MBOU School № —
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General information about the child:
Name———————————-
Date of birth: –.–.20–.
Addres:————————————————————-
Date of enrollment: September 1, 20–year.
Where did he enter: kindergarten “————-“.
Mother’s name, place of employment: ———————————, accountant
Full name of the father, place of work: -.
The mother is in charge of the child’s upbringing.
- The child’s appearance: his/her height and weight correspond to his/her age, there are no physical defects that prevent him/her from communicating. His appearance is characterized by neatness and tidiness of his clothes and hair.
The boy’s speech is loud, the rate of his speech is calm, sometimes slowed down. Speech is monotone.
The degree of mobility of the child is expressed in strong activity.
In the course of his schooling he showed average abilities. He understands educational material but does not consolidate it at home. Does not prepare oral subjects at all. He has a good reading technique – ——————. He is not restrained in Russian and math classes. If he did not like something in his work, he could tear up the sheet, hide everything in his briefcase and not finish the assignment. His written work is sloppy, careless and he often crosses things out.
He/she could be inattentive in class. He/she could do other things and does not react to the teacher’s remarks or the remark causes aggression. Example: At recess during the game, he hit the other child hard. The boy cried and came up to the teacher. ————-, frightened by the teacher’s reaction to the complaint, first tried to interrupt ————–, and then suddenly slapped him in the face. The teacher reprimanded ———————– for his behavior and sent him back to his place at the desk. At this time a psychologist was working with the class, handing out test forms. ——————– grabbed someone else’s pencils, started to break them and throw them at the psychologist, and he defiantly tore and crumpled the test. The child is withdrawn after aggressive outbursts. He or she is not interested in successful performance of assignments; in fact, he or she is not included in the work of the class at all or is included sporadically. Refuses to do the task, can forcefully kick the desk, put his or her feet on the table. The child’s behavior can be characterized as impulsive, non-directed, dependent on the influence of the “field” of the external environment and external stimuli. When assessing the regulatory maturity, the following draws attention first of all: the presence of impulsive reactions, impulsive behavior; frequent “distractions” from the tasks, the context of the lesson regardless of the onset of fatigue; the need for external programming of activity by the teacher; difficulties of building and retaining (controlling) the algorithm of multicomponent activity. This kind of inability to regulate his behavior arbitrarily characterizes quite pronounced immaturity of the regulatory component of activity. Remarks from teachers have no influence on it. He often demands special attention. He/she believes that only he/she should be asked in the first place. He or she can distract other students with a conversation at school or stand up to take something from the neighbor’s desk without asking.
In communication with peers and the teacher, inadequate emotional reactions, both in sign and in strength, are often observed. During observation, such an indicator of emotional disorders as excessive emotional lability was noted, which in the situations observed manifested itself in very quick changes of both the mood background and its expressiveness, and inadequate reactions to the situation. He has difficulties in assessing communicative messages from other people, which leads to inadequate interaction with others.
There is an overall high level of conflict in the child, in which the “zone” of conflict does not depend on the communication partner and extends to most communication situations. Very often ————- has conflicts with the children. At the same time, an increased aggressive background of mood is quite often noted. Often ————– provokes conflicts in relation to himself or herself of other partners in communication. Example: When forming a column in the canteen for moving along the school corridors, he lifted his leg and tried to dirty the pants of the boy who was standing behind him. ——– asked him to remove his leg and not to dirty it. —————-, after the teacher’s reprimand, put his foot down, but deliberately stepped back while climbing the stairs and punched ———- with his fist in the nose with force. The boy’s nose bled and had to go to the school nurse for help. He can hit, bite, and push. The boundary between a child and an adult is very blurred. He never admits his guilt. Frequent conversations with the child about violations of the rules of behavior practically fail, he/she considers it the norm.
He or she willingly participates in all games, competitions, but he or she wants to be a leader, a winner, a team captain, the first. If it does not happen, —————– behaves aggressively: can hit, bite, push. The boy is stubborn, capricious and willful. He does not tolerate criticism in his address. Such conflict situations with ——————- happen almost daily.
In view of this situation, the administration of MBOU School №——- petitions for the transfer of the student to an individual form of home schooling.
Acting Director of MBOU School —–
Class teacher
