Psychological Peculiaritie s of Work with Low Achievers in Higher Educational Establishment

Автор пропонує практичні рекомендації щодо успішної роботи з відстаючими студентами. Рекомендації умовно поділяються на три блоки: мотиваційний, емотивний та методичний. Мотиваційний блок полягає у поясненні важливості предмету для успішності майбутньої професійної діяльності, в участі студента в постановці цілей навчання, встановленні термінів їх виконання та підбору матеріалу та вправ для їхнього досягнення. Емотивний блок передбачає організацію навчального процесу таким чином, щоб невстигаючі студенти переживали позитивні емоції. Методичний блок полягає у правильній розробці програми, підборі матеріалу відповідного рівня складності, підбору підручника та виборі методів навчання, які дають змогу максимально включати в груповий навчальний процес відстаючих студентів та індивідуалізувати цей процес у разі потреби.The author considers and analyses studies devoted to peculiarities of learning process organization concerning low achievers. She offers her own recommendations on work with underachievers i n higher educational establishments. These recommendations are conditionally divided into three blocks: motivational, emotive and methodological. Motivational block means emphasizing the importance of the subject as a whole and this course in particular fo r the future professional activity success. The importance of learning particular material, successful performing particular exercise for forming skills without which it is impossible to master the foreign language ought to be always stressed. The students ’ participation in setting the goals of learning, setting the terms of their achievement and choosing exercises allow the students to show their potential, fulfill program tasks with the feeling of responsibility, to understand the aim of the tasks and kno w on which stage of learning they are now. The teacher should sometimes give general topics for reports or research giving the students opportunity to choose their own directions in the framework of this topic. These steps make the students active particip ants of the learning process. This motivates them to do the tasks to the end because the students are active participants of making a program. Emotive block consists in such organization of learning process that students could repeatedly experience positi ve emotions connected with successful performance, positive microclimate in the group and good relationships with the teacher. The students must be sure that they will always get help from the teacher or group mates if necessary. So, the teacher must form friendly relationships in the group, convince the students that they should work as one team and help each other. The teacher should always involve low achievers in the learning process so that they could show their strong sides. They should not be only th e receivers of help but active participants of the learning process. If these students are not able to perform some tasks, the teacher should not apply to them as to low achievers even if the students fail very often but as to the students who cannot fulfi ll a particular task and need help. Methodological block lies in correct working out the program, choosing the appropriate materials and a textbook. Teaching methods should allow to involve low achievers into the group learning process and individualize th is process if necessary. The program must be made with due regard for students’ knowledge and skills, level of their abilities and interests. Program requirements ought to be adjusted to low achievers so that after performing it the students should gain th e knowledge and skills that should be the basis for future learning. The topics which are not the elements of such basis may be skipped. While explaining the material the teacher should keep in mind that all people receive and process information in differ ent ways. So, it is necessary to research the way of thinking, to understand the logics of low achievers and to use this knowledge while explaining the new things to them. Following these recommendations will allow the students to learn the material, to ov ercome the failure syndrome, to regain confidence in their abilities, to learn to deal with difficulties they come across while learning