitive interest; formation of adequate self-esteem of one’s capabilities; affirmation of the desire for self-development, self-improvement, the use of various methods of pedagogical support, forecasting the situation when children especially need it; fostering a responsible attitude towards academic work, strengthening a sense of responsibility.
The implementation of each of these conditions requires long-term, coordinated work between teachers and parents.
Psychological support is one of the most important factors influencing the motivational sphere, which can improve relationships between children and adults. Psychological support is a process in which an adult focuses on the positive aspects and advantages of the child in order to strengthen his self-esteem, develop emotions, train the emotional stability of the individual, helps to believe in himself and his abilities, helps to avoid mistakes, and supports the child in case of failures. The faith of parents and teachers in the child plays a central role in the development of a child’s self-confidence. It is very important to take care to create a situation for the child with guaranteed success, to help the child feel needed. The difference between support and reward is determined by timing and effect. A reward is usually given to a child for doing something very well, or for some achievement he has achieved during a certain period of time. Support, as opposed to praise, can be given for any attempt or small progress. When a teacher expresses pleasure in what a child is doing, it supports him and encourages him to continue or try new things. He enjoys himself. You can support students through:
individual words (“beautiful”, “neat”, “wonderful”, “great”, “forward”, “continue”);
statements (“You have correctly drawn up your plan of action.” “You have correctly defined the goal of your future activities.” “I like the way you work,” “This is really progress.” “I am glad of your help.” “Thank you.” “Everything is going great.” ". “Okay, thank you.” “I'm glad you participated in this.” “I'm glad you tried it, although it didn't turn out at all as you expected.”);
touch (pat the shoulder; touch the arm; hug him);
joint actions, physical participation (sit, stand next to the child; gently guide him; play with him; listen to him; talk with him);
facial expressions (smile, wink, nod, laugh);
reflexive analysis by the teacher of the child’s direct activities;
reflective listening;
The fundamental point in the formation of reflexive skills and educational activities is the awareness that before doing any work, you must first think about what to do, and only then do it. It is especially important that children understand the proposed approach even before they encounter the formulation of the corresponding problems in the textbook. To do this, you can use the pictures located on the pages of textbooks when performing logical exercises on comparison, classification, analysis, as well as establishing sequence, expressing emotional and evaluative judgments, etc. Situations of interest, fabulousness, and problematicness become useful.
Another important factor in ensuring the motivational conditions for the formation of reflexive skills is the student’s confidence that he will be able to carry out the actions proposed by the teacher. When selecting educational material, you need to help students believe in their own strengths, interest them, arouse interest in solving problems, analyzing them, correcting mistakes, nourishing children’s curiosity, and satisfying the desire to know more. Don’t forget about creating situations of success, praise, and various kinds of encouragement.

In order to provide motivational support for the process of developing reflexive skills in younger schoolchildren, it is advisable to use didactic games, project method, portfolio

To develop activity competence, it is important to structure the study of educational material in such a way that, during its assimilation, students can “experience” all stages of the activity: setting the goal of the activity, planning their actions to achieve the goal, the activity itself and reflection on the result obtained.
All educational material should be divided into blocks - topics. The first lessons in the topic are devoted to setting an educational task and learning a new method of action. Here, the educational process is structured in such a way that students, independently or together with the teacher (depending on the complexity of the material being studied), separate the known from the unknown, identify a problem, set an educational task for themselves, fix it, “discover” a new way of action, model it (build algorithm of the “new” method of action).
Then, in subsequent consolidation lessons (solving specific problems), the acquired knowledge is clarified and applied in solving various practical problems.
The third and final link in the topic is the lessons of control, assessment and individual work. These lessons must be taken especially seriously, since it is here that the problems of each student are individually identified and solved. In my opinion, reflexive abilities are very important for the formation of educational activities, since only after reflecting on their own actions do children have the opportunity to identify their own deficits, which is the basis for building a program of action to eliminate them. The ability to conduct one’s own reflection (meaningful self-assessment) takes quite a long time to develop. The formation of reflection needs to be built step by step in joint activities with the student.
To develop reflective skills, the student needs to master the organization of his own activities at each of three successive stages: designing his activities, its implementation and reflection of the activities.
At the first stage (designing his activities), the student predicts and plans his learning activities.
The “Modeling” method is used (an unsolved situation is modeled, students formulate a problem, analyze options for solving it, solutions are defended and collective discussion is carried out)
And the “Schematization” method (students are asked to schematize, that is, draw as simply as possible a particular situation, for example, “depict a passage of text that you just read with several drawings,” “Draw on a diagram the organization of the work of classmates in educational situations today in class.”
This method allows students to identify an activity, its subjects, and the step-by-step actions of each subject.
At the second stage (implementation of educational activities), pair or group work is organized to develop reflexive skills. In the process of educational dialogue, students have the opportunity to take the place of another, understand the reasons for the actions of another person (in the process of interaction), adequately perceive themselves and accept responsibility. Dialogue becomes a condition for the development of reflexive skills.
Why in this case does dialogue become a condition for the development of reflexive skills? The teacher (or another student) is then ready to enter into dialogue and help when the student (if difficulties arise) himself requests the missing information. This requires the student to recognize why he cannot solve the problem and then formulate a question that will allow him to find the information to solve it correctly. To enter into a dialogue, the student needs to perform the following operations:
1. highlight the conditions in the problem;
2. analyze the means and methods of action available to him in relation to the conditions of the task;
3. record the discrepancy between the conditions of the task and the available methods of action;
4. point out this contradiction to an adult;
5. determine what tools (knowledge, skills, additional conditions in the problem) he needs to make the right decision.
Each operation requires reflection.
Situations of cooperation in the lesson can be organized using “problem” tasks.
The reflective process with students is “launched” by the teacher. During group or pair work, I used a variety of techniques depending on the current learning situation. Here are some of them.
"A question to yourself". This technique teaches students to ask questions of themselves. A question is a means of fixing knowledge about ignorance, and if a student asks this question, then he thereby fixes knowledge about his ignorance. putting yourself in a reflective position. Some questions were specifically taught to students, for example, “What am I doing now?”, “I understand, but what did I understand?”, How did I do it?”, “Why am I doing this?”
"Demonstration". During the educational process, the teacher must demonstrate reflection on his activities:
“Now I have finished the first part of my argument and am moving on to the second...”
“It seems to me that our work is going well. This probably happens because at first we clearly defined the goal and outlined the steps to achieve it...”
“Now with my intonation I wanted to emphasize how I feel about...”
"Forecasting". This technique was used on the material of literary and documentary texts. Students were asked to answer the questions: “What will happen next?”, “What do you think the text with this title is about?”, “How will this story end?” etc. These questions activate students because in order to... to answer them, you must first answer other questions: “What is this?”, “What is happening?”, etc. Questions directly bring the student into a reflective position.
Sometimes during pair work or group work, conflict situations may arise or, conversely, strong positive emotions, which can interfere with the learning process. The presence of accepted social norms in this case allows the teacher not to act in the classroom as a “boundary keeper and behavior critic.” Therefore, it is advisable to use a technique called “Norms of Social Life”.
The norms are created by all participants in the study group and are accepted individually by each. They can be framed and hung on a stand in the classroom:
1. Speak without disturbing others (in a couple in a whisper, in a group in a low voice).
2. Communicate to the point.
3. Listen without interrupting the other person.
4. Accept and respect the opinions of other group members.
5. Correct errors correctly.
Reflection does not spontaneously become a mental new formation of a primary school student; it, like any mental action, develops first in joint activity, and then becomes an internal action of consciousness. Under the guidance of the teacher, together with other students, the child goes through all the structural stages of educational activity, and the teacher builds learning so that the student understands these stages. Therefore, organizing learning in the form of cooperation plays an important role in the development of reflection.
The space for reflection at the third stage, as well as the space of the educational process, must be specially organized: determine the place, time and task for each student. The reflective process is specially organized by the teacher; it is aimed at objectifying educational needs and setting educational tasks. During it, the student discovers his achievements and problems; understands why something didn’t work out or worked out for him in his activities; finds the causes of problems and achievements. This allows the student to realize his responsibility in the position of a student.
It is sometimes difficult for a teacher to understand how deep the content of a student’s reflective statement is, whether he sees himself in the activity, and whether he strives to change. To do this, it is necessary to understand the student’s statements, analyze whether his speech is directed at himself or at others. We recommend that the teacher use a special reminder. The teacher must understand that reflection is extremely specific. In relation to reflection, the criteria of right and wrong are not suitable. Everyone has their own vision, their own point of view. Reflection is subjective and full of experiences.
At the first stages of organizing reflective activity, students are asked to answer questions, continue unfinished sentences, analyze proverbs, aphorisms, etc. , thus organizing students’ thinking in a reflexive field.
For example:
1. Recover and list what you did during the lesson.
2. Think about what you need to change to work better.
3. Measure your activities on a scale of success.
Success scale:
1. I could work better.
2. Today I realized what I need for successful work.
3. Today I worked at full capacity. I succeeded.
4. I didn’t work well today.
This technique helps students record their results and compare them with the previous ones.
During the lessons you can analyze the proverbs: Water does not flow under a lying stone; The more science, the smarter the hands; As are the labors, so are the fruits; What one person cannot do is easy for a team, etc.
Students can analyze their own actions, experiences, relationships, thoughts, etc. If a student finds it difficult to start a statement, the teacher can invite him to complete the sentences, for example: “I think that...”, “My attitude...”, “I feel...”. With their help, the teacher sets the subject of reflection that he (as the leader of the process) needs.
For self-analysis, you can use the “Unfinished Sentences” technique:
1. I liked (didn’t like) doing this work because...
2. It seemed to me the most difficult...
3. The most interesting thing was...
4. I would like to ask my teacher...

You can use other questions or unfinished sentences.
Such tasks allow you to record the boundaries of your knowledge and ignorance, ways to overcome them, and analyze yourself on the way to obtaining results. To complete them, it takes a lot of time for the process of thinking about oneself to fully develop.
Regulatory universal educational actions (in our case, reflective skills) are formed in the process of their repeated implementation: first under the guidance of a teacher, then in collective activities with other students, and then independently.

When developing reflexive skills in children with special needs, it is important to use modern pedagogical technologies:
- information and communication technologies;
- project activities;
- correctional and developmental technology;
- gaming technology.
It is difficult to imagine a modern lesson without the use of modern pedagogical technologies. One of the leading ones is information and communication technologies.
They can be organically included in any stage of the lesson: during individual work, when introducing new knowledge, generalization and consolidation.
Information and communication technologies are necessary to improve the quality and motivation of learning, to create interest in learning.
Internet resources are actively used in preparing lessons, organizing extracurricular activities, during physical exercises.
Using a multimedia system when conducting lessons, for presenting presentations and student projects, animations, videos, for listening to fragments of electronic manuals, the teacher implements the principle of visual teaching, which makes the lesson more rich, illustrative, which corresponds to the age characteristics of children.
Information and communication technologies contribute to the development of students’ intellectual, creative abilities, and the ability to independently acquire new knowledge.

Project activities remain an integral component of primary education. Defending projects requires children to develop skills in public speaking, debate, and the ability to argue their own position. Project activity is a special area of ​​extracurricular activities, closely related to the main educational process.
The education of children with severe speech impairments is based on the implementation of the technology of correctional and developmental education.
A variety of methods and techniques for developing reflective skills are widely used both in lessons and in individual remedial classes, which helps reduce the level of psychological and physiological health problems in students through the implementation of health-saving technology, the formation of a favorable microclimate in the classroom, understanding the methods and techniques of their work, growth of learning motivation, development of students’ speech (speech becomes more vivid, expressive, imaginative, rich). Working in different modes (individual, collective, group), students reflect, are not afraid to express their attitude to the problem, set goals themselves, and comprehend what they have understood and learned.
To create an emotionally favorable situation in educational activities, taking into account the characteristics of children, gaming technology is used in lessons.
You can conduct themed quizzes, intellectual games, reading competitions, holidays, excursions, theatrical games, games of an entertaining and educational nature with the children - this creates positive educational motivation for learning and promotes the development of reflexive skills.
All forms of work used by the teacher in class activities have potential prerequisites for the development of regulatory learning skills (in particular, reflexive skills), determine the conditions for the success of educational activities and mastery of subject disciplines.

2.4 Conclusion
Thus, the article examined the system of work on the formation of reflexive skills in students with severe speech impairments. Conditions that contribute to obtaining positive results have been identified, practical techniques and methods aimed at developing reflexive skills in educational activities have been systematized.
Analysis of the content of training and observation of the educational activities of junior schoolchildren with severe speech impairments showed that the maximum impact on the degree of formation of reflexive skills was exerted by various forms of organizing educational communication, introduced into the educational process, allowing to eliminate the educational difficulties of students.

3. List of references.
1. Law of the Russian Federation “On Education” dated February 18, 2014. Internet resource dogovor.urist.ru
2. Korbakova I.N., Tereshina L.V. Activity-based teaching method. Volgograd. Teacher. 2013
3. Kubysheva M.A. Implementation of activity method technology in lessons with different target orientations. - M.: UMC "School 2000...", 2005.-32 p.
4.Lokalova N.P. How to help a low-performing student. M.: Os-89, 2007
5.Matyash N.V., Simonenko V.D. Project activities for junior schoolchildren: A book for teachers primary classes. – M.: Ventana-Graf, 2004.
6. Educational technologies: collection. mat. –M. : Balass, 2012. – 160 p.
7.Federal state educational standard for primary general education. M., "Enlightenment", 2010.
8.Asmolov, A.G. How to design universal learning activities in primary school: from action to thought: a manual for teachers / A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya. - M., 2008.
9.Vygotsky, L.S. Educational psychology [Text]. - M.: Pedagogy, 1991. - 480 p.
10.Usheva T.F. Diagnostics of the level of formation of reflexive skills in primary schoolchildren. Volgograd. Publishing house "Teacher" 2015.- 41 p.
11. Golievskaya M.P. "Reflection of students during lessons in primary school. [Electronic resource]
12. Mikhailova N.N. Organization of reflection in the classroom and development of reflection skills in elementary school. [Electronic resource]
13. Solovyova T. G. Reflection as one of the forms of organizing learning that contributes to the formation of the ability to learn in younger schoolchildren. [Electronic resource]
14. Educational cooperation as a pedagogical condition for the formation of reflection of a primary school student [Electronic resource]
15.Vergeles G.I. Possibilities of interdisciplinary connections in the formation of educational activities of a modern schoolchild: interuniversity. Sat. scientific works / [ed. T.G. Ramzaev]. Leningrad: Leningr. state ped. Institute named after A.I. Herzen, 1987. - pp. 108-121.
16. Issues in the psychology of educational activities of junior schoolchildren: textbook / [ed. V.V. Davydova, D.B. Elkonin]. M.: Publishing house of the Academy of Sciences of the RSFSR, 1962. - 287 p.

FORMATION OF REFLECTIVE SKILLS OF PRIMARY SCHOOL STUDENTS

A distinctive feature of the new state standards of general education is their focus on universal learning activities, one of which is universal reflexive skills.
To develop reflexive skills, a special organization of the educational process, joint learning activities, educational material and the learning environment is necessary.
To create conditions for the reflective development of schoolchildren, the teacher must remember the basic and necessary requirements for the process of developing reflective skills:
- reflection is individual, therefore an individual approach to everyone is necessary;
- reflection is dialogical in nature, therefore it is necessary to organize educational dialogue in the learning process;
- reflection is activity-based in essence, therefore it presupposes subjectivity, i.e. activity, responsibility;
- reflection is of different scales, so it is necessary to change positions and have a different view of one’s activities. The child must be given the opportunity not only to learn and be in the position of a student, but also the opportunity to teach others - to be in the position of a teacher.
A skill is a method mastered by students to perform actions based on knowledge.
In elementary school, the following reflexive skills are formed:
perceive yourself adequately;
set the goal of the activity;
determine performance results;
correlate results with the purpose of the activity;
identify errors in your own behavior;
describe the situation you have experienced.
To develop reflexive skills, the teacher must create situations in which there must be:
- inclusion of each student in collective reflection;
- independent reflection by each student.
To develop reflective skills, the student needs to master the organization of his own activities at each of three successive stages: designing his activities, its implementation and reflection of the activities. At the stage of designing his activities, the student predicts and plans his learning activities.
At the stage of implementing the assigned tasks, it is important to include students in pair or group work. In the conditions of educational dialogue, students have the opportunity to develop the ability to take the place of another, understand the reasons for the actions of another person, adequately perceive themselves and accept responsibility.
When developing reflexive skills, the following techniques are used:
Technique 1. “Mirror”. A sheet of Whatman paper is hung in a visible place, on which the topics are indicated, and a marker is attached next to it. During the day, each student can write what he thinks on the proposed topics:
- approve, criticize, suggest, did;
- I understood about myself, I understood about others, I didn’t understand about myself, I didn’t understand about others.
During reflection, you can use what you have written for discussion.
Technique 2. Norms of social life. The norms are created by all participants in the study group and accepted individually by each; they are drawn up for public viewing in the study room, so that you can refer to them at the right time:
speak without disturbing others (in a pair - whisper, in a group - do not distract others with unnecessary questions; ask questions to the point;
listen without interrupting the other person;
accept the opinions of other group members;
respect others;
Correctly correct other people's mistakes;
coordinate your affairs with others.
The space for reflection at the third stage, as well as the space of the educational process, must be specially organized: determine the place, time and task for each student. The reflective process is specially organized by the teacher; it is aimed at objectifying educational needs and setting educational tasks. During it, the student discovers his achievements and problems; understands why something did not work out in his activities, finds the reasons for problems and achievements. This allows the student to realize his responsibility in the position of a student.
At the first stages of organizing reflective activity, students can be asked to answer questions, continue unfinished sentences, and analyze proverbs:
- restore (list) what you did during the lesson;
- think about what you need to change to work better;
- determine your activity according to the success scale, draw the selected symbol in the baby book.
Success scale:

· I could do better.
Today I realized what I lack for successful work.

· Today I worked at full strength, everything worked out for me.

· I tried very hard, but I didn’t succeed.
I didn't work well today.
This technique helps students record their results and compare them with the previous ones.
You can suggest analyzing the proverbs: Water does not flow under a lying stone. The more science, the smarter the hands. What one person cannot do is easy for a team.
You can use other questions or unfinished sentences:
- What is the purpose of completing tasks?
- What existing skills did you use today?
- Which tasks seemed difficult? What causes these difficulties?
- What did you do to overcome difficulties?
- What new skills have appeared?
- I liked (didn’t like) doing this work because...
- It seemed to me the most difficult...
- I think it's because...
- The most interesting thing was...
- If I were to do this job again, I would do the following: ...
- I would like to ask my teacher...
Such tasks allow you to record the boundaries of your knowledge and ignorance, ways to overcome them, and analyze yourself on the way to obtaining results. To complete them, it takes a lot of time for the process of thinking about oneself to fully develop.
Thus, the formation of reflexive skills of elementary school students can be set with the help of activity samples, various methodological or didactic means, through the sequence of actions performed, features of the organization of an educational lesson or another unit of the educational process.
15

Attached files

"Effective techniques
reflective activity
junior schoolchildren"

Developed by: Sirazetdinova L.Z.,
primary school teacher
MBOU secondary school No. 3 village. Serafimovsky
municipal district Tuymazinsky district
Republic of Bashkortostan

2013

Effective techniques for reflective activity
junior schoolchildren

Modernization of education is a formulated social order for education. The country needs an education that would provide Russia with forward movement, economic and social development. This means that a person who has passed through educational institutions should become a source, the main resource for the country’s development. A person is considered as a subject of social development, an integral personality. The priority goal of the modern educational concept has become the development of an individual ready for self-education, self-education and self-development. In this regard, one of the tasks of primary school is to develop in the child the ability to reflexively control his activities as a source of motive and ability to learn, cognitive interests and readiness for learning at the basic level.
In the 2nd generation Federal State Educational Standard, special attention is paid to the following points.
1st level school graduate...
is able to accept and maintain the goals and objectives of educational activities, seek and find means of its implementation;
ready to listen to the interlocutor and conduct a dialogue; ready to recognize the possibility of the existence of different points of view and the right of everyone to have their own;
I am ready to kindly express and competently argue my opinion, my point of view, and evaluate events.
The problem of modeling the system of reflective activity of students is one of the most pressing in modern conditions, since the child’s semantic orientation becomes the source and incentive for personal development. In other words, if the student accepts and understands the meaning of the act or action that he must perform, then he will perform it.
In the works of many domestic authors (V.V. Davydov, G.A. Tsukerman, A.V. Zakharov, M.E. Botsmanov, P.V. Novikov, L.I. Aidarova, etc.) reflection is considered as a new formation primary school age. At the same time, it is studied, on the one hand, as a component of theoretical thinking, and on the other hand, as a result and indicator of the formed educational activity. The theoretical foundations and organizational and methodological conditions for the development of reflection in younger schoolchildren in the process of constructing joint educational activities were studied in the works of N.I. Polivanova, M.A. Semenova.
The conditions for the reflexive development of a junior schoolchild (according to V.I. Slobodchikov, G.A. Tsukerman) are:
the projected norm, the result of primary education, is a child teaching himself with the help of an adult, a student. A student (as opposed to a student) is able, when faced with a problem, to answer two questions: “Can I or can’t solve this problem?”, “What do I need to solve it?” Having determined what exactly he does not know, a 9-10 year old student is able to turn to the teacher not with the complaint “I can’t do it,” but with a specific request for very specific information or a method of action. At the same time, the central psychological mechanism of such student behavior, according to the authors, is determining reflection as the individual ability to set the boundaries of one’s own capabilities, to know what I know, can do and what I don’t know. The main form of relationship is the child’s relationship with himself, the attitude: “I am inept, ignorant - I am skillful, knowledgeable.” Educational activities that lead to the building of such relationships ensure self-determination and self-change of the child.
What is reflection?
The word reflection comes from the Latin reflexio - turning back.
The Dictionary of Foreign Words defines reflection as thinking about one’s internal state, self-knowledge.
The explanatory dictionary of the Russian language interprets reflection as introspection.
In modern pedagogy, reflection is understood as self-analysis of activities and their results.
Reflection is aimed at understanding the path traveled, at collecting into a common treasury what was noticed, thought out, and understood by everyone. Its goal is not just to leave the lesson with a fixed result, but to build a chain of meaning, to compare the methods and methods used by others with their own.
It is reflection that helps the student develop the desire and ability to learn, and detect ignorance in his knowledge. Reflection is a unique indicator of the student’s activity as a subject of educational activity. Reflection and the ability to learn, formed in primary school, are the basis for the formation of the student’s zone of proximal self-development in adolescence and early adolescence.

Teaching reflection can be divided into the following stages:
Stage 1 - analysis of your mood, analysis of your successes
Stage 2 - analysis of classmates’ work
Stage 3 - analysis of the work of the group, both your own and others.

When choosing one type of reflection or another, you should consider:
⦁ purpose of the lesson;
⦁ content and difficulties of educational material;
⦁ type of activity;
⦁ ways and methods of teaching;
⦁ age and psychological characteristics of students.

Based on the functions of reflection, the following classification is proposed:
- reflection of mood and emotional state;
- reflection of activity;
- reflection on the content of educational material;
- reflection as a way feedback.

Classification Techniques Expected result
Reflection of mood and emotional state Techniques:
color painting,
bouquet of mood,
tree of feelings,
artistic images,
painting,
musical fragment,
emotional condition,
body mood,
cards with a face,
showing thumbs up or down,
gnomes,
mood pendulum. Creating a favorable microclimate in the classroom, reducing the level of psychological and physiological health problems among students through the implementation of health-saving technology.
Reflection on activity Techniques:
ladder of success,
decorate the Christmas tree
achievement tree,
Sun. Increased learning motivation and development of the ability to determine the degree of goal achievement. Students achieve more high level understanding the methods and techniques of their work, demonstrate the ability to work in different modes (individual, collective, group).
Reflection on the content of educational material
Techniques:
unfinished sentence, (I didn’t know... - now I know...).
choice of aphorism,
point of view,
achieving the goal,
goal tree,
attitude to the problem,
inference,
cluster,
cinquain,
work with text,
working with a film fragment.
Increased level of awareness of the content of the material covered.
Development of students’ speech (speech becomes more vivid, expressive, imaginative, rich).
Students reflect, are not afraid to express their attitude to a problem, set goals themselves, and comprehend what they have understood and learned.
Information can be conveyed in a more condensed form, revealing the main thing. They can reflect in writing, expressing their thoughts in more detail.
Formation and development of new ways of self-expression for students.
Increasing motivation to study and gain new knowledge.
Increased activity of each student.

Reflection as a way of feedback Techniques:
tests,
essays,
poems,
essay,
thinking about questions
drawing up a table,
ellipsis,
open ending. Stimulating the speech and thinking activity of students.
Opportunity for students to take a new look at a problem.
Formation and ability to put forward one’s assumptions and hypotheses about the development of events.
Developing students' hypothetical thinking.

Techniques of reflective activity

The choice of techniques depends on the specific purpose of the reflection being carried out.

"Ban"
This technique is used when students reduce their thoughts about themselves and current events to the phrases: “I can’t...”, “I don’t know how...”, “I won’t be able to...”. Students are prohibited from saying “I don’t...”, but are asked to express the same thought in other words: what is needed to make it happen; what funds would be necessary to have for...; what skills do I need for this; what additional information do I need for this, etc.
In the implementation of this technique, the student’s passive behavior is transformed into directed, positive reflection on his experience.

"Goal Tree"
To stimulate motivation. A piece of whatman paper depicts a tree. Each student attaches a green piece of paper. On one side, students write their personal goal - so that he wants to learn, understand, what information to obtain on this topic. At the end of the topic, each student writes on his piece of paper whether he achieved the goal partially or completely

"Opinion"
When teaching students to evaluate the oral responses of classmates, already in the first grade they are asked to express their opinion about a poem recited by heart or a passage read by heart according to the following criteria:
1. Loud - quiet.
2. With hesitations - without hesitations.
3. Expressive - no.
4. Liked it - no.
At the same time, first of all, positive aspects in the student’s answer are noted, and children speak about shortcomings from the perspective of wishes. It should be noted that as a result of organizing such activities, students learn to listen carefully to the speaker and objectively evaluate their classmate’s answer. Children often accompany their excellent recitation of poems by heart with applause, which creates a friendly, friendly atmosphere in the team.

"Sun"
A circle from the sun is attached to the board, and children are given rays of yellow and blue colors. The rays need to be attached to the sun: yellow - I really liked the lesson, we received a lot of interesting information; blue color– the lesson was not interesting, there was no useful information.

"Apple tree"
An apple tree is drawn on the board. Children are given drawn apples of two colors - red and green. They glue apples onto the apple tree: green - I think I did everything well, I’m in a good mood; red - I didn’t cope with the task, I’m in a sad mood.

"Target"

"Peak of Understanding"
The mood is depicted as a step. The first one is an extremely bad mood. The second is bad. The third is good. Fourth - confident in your strength. Fifth – excellent. At the end of the lesson, the day, the student puts himself on the level of what his mood is.

"Stars"
On the “star” symbols, students write down their personal achievements in a lesson, for a week, a quarter, etc. and attach them to a diary, on a stand, on a board, etc.

"Basket of Ideas"
Students write down their opinions about the lesson on pieces of paper, all the pieces of paper are placed in a basket (box, bag), then the teacher selectively reads out the opinions and discusses the answers. Students express their opinions on pieces of paper anonymously.

"Smile"
Reflection of emotional state can be used at various stages of the lesson. Students use tablets or sheets of paper to draw “smileys” that match their mood or choose from those available.

"Traffic light"
At the beginning of the lesson, students choose one of the colors: red, yellow or green. After a lesson or completed work, the children must express their opinion on the issue of color. Red – no (didn’t like it, mistakes), yellow – not really (doubts, difficulties) and green – yes (liked it, it worked out).

"Pyaterochka - 1"
Students are asked to trace their hand on a piece of paper.
Each finger is some kind of position on which you need to express your opinion.
The thumb is important and interesting for me;
Index finger - it was difficult for me (I didn’t like it);
Medium – wasn’t enough for me;
The ring finger is my mood;
Pinky - my suggestions.

"Pyaterochka - 2"
In order for students to evaluate their activity and the quality of their work during the lesson, I suggest that the children conditionally mark their answers on a piece of paper:
“V” - answered at the request of the teacher, but the answer is not correct
“W” - answered at the request of the teacher, the answer is correct
"| " - answered on his own initiative, but the answer is not correct
“+” - answered on his own initiative, the answer is correct
“0” - did not answer.
By discussing the results of their observations at the end of the lesson, students will be able to objectively assess their activity and quality of work.

"Elephant"
Students are given a piece of paper to draw an elephant. The leaves are collected by the teacher for further analysis of the student’s work in the lesson. Students are then verbally given characteristics of the elements.
Ears - means a person listens carefully, perceives more by ear;
eyes - looks carefully, perceives more visually;
trunk - the knowledge you acquire;
the head is thought processes;
look at the relationship between the head and the body: a large head - the author of the drawing uses his head more;
thin legs - uncertainty.

"In the bag"
Students pass the hat to each other, when the music or counting ends, the one who still has the hat in his hands analyzes his work in the lesson or gives a grade to those working at the board and justifies it.

“Plus – minus – interesting”
In the “+” column, all facts that caused positive emotions are written down. In the “–” column, students write down everything that is missing or remains unclear. In the “interesting” (?) column, students write down everything they would like to know more about, what interests them.

"Sinquain"
This is a method of creative reflection that allows you to evaluate the studied concept, process or phenomenon in an artistic form. In this case, information is not only more actively perceived, but also systematized and evaluated. The word comes from the French "5". This is a poem of 5 lines, which is built according to the rules:
Line 1 – topic or subject (one noun);
Line 2 – description of the item (two adjectives);
Line 3 – description of the action (three verbs);
Line 4 – a phrase expressing an attitude towards the subject;
Line 5 – a synonym that generalizes or expands the meaning of a topic or subject (one word).

"Lesson summary"
What impressed you the most?
Will the knowledge acquired in this lesson be useful to you in later life?
What new did you learn in the lesson?
Think about what you need to change to work better?
* What am I doing?
* why am I doing this?
* how do I do?
* what new did I learn?
* how did I find out?
* what have I learned?

"Expert Commission"
At the beginning of the lesson, experts are selected (students who did an excellent job on the test). They record the students’ activities (row, option) throughout the lesson. At the end of the lesson, experts analyze the activities of their students, indicate successes and mistakes, and give them grades.

"10 points"
Rate the work in class on a 10-point scale from the position of:
"I" 0________10
"We" 0________10
"Business" 0________10

"Essay. Tomorrow is a test"
Accepting essays before a test or independent work, in order to identify students’ readiness, gaps in knowledge, and their experiences. For an essay, you can prepare questions in advance.

"Pantomime"
Students must use pantomime to show the results of their work. For example, hands up - happy, head down - not happy, covering your face with your hands - indifferent.

"Written Interview"
A variant of group written reflection in the form of questions and answers from group members. This method allows you to conduct written reflection in a fairly short period of time for the purpose of mutual exchange of opinions.

"Compliment"
In order to end the lesson on a positive note, you can use one of the options for the “Compliment” exercise (Compliment-praise, Compliment on business qualities, Compliment on feelings), in which students evaluate each other’s contribution to the lesson and thank each other and the teacher for the lesson. This option for ending the lesson makes it possible to satisfy the need for recognition of the personal significance of everyone.

"Clusters"
Isolation of semantic units of text and graphic design. Drawing the model solar system: star, planets and their satellites. In the center there is a star - this is our lesson, around it there are planets - parts of the lesson or assignment, we connect them with a straight line to the star, each planet has its own satellites - the results of the work. Based on the finished cluster, you can see the whole picture of the lesson and draw appropriate conclusions. The star can be a topic, student work in groups, a test, or a teacher in a lesson. The results can be assessments, suggestions, difficulties, successes.

"Bouquet of Mood"
At the beginning of the lesson, the children are given paper flowers: blue and red. At the end of the lesson, the teacher says: “If you liked the lesson and learned something new, then attach a red flower to the vase, and if you didn’t like it, then a blue one.”
You can offer children a wider range of colors: red, yellow, blue. At the end of the lesson, collect the flowers in a basket or vase.

“Reflection of one of the group members”
One student analyzes his work and the work of the group. This way of organizing reflection forces other participants to simultaneously draw the boundaries of their ideas. As soon as someone says: “I did this because I thought that...” - at that moment other participants in the reflection will be able to begin to look at themselves and think: “Do I think the same or differently?”

"Brainstorm"
Selecting actions to achieve the task goal. Discussion of results and achievements in joint work. Identifying the causes of failures at work and ways to overcome them.

"Round table"
Joint discussion of all group work. Conclusions and offers.

"Creative report"
Reflection is carried out in an unusual form (in the form of a game, an exhibition, drawings). One group member or several guys prepare a creative report.

“Reflection of yourself in the project”
This is done using a table and symbols. (The guys evaluate their work from the perspective of I. We, Business. Based on the results of working on the project, the children evaluate: I - how did I work, was I active? (good, average, bad). What contribution did I make to the work on the project? We - how effectively were we able work together, what was achieved in a joint discussion? The matter - how far did it progress? Did you learn more?).
- awareness of one’s own deficits and possible ways to overcome them.

"Hot Chair"
Students in a circle (in a chain) answer questions, passing an object from hand to hand. Questions could be:
-What new did you learn?
-What knowledge do you already have that you need when working?
-What knowledge and skills acquired in the lesson will you need in the future?
-Where during your work did you feel successful and did everything work out well for you?
-What were you thinking about while working?
-What forms of work did you use (read, looked for additional information, wrote down, discussed, contributed an idea, etc.)?
-What did you like most about your work?
This set of questions can be changed depending on the characteristics of the group. Students may also express a different point of view regarding the work on the assignment that is not reflected in the questions.

Emotional - artistic reflection
Students are offered two paintings of a landscape. One picture is imbued with a sad, melancholy mood, the other – with a joyful, cheerful one. Students choose the picture that matches their mood.

Students listen to fragments from two musical works (it is advisable to indicate the composer of the work). There is alarming music and calm, enthusiastic music. Students choose a piece of music that matches their mood.

"What are you feeling now?"
Students in grades 3 and 4 can evaluate not only their mood, but also their emotional state. And the questions “How are you feeling now? What emotions are you experiencing? They quickly become familiar and do not surprise the children. To help students make their statements, we offer a supporting outline, which also helps expand their vocabulary.

"Reflective screen"
Usually at the end of the lesson there is a summary, a discussion of what we learned and how we worked - i.e. everyone evaluates their contribution to achieving the goals set at the beginning of the lesson, their activity, the effectiveness of the class, the fascination and usefulness of the chosen forms of work. The guys in a circle speak in one sentence, choosing the beginning of a phrase from the reflective screen on the board:
1. today I found out...
2. it was interesting...
3. it was difficult...
4. I completed tasks...
5. I realized that...
6. now I can...
7. I felt that...
8. I purchased...
9. I learned...
10. I did it...
11. I was able...
12. I'll try...
13. I was surprised...
14. gave me a lesson for life...
15. I wanted...

"Islands"
The guys choose which of the proposed islands they are on at the end of the lesson: the island of Satisfaction, the island of Sadness, the island of Knowledge, the island of Joy.

"Restaurant"
Allows you to receive feedback from students on the past lesson.
Use a large format sheet, felt-tip pens, tape, colored cards
The teacher asks the students to imagine that they spent today in a restaurant and now the restaurant director asks them to answer several questions:
- I would eat more of this...
- Most of all I liked…
- I almost digested...
- I overate...
- Please add…
Participants write their answers on cards and stick them on a flip chart sheet, commenting.

"Hims"
Allows you to receive feedback from students from the last lesson on the following questions:
Fine…
Interesting…
It got in the way...
I'll take it with me...
Each participant must answer questions frankly, including questions about their well-being, which also affects the productivity of work in the lesson.

"Cleaning the house"
Receiving feedback from students from the past lesson, each participant determining what was useful and what was not useful.
Three large format sheets of drawings and felt-tip pens are used.
Three large sheets are attached to the wall. The first one shows a suitcase, the second one shows a trash can, the third one shows a meat grinder. Each participant receives three colored pieces of paper.
On the “suitcase” the participant writes what he took away from the lesson or seminar, will take with him and will actively use.
On the second sheet is what turned out to be useless, unnecessary and what can be sent to the trash.
On the third sheet is what turned out to be interesting, but is not yet ready for use, what still needs to be thought out and finalized.

Reflection "Thank you..."
At the end of the lesson, the teacher invites each student to choose only one of the children to whom they would like to say thank you for their cooperation and explain how exactly this cooperation was manifested. Teachers should be excluded from those selected. The teacher’s word of thanks is final. At the same time, he chooses those who received the least number of compliments, trying to find convincing words of gratitude to this participant in the events.

"Phrases"
The lesson is useful, everything is clear.
There's just one thing that's a little unclear.
You still have to work hard.
Yes, it’s still difficult to study!
Children come up and put a sign next to the words that suit them best at the end of the lesson.

"Glade"
On the board there is a clearing of flowers, above each flower there is a stage of the lesson (working with text, phonetic exercises, etc.). There is a butterfly in front of every child. You invite the children to attach their butterfly to the flower which activity they liked best.

"Questionnaire-1"
It is proposed to fill in based on the results of completing a specific task, for example, a test.
I liked (didn’t like) doing this work because ___________________________________________________
What I found most difficult was ________________________________________________________________
I think it's because ____________________________________________________________
The most interesting thing was ________________________________________________________________
If I were to do this job again, I would do the following: ____________________________________________________________
If I were to do this job again, I would do the following differently: ____________________________________________________________
I would like to ask my teacher ________________________________________________________________

"Cooperation"
Read the statements below carefully and mark with a V how much you agree with the statement.

Statement	Absolutely agree	Agree	Partially agree	I don't agree
I fully participate in all group tasks
I listen carefully to what my group members say
If I don't agree with something, I don't argue, but offer another solution.
I help group members when they need me
I respect the opinions of group members, even if I disagree with them
When we encounter problems, I try to find a way out rather than suggesting we stop working.
I try to listen first to what the group member has to offer, rather than looking for errors in his or her statement.

"Palette"

Palette	Fill each field with the color of the palette, corresponding to the response value
Level achievements result	Skill plan work	Decision making skills	Ability to work in a group, readiness for cooperation	Ability to apply acquired knowledge, responsibility for the final result
I can
I can hardly
I don't know how, but I would like to learn

“Today’s lesson for me...”
Students are given an individual card in which they need to highlight phrases that characterize the student’s work in the lesson in three areas.

"Questionnaire-2"

I worked in class active / passive
Through my work in class I satisfied/dissatisfied
The lesson seemed to me short / long
For the lesson I don't tired / tired
My mood it got better/it got worse
I had the lesson material clear / not clearuseful/useless
Homework seems to me easy / difficult interesting / not interesting

A school lesson is a part of a child’s life and, at the same time, it is a life lesson for him. This is life itself, full of problems and the joy of discovery. He learns to comprehend the surrounding reality, to love the world and the people in it, to evaluate his thoughts and actions from the perspective of the requirements of modern society, to form responsibility for himself, his present and future life.
A modern lesson under the conditions of the Federal State Educational Standard opens up for the teacher a wide opportunity for a child to experience happiness in life at all levels.
Everything that is done in the lesson on organizing reflective activity is not an end in itself, but preparation for the development of very important qualities of a modern personality: independence, enterprise and competitiveness.
However, the process of developing reflective abilities will be successful if the formation and development of students’ reflective activity is carried out systematically.
Any person is happy to do what he is good at. But any activity begins with overcoming difficulties. For reflective people, the path from the first difficulties to the first successes is much shorter.
There is no limit to perfection in our profession. What seemed only possible yesterday looks outdated today. New ideas and a desire to change something appear. And any creative teacher is in constant search.

Let's return to reflective questions and ask ourselves:
- What am I doing?
- For what purpose?
- What are the results of my activities?
- How did I achieve this?
- Can it be done better?
- What will I do next?
As long as a teacher asks himself these questions, he develops. As soon as he begins to be satisfied with what he has achieved, his professional growth stops. Of course, reflection is a prerequisite for self-development not only of the student, but also of the teacher.

Bibliography

1. Aidarova L.I. Junior schoolchild. - M.: Pedagogy, 2009. 399 p.
2. Bash L.M. Modern dictionary of foreign words. - M.: Veche, 2012. 960 p.
3. Bogin, V.G. Teaching reflection as a way to form a creative personality. - M.: Education, 2007. 234 p.
4. Zakharova A.V., Botsmanova M.E. Features of reflection as a mental new formation in educational activities. - M.: AST, 2006. 162 p.
5. Davydov V.V. On the main ways of reflection of younger schoolchildren. - Tbilisi, 2008. 687 p.
6. Novikova A.M. Educational project. - M.: Egves, 2004. 120 p.
7. Ovcharova R.V. Practical psychology in elementary school. – M.: Sfera, 2009. 187 p.
8. Polivanova, N.I. Reflection and its role in the process of organizing and constructing collectively distributed action in children. // Problems of reflection. – Novosibirsk, 2007.
9. Slobodchikov V.I., Tsukerman G.A.. Genesis of reflective consciousness in primary school age. http://www.voppsyl.ru/4y/ISSUES/1990/903/903025.php/
10. Stegantseva T. A., Alikin I. A. Methods of organizing and conducting psychological and pedagogical research. - Krasnoyarsk: RIO KSPU, 2010.
11. Federal state educational standard for primary general education. - M.: Education, 2011, 33 p.
12. Tsukerman G.A. Assessment and self-esteem in training based on the theory of educational activity. // Beginning. school: – 2001. - No. 1.

Zagulina Tatyana Alekseevna,
primary school teacher
GBOU secondary school No. 10 of St. Petersburg

Relevance of the problem

An essential aspect of the modern lesson is reflection, and not only the reflection of the teacher, but also the reflection of students.

The problem that one has to face when introducing elements of reflection into the educational process is that students often do not feel the need to understand their development, do not discover the causes of their problems or results, and find it difficult to say what exactly is happening in their activities. Therefore, it is necessary to begin teaching reflection from early school age, paying special attention to teaching children to be aware of what they are doing and what is happening to them.

Reflection is a person’s reflection aimed at analyzing himself (self-analysis) - his own states, his actions and past events. At the same time, the depth of reflection depends on the degree of education of a person, the development of moral sense and the level of self-control. Reflection, in a simplified definition, is “talking to oneself.” The word reflection comes from the Latin reflexio - turning back. The Dictionary of Foreign Words defines reflection as thinking about one’s internal state, self-knowledge. The explanatory dictionary of the Russian language interprets reflection as introspection. In modern pedagogy, reflection is understood as self-analysis of activities and their results.

A prerequisite for creating a developmental environment in the classroom is the reflection stage. It helps students formulate the results obtained, determine the goals of further work, and adjust their subsequent actions. Reflection is associated with the formation of personal, regulatory and communicative universal educational actions, with the technology of critical thinking.

When interacting with a student, the teacher uses, depending on the circumstances, one of the types of educational reflection, reflecting four spheres of human essence:

physical (had time - did not have time);

sensory (feeling: comfortable - uncomfortable);

intellectual (what I understood, what I realized - what I didn’t understand, what difficulties I experienced);

spiritual (became better or worse, created or destroyed oneself and others).

Reflection happens:

a) individual - the formation of real self-esteem, a conversation with the child based on the results of self-esteem - why this or that level was chosen;

b) group - emphasizing the value of the activities of each group member to achieve maximum results in solving the task. (“They would have been able to do it if .... (name) had not worked with us.” “What kind of help did ... (name) provide in the work”).

Traditionally, psychology distinguishes several types of reflection:

Communicative - its object is ideas about the inner world of another person and the reasons for his actions. Here reflection acts as a mechanism for knowing another person.

Personal - the object of cognition is the cognizing personality itself, its properties and qualities, behavioral characteristics, and system of relationships with others.

Intellectual - manifests itself in the process of solving various kinds of problems, in the ability to analyze various ways solutions, find more rational ones, and repeatedly return to the conditions of the problem.

Reflection can be carried out not only at the end of the lesson, as is commonly believed, but also at any stage. Reflection is aimed at understanding the path traveled, at collecting into a common treasury what was noticed, thought out, and understood by everyone. Her goal is not just to leave the lesson with a fixed result, but to build a chain of meaning, to compare her methods and methods with others.

Based on the functions of reflection, the following classification is proposed.

1. Reflection of mood and emotional state

2. Reflection of activity

Reflection techniques.

Reflection of emotional state:

1. Drawing “My mood” (figurative reflection). Children need to compare their mood with the image of an animal, plant, flower, etc.

2. “Sun” (1st option) You need to complete the sentence “My mood is like”: sunshine; sun and cloud; cloud; cloud with rain; cloud with lightning. Techniques for reflecting mood and emotional state

3. “Sun” (2nd option) The sun is hung on the board. Each child attaches a ray to the sun. The number of rays corresponds to the number of children in the group. Ray - a braid with a bow at the end. The color of the bow corresponds to the child’s mood (the choice of color is at the discretion of the teacher).

4. “Mood Christmas tree” Children are given toys cut out of paper, on which they draw their mood. And then they attach it to the Christmas tree.

5. "State of My Soul" A ladder with 5 steps is drawn. Each has its own name: 1).Extremely bad, 2).Bad,3).Good, 4).Confident in one’s abilities, 5).Comfortable. The child draws an image of a man and places it on the step that corresponds to the state of his soul.

6. “In one word” Children need to choose 3 words out of 12 that most accurately represent their state in class: - Irritation - Boredom - Anger - Anxiety - Joy - Peace - Indifference - Confidence - Satisfaction - Uncertainty - Inspiration - Enjoyment

7. “Seven-flowered flower” Children choose a petal whose color best matches the color of their mood. Then all the petals are collected into a common flower (the choice of petal color is at the discretion of the teacher).

8. "Rainbow":Students need to answer the question, “What color of the rainbow do you associate with today’s lesson?” The meaning of the colors of the rainbow can be as follows:
. orange - joyful, enthusiastic mood;
. red - nervous, excited state, aggression;
. blue color - sad mood, passivity, fatigue, desire to rest;
. green color - activity;
. yellow- color of joy;
. purple color - a restless, anxious mood, close to disappointment.

9. "Gnomes". The child gives the token to the drawn gnome whose mood he shares at the moment (the teacher chooses the images of gnomes at his own discretion). Techniques for reflecting mood and emotional state.

Activity reflection:

This type is acceptable at the stage of checking homework, defending design work; it makes it possible to understand the ways and techniques of working with educational material, to search for the most rational methods, and application at the end of the lesson will show the activity of each student.

1. “Thank you...”: IN At the end of the lesson, I invite each student to choose only one of the guys to whom they would like to say thank you for their cooperation and explain exactly how this cooperation was manifested. You should exclude yourself from the number of people chosen for gratitude. The teacher’s word of thanks is final. At the same time, I choose those guys who received the least number of compliments, trying to find convincing words of gratitude to this participant in the events.
2. “Compliment”: The purpose of this technique is to evaluate your activity and quality of work. Students evaluate each other's contribution to the lesson and thank each other (Compliment-praise, Compliment on business qualities, Compliment on feelings) and the teacher for the lesson. This option for ending the lesson makes it possible to satisfy the need for recognition of the personal significance of everyone.

3. “Evaluation ladder”: I use it to develop criteria-based assessment skills. Children are offered a ladder, a scale on which they must place a sun or draw a little man on the step on which he would place himself when completing these tasks.

4. “Ladder of success”- bottom step, the “little man” has his hands down - nothing worked for me; middle step, the “little man” has his arms spread to the sides - I had problems; the top step, the “little man” has his hands raised up - I succeeded.

5. “Dress up the Christmas tree”- successfully completed the task - hung the ball, there were mistakes - the ball remained near the tree.

6. “Tree of Success” - green sheet - no errors, yellow sheet - 1 error, red sheet - 2-3 errors.

7. "Train"On the board there is a train with carriages on which the stages of the lesson are indicated. Children are asked to put the “cheerful face” in the trailer that indicates the task that was interesting to complete, and the “sad face” in the one that symbolizes the task that seemed uninteresting. Only one token may be used at the discretion of the student.

8."Glade". On the board there is a clearing of flowers, above each flower there is a stage of the lesson (working with text, phonetic exercises, etc.). There is a butterfly in front of every child. You invite the children to attach their butterfly to the flower which activity they liked best.

Reflection on the content of educational material (used to identify the level of awareness of the content covered).

Usually at the end of the lesson there is a summary, a discussion of what we learned and how we worked - i.e. everyone evaluates their contribution to achieving the goals set at the beginning of the lesson, their activity, the effectiveness of the class, the fascination and usefulness of the chosen forms of work.

1. The guys speak in a circle in one sentence, choosing the beginning of a phrase from the reflective screen on the board:

today I found out...

it was interesting…

it was difficult…

I completed tasks...

I realized that...

Now I can…

I felt that...

I purchased...

I learned…

I managed …

I was able...

I will try…

I was surprised...

gave me a lesson for life...

I wanted…

2. "Telegram":After completing the lesson, each student fills out a telegram form, and the teacher issues the following instructions: “What do you think about the last lesson? What was important to you? What have you learned? What did you like? What remains unclear? In what direction should we move forward? Please write me a short message about this - a telegram.”
3. “Questionnaire”

At the end of the lesson, you can give the children a short questionnaire that allows them to carry out self-analysis and give a qualitative and quantitative assessment of the lesson. Some points can be varied and supplemented, it depends on what elements of the lesson you pay special attention to. You can ask students to justify their answer.

Conditions for the successful organization of reflective activity in a lesson in elementary school

When planning lessons, the teacher needs to understand what skills a particular child needs to work on and, accordingly, what communication situations he must go through, how to act in them, and what to learn. The subject content plays a secondary role. This is the material on which the situation of interaction will unfold - indirect, through text, or direct communication with another: teaching, learning, joint study, discussion, etc. Thus, when planning the educational process, the teacher must see the quality of each child in terms of reflexive skills and plan appropriate situations for him, and not the subject content that needs to be mastered.

The content of the teacher’s activity in the educational process also changes fundamentally. The teacher does not so much explain the subject material, but rather launches certain processes in the educational group, creates and monitors situations of interaction between students, plans with each student his activities in the educational process, and organizes communication.

Conclusion

Reflective skills help students understand their uniqueness, individuality and purpose, which are revealed through the analysis of their subject activity.

Mastering the skill of self-control provides comfort in learning, relieves stress and allows schoolchildren to study with interest and great desire, and also gives students a real “tool” with which they can manage the process of their learning at subsequent stages.

At the present stage of development of education, much attention is paid not so much to the amount of scientific knowledge that students acquire at school, but to the formation of their information, activity and communication competencies. The priority of primary general education is the formation of general educational skills, the level of mastery of which largely determines the success of all subsequent education. Based on modern trends in the development of education, the goal of my pedagogical activity is to establish the foundations of the educational activities of junior schoolchildren. I work in primary school, so we can only talk about the basics of educational activities. Based on the goal, I structure my teaching activities in such a way that they are aimed at developing in younger schoolchildren the skills that are part of the educational activity: setting the goal of the activity, planning their actions to achieve the goal, the activity itself and reflection on the result obtained.

To develop activity competence, I structure the study of educational material in such a way that, during its assimilation, students are able to “experience” all stages of the activity: setting the goal of the activity, planning their actions to achieve the goal, the activity itself and reflection on the result obtained.

I divide all educational material into blocks - topics. The first lessons in the topic are devoted to setting a learning task and learning a new method of action. Here the educational process is structured in such a way that students independently or together with the teacher (depending on the complexity of the material being studied) separate the known from the unknown, identify a problem, set an educational task for themselves, record it, “discover” a new way of action, model it (construct algorithm of the “new” method of action).

The third and final link in the topic is the lessons of control, assessment and individual work. I take these lessons especially seriously because it is here that each student’s problems are individually identified and solved. In my opinion, reflexive abilities are very important for the formation of educational activities, since only after reflecting on their own actions do children have the opportunity to identify their own deficits, which is the basis for building a program of action to eliminate them. The ability to conduct one’s own reflection (meaningful self-assessment) takes quite a long time to develop. I build the formation of reflection step by step in joint activities with the student.

Stage 1 of the formation of reflexive abilities I start in 1st grade during the period of learning to read and write. Basic purpose In my activities at this stage, I differentiate between emotional and substantive assessments of my work. At this stage of work, I use “magic rulers” that remind the child of a measuring device (a self-assessment tool proposed by T. Dembo and S. Rubinstein), on which the child himself evaluates his work. In the first grade, I offer my students two rulers, on which the correctness of the work done (based on the total number of mistakes made) and beauty are assessed. With these “magic rulers” you can measure anything. Before starting the measurement, I explain to first-graders that at the very top of the “ruler” the child who wrote all the words correctly can put a cross, at the very bottom of this “ruler” - the one who wrote all the words with errors. Thus, the child puts a cross on the conditional scale in accordance with the place that this result occupies between the best and worst results according to the selected criterion. When checking a student’s work, I put my cross on the same “ruler.” The discrepancy between the student’s grade and my grade on the “ruler” then becomes a topic for dialogue with the student. This form of assessment is convenient for students’ written work. For a first-grader learning to write, these parameters for evaluating his work (correctness and beauty) are very important. Therefore, I carry out quite a long and painstaking work not only to ensure that children accurately determine for themselves the importance of both parameters, but also not to confuse the meaningful assessment with the emotional one. Because during my work with children, I noticed that for children 6-7 years old, the emotional coloring of an activity has a strong influence on the activity itself, and a first-grader can actually evaluate his mood in terms of correctness or beauty.

On Stage 2 In the formation of reflexive abilities in children, meaningful self-esteem is formed. Purpose In my activities at this stage, I focus on organizing the identification of a method of action, and then the criteria for assessing the formation of this method. This stage begins at the end of Year 1 after the literacy period and continues until the end of Year 4. Now it is important not to generally evaluate your actions according to the “correctness” parameter (i.e., by the number of mistakes made), but to evaluate your skills according to the number of correctly performed operations included in the method of action.

I show the unfolding of this stage using the example of the topic “Multiplication of multi-digit numbers.” The sequence of studying this topic is represented by a system of knowledge and skills that allows you to pose and solve the problem of constructing a method for written multiplication of multi-digit numbers. The method of multiplying multi-digit numbers is based on the method of multiplying a multi-digit number by a single-digit number, which consists of the following operations:

1. Correctly write numbers for multiplication, taking into account place value.
2. “Estimation” - determination of overflowing bits.
3. Determining the number of digits in a product.
4. Finding the product of single-digit numbers, i.e. table multiplication.
5. Finding the sum of products in each digit.

These highlighted operations (individual “steps”) will become the criteria for assessing the mastery of the method of action. Now each “ruler” will evaluate a separate operation (a separate “step”).

Having assessed his actions according to these “rulers”, the child will see how he has mastered the method, what actions he already knows how to do, and which ones still cause difficulties.

Finding the sum of incomplete products.

Now, when finding the product of a multi-digit number and a two-digit (or three-digit) number, the child draws a scale on which all the “steps” are shown, and, completing each “step,” makes a mark on the scale. By this, firstly, he restores the method of action each time, and, secondly, further reflecting on his own actions, he will be able, based on the method, to accurately identify his difficulties. At this stage, I do not interfere in the moment of self-assessment. A conversation on this matter will take place after the diagnostic work, which is compiled in such a way that each task is aimed at checking the assimilation of each step of the method.

After mastering the method of action, a holistic reflection on the assimilation of the method of action is organized. Students are given diagnostic work, compiled in the form of tests or independent work in such a way that the child can, by completing the tasks given to him, clearly determine the steps of the algorithm and once again check himself on the completion of all steps and evaluate his actions. This self-assessment, after diagnostic, independent and testing work, is entered into a reflective table. For example, the table “My achievements on the topic: “Multiplication of multi-digit numbers” (grade 4):

№	Date or lesson number on the topic.	Diagnosis Job	Self Job	Check Job
1	Writing the multiplication action in a column.	+	+	+
2	Determining the number of digits in a product.	?	+	+
2	Finding one incomplete product.	+	+	+
3	Finding more than one incomplete product.	?	+	+
4	Recording incomplete works.	?	+	+
5	Addition of incomplete products.	+	+	+
6	Multiplying multi-digit numbers ending in zero.	?	?	+

By filling out this table, the child has the opportunity to see his progress in the topic. Yesterday I still couldn’t figure out how to find an incomplete work, but today I figured it out! Etc. The children agree on how to fill out this table themselves, but so that the signs they will use are the same, so that the teacher and student can understand each other. These can be icons: +, -, ? or children will paint over the cells as much as they see fit.

At the end of the topic, after the final test, students work with the “Diary of Achievements,” which contains all the skills that students should learn during the year. For each year of study, their own “Success Diaries” are compiled. This “Diary of Achievements” was compiled for 4th grade students based on the 1998 standards and program requirements. By filling out this diary, the child sees his progress and the problems that he still needs to work on further, sets goals and plans his work to eliminate his deficits. Currently, I teach only Russian language, mathematics and literary reading lessons in primary grades, so the diary of achievements is presented only in these subjects for 4th grade students.

DIARY OF ACHIEVEMENTS

My math skills.

№	I can months	9	10	11	12	1	2	3	4	5
1	Read and write multi-digit numbers.
2	Compare multi-digit numbers.
3	Solve simple equations.
4	Add (orally) numbers up to 100.
5	Subtract (orally) numbers up to 100.
6	I know the multiplication table.
7	I know the division table...
8	Divide numbers with a remainder.
9	Multiply and divide numbers by 10, 100, 1000
10	Add (“in a column”) multi-digit numbers.
11	Subtract (“in a column”) multi-digit numbers.
12	Multiply (“column”) multi-digit numbers.
13	Divide (“in a column”) multi-digit numbers.
14	I know the order of actions.
15	Solve simple problems.
16	Solve compound problems.
17	Solve motion problems.
18	Write down the conditions of tasks in the form of a diagram or table.
19	Measure segments with different measuring instruments.
20	Find the perimeter of the rectangle.
21	Find the area of ​​a rectangle.
22	Build geometric shapes.
23	Compare and convert length units.
24	Compare and convert units of time.
25	Compare and convert units of mass.
26	Compare and convert area units.
27	Work with logical series of numbers (continue series, arrange numbers in ascending or descending order).

My Russian language skills.

№		9	10	11	12	1	2	3	4	5
1	Copy text.
2	Perform sound-letter analysis of words.
3	Parse the word according to its composition.
4	Parse a word as a part of speech.
5	Parse the proposal.
6	Write summaries.
7	Write essays.
8	Write from dictation without errors: Omission, replacement of letters.
	Word wrap.
	Submitting an offer in writing.
	Capital letter in proper names.
	Letter combinations: zhi-shi, cha-sha, chu-shu.
	b – softness indicator.
	Letter combinations: K, chn, schn, nsch
	Integrated and separate spellings.
	Separating soft sign.
	Dividing solid sign.
	Tested unstressed vowel in the root
	Unverifiable unstressed vowel in the root
	Paired consonant.
	Unpronounceable consonant.
	Double consonant.
	Spelling of prefixes.
	A soft sign at the end of nouns after sibilants.
	Soft sign at the end of verbs 2nd person singular.
	Connecting vowels in compound words.
	Unstressed case endings of nouns.
	Unstressed endings of adjectives.
	Unstressed endings of verbs.
	Comma for homogeneous members of a sentence.
	Comma in a complex sentence.
9	Work on your mistakes.

My reading skills.

№	I can	9	10	11	12	1	2	3	4	5
1	Read (aloud) syllable by syllable
	Read (aloud) syllable by syllable and whole word
	Read (aloud) in whole words.
2	Speed ​​of reading aloud.
3	Silent reading speed.
4	Correct reading.
5	Expressiveness of reading.
6	Reading awareness.
7	Reading by heart.

My general study skills.

№	I can months	9	10	11	12	1	2	3	4	5
1	Title the text.
2	Retell the text (orally or in writing).
3	Answer questions about the text.
4	Make up questions for the text.
5	Make a plan for the text.
6	Construct your statement (monologue) on a given topic (construct a monologue).
7	Participate in dialogue.
8	Argue (prove) your point of view.
9	Build diagrams.
10	Fill out tables.
11	Use dictionaries.
12	Work with reference books (atlases, encyclopedias)
13	Select literature on the topic.
14	Work with plans, geographical and historical maps.
15	Evaluate your work.
16	Work in a group (negotiate, distribute work).

Thus, my students are constantly forced to reflect on their activities. Systematic and targeted work in this direction has yielded tangible results. The diagram below shows the dynamics of the formation of reflective self-assessment of their actions among my students over the course of 4 years of study. When diagnosing this ability, the coincidence of the student’s assessment of his actions and the teacher’s assessment of the same actions was taken as a basis. If the reflective assessments coincided, then it was considered that the student had developed this ability. If they did not match, then the type of discrepancy was considered. If a student always underestimates or overestimates his actions, then the ability was considered unformed. A slight increase in the percentage of undeveloped reflexive abilities in the 4th grade was due to the arrival of a new student in the class, who found it difficult to engage in this learning process.

I track the results of my activities by filling out monitoring tables for the class and for each child, which contain all the skills in subjects that a primary school student must master, as well as general educational skills. Filling them out after various types of diagnostic, testing and control work helps to clearly track the progress and problems of each student individually and the class as a whole. Based on this, I plan and carry out both individual correctional work with individual students and with the class as a whole.

At the end of 4th grade, I was able to make sure that reflexive abilities began to manifest themselves in the majority of children, although I still have to work together with a small group of children. I can note that my current graduates are very different from those whom I graduated previously in that they are more conscious of the learning process, because most of them understand what their activities are aimed at at the moment. Having “experienced” all stages of educational activity together with the teacher, by the fourth grade they begin to try to carry out this activity independently. This was manifested in the active participation of my students in research and design activities. My students’ participation in school competitions always brings prizes. I think that systematic work on the formation of reflection not only helps to “grow” independence in a child, but also helps to preserve his psychological health. My students are not familiar with test anxiety. Children are not afraid to express their opinion, even if it later turns out to be wrong. Students are open to adults and actively participate in joint activities with them. Undoubtedly, this work also needs to be systematically carried out further in middle and high school, since in elementary school only the foundation of children's independence is laid, its main formation and development occurs in middle and high school.