✪ Profession: teacher.

✪ Evgeniy Yamburg: what and how to teach our children

✪ Evgeny Yamburg. Angle of view: “On education in the Russian Federation”

Subtitles

Biography

Educational system of E. A. Yamburg

At Education Center No. 109, under the leadership of E. A. Yamburg, the idea of ​​integrated education for children with developmental disabilities has been implemented for many years. E. A. Yamburg calls his educational system"adaptive school". IN adaptive school there should be a place for everyone, regardless of their individual psychophysical characteristics and inclinations, that is, the school adapts to each child, and not vice versa. While maintaining the classroom-lesson system, the educational process is organized depending on the abilities of the children, their level intellectual development and preparedness. The education center educates children of all ages, starting from kindergarten, And different abilities: from classes of correctional and developmental education to lyceum physics and mathematics, humanities, and medicine. Target educational process: formation of a positive self-concept of students, creation of a system of adaptive pedagogy, a system of multi-level differentiated learning. The implementation of this goal is achieved in the following way: formation of a high educational background in gymnasium and lyceum classes and high-quality preparation of graduates for studying at universities, self-education, creative work, implementation of a person-oriented approach, individualization of training, medical-psychological and pedagogical assistance maladjusted and weakened children, keeping each difficult child in the sphere of educational influence of the school. Helping the strong and the weak does not affect the dignity and personal status of the latter, and does not create division in school society. A transition from one category to another, interaction and mutual assistance between the strong and the weak are ensured, and a system for compensating for the backlog is implemented. A rehabilitative space is created around a child in need of help, in which the shortcomings of that child are compensated. school education, which children received before entering Education Centre, family education, disability is eliminated, physical and neuro-mental health is protected and strengthened.

The compensating means of the rehabilitative space are pedagogical love for the child; understanding children's difficulties and problems; accepting the child as he is; compassion, participation, necessary help; teaching elements of self-regulation.

Types of pedagogical support are implemented in the following principles: learning without coercion; understanding the lesson as a rehabilitation system; content adaptation; simultaneous connection of all senses, motor skills, memory and logical thinking in the process of perceiving the material; mutual learning (in principle, optimal tempo) from the position of complete assimilation.

The educational center uses the following types individual assistance: supports various types(posters, notes, summarizing tables), algorithms for solving problems or completing assignments, division difficult task on components, warning about possible errors.

In the educational process, the state standard is implemented, both traditional and innovation programs, methods and technologies, in particular: program environmental education preschoolers “Our home is nature”; Montessori method, which provides for intensive sensory development of the child; elements of Waldorf pedagogy; economics and ecology for six-year-olds, information technology and basic economics with access to real projects. There is a variety of joint and individual extracurricular activities: theatrical performance, learning to play the musical instruments, protection and promotion of children's health (physiotherapy room, swimming pools, equipped gym); various clubs, sections (animal care, horse riding, etc.)

The main areas of work are:

Evgeny Alexandrovich(Sholomovich) Yamburg(1951) - Soviet and Russian teacher and public figure.

Biography

E. A. Yamburg - Honored Teacher of the Russian Federation, Doctor pedagogical sciences, corresponding member of the Russian Academy of Education (since 2000), academician of the Russian Academy of Education, director of the Education Center No. 109 (Moscow), better known as the “Yamburg School”. Author of the books “This Boring Science of Management”, “School for Everyone” (the best pedagogical book in Russia in 1997), “Pedagogical Decameron”. Developer and author of the adaptive school model - a new model of a multi-level and multidisciplinary general education public school with a set of classes of various directions, educational services, open to children of a wide variety of capabilities and abilities, regardless of their individual psychological characteristics, health, inclinations, financial security of the family. The most important message of this educational institution- it is not the child who adapts to school, but the school that adapts to the child’s capabilities, needs and abilities. So, for example, in addition to serious curriculum, in Central District No. 109 there is a powerful system additional education: stables for hippotherapy, arts and crafts school, travel club “Zuid-West”, theatre studio, cinema lovers club, etc.

In 1997, Evgeniy Yamburg defended his doctoral dissertation in the form scientific report on the topic " Theoretical basis and practical implementation of the adaptive school model.”

E. A. Yamburg is a participant in many television and radio programs on the issues of raising and educating children, the development of culture and society. Editor-in-Chief and author of the project “Anthology of Standing and Transformation. Century XX".

Educational system of E. A. Yamburg

At Education Center No. 109, under the leadership of E. A. Yamburg, the idea of ​​integrated education for children with developmental disabilities has been implemented for many years. E. A. Yamburg calls his educational system an “adaptive school.” In an adaptive school there should be a place for everyone, regardless of their individual psychophysical characteristics and inclinations, that is, the school adapts to each child, and not vice versa. While maintaining the classroom-lesson system, the educational process is organized depending on the abilities of children, the level of their intellectual development and preparedness. The education center educates children of all ages, starting from kindergarten, and of various abilities: from classes of correctional and developmental education to lyceum physics and mathematics, humanities, and medicine. The purpose of the educational process: the formation of a positive self-concept of students, the creation of a system of adaptive pedagogy, a system of multi-level differentiated education. The implementation of this goal is achieved in the following way: the formation of a high educational background in gymnasium and lyceum classes and high-quality preparation of graduates for studying at universities, self-education, creative work, the implementation of a person-oriented approach, individualization of education, medical, psychological and pedagogical assistance to maladjusted and weakened children , keeping every difficult child in the sphere of educational influence of the school. Helping the strong and the weak does not affect the dignity and personal status of the latter, and does not create division in school society. A transition from one category to another, interaction and mutual assistance between the strong and the weak are ensured, and a system for compensating for the backlog is implemented. A rehabilitative space is created around a child in need of help, in which the shortcomings of the school education that the children received before entering the educational center, family upbringing are compensated, impairments in performance are eliminated, and physical and neuro-mental health is protected and strengthened.

The compensating means of the rehabilitative space are pedagogical love for the child; understanding children's difficulties and problems; accepting the child as he is; compassion, participation, necessary help; teaching elements of self-regulation.

Yamburg school. Parents even exchange apartments in order to move closer to the legendary school and send their child there to study. Evgeniy Aleksandrovich Yamburg - Honored Teacher of the Russian Federation, Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Director of the Moscow Education Center No. 109. Developer and author of the adaptive school model, books “School for All”, “Pedagogical Decameron”, etc.

Evgeniy Yamburg had to become not only a teacher, but also an education manager. How does reading Korczak and Bonhoeffer help him with this? Are all teachers failures? What is happening with children today and is it possible to love school - Evgeniy Yamburg tells Pravmir about this.

Evgeny Yamburg. Photo: culture-chel.ru

About choosing a profession and first students

— Evgeniy Alexandrovich, first of all, let’s remember how you came to work at the school.

- Firstly, I am the grandson of a teacher, the son of a teacher, the husband of a teacher, and now the father of a teacher. Somewhere almost from the seventh grade, I gave lessons in my mother’s class and checked notebooks. And this has always been interesting to me. So entering a pedagogical university was absolutely meaningful and normal - I always liked it.

Well, then there were all sorts of ways. I must say that this profession, of course, is hard labor, but if you love it, then it is sweet hard labor. And with all this, a teacher is one of the few professions where there is no loss of meaning - what is called a social vacuum.

Imagine, sitting at the same desk with me was a very capable person, whom I still respect. He spent his whole life creating Buran. And then his creation was exhibited in the Gorky Park of Culture and Leisure, and sightseers crawled around it. I don't know if I would have survived something like this.

So, the profession of a teacher and a doctor are those that remain relevant under any government and in any weather. Because children need to be taught, and the sick need to be treated - there is no risk of loss of meaning. And with all the difficulties and difficulties, material, moral and others, this, of course, is a very inspiring profession.

— Do you remember your first students?

- Of course. Firstly, we meet with them all the time. To put it mildly, they are already quite a few years old. Secondly, I have already released the children of many of them from school. I have only been working at this school for thirty-eight years.

A rather comical story recently happened here. There were mayoral elections, they take place on the school grounds. Well, naturally, I am not responsible for the elections themselves, I walked around the territory there, to be honest, I smoked, because smoking is not allowed at school. And the parents of my first students walked along - imagine, if in 1977 they were forty, how old are they now? With chopsticks. And every passing lady considered it her duty to say: “Evgeny-Sanych, how old you have become.” To which I replied: “And you are still the same.”

So, the children of my students have already graduated from school - this is several generations. I know about many destinies - both successful and unsuccessful - this is life.

Are all teachers failures?

- But as for teachers. In our mass consciousness In the last twenty years, for some reason, the idea that “only losers go to school” has become entrenched...

- Let's not lie - this is not twenty years. In general, this was almost always the case. Already when I was studying - and this, as you might guess, was strong in the last century - there was a ditty: “I have no mind - I’m going to ped.”

Because the profession, of course, is, firstly, difficult, and secondly, not the most prestigious and fairly poorly paid. And therefore such an opinion really existed.

This is a massive profession. But I want to tell you that in this profession, like in any other, there are people who are called to it. There are those who went into it because they weren’t fit anywhere else - for them it’s hard labor, because it needs to be loved and understood.

Even now, when salaries have been slightly increased, we do not conduct casting. This means that in this mass profession, for every three or four super-gifted people, there are three average ones, and two are worthless. And so it was, is and will be.

As for the last twenty years, yes, a certain breakdown has occurred. Because when the Unified State Exam was introduced and it became possible to enroll in five or six places at the same time, it turned out that pedagogical universities, to a large extent, did not select the best, but selected what was left after MGIMO, the Higher School of Economics, Moscow State University, and so on. During the training process, the stronger students there still went on to graduate school. That is, there was a certain unnatural selection - this is also true.

But, on the other hand, believe me: an eternal profession. Still, there were always people who were called to it.
Here last example. I have a lot of young specialists, now there are 23 of them in the school. Well, it’s true that the school is huge, but it’s still strong. So, I won’t name names... But there is a rather gifted teacher who worked for us for several years, went into business, and then returned. Because business is also not for everyone - there is fierce competition, he went broke a couple of times... And I, frankly speaking, am glad of this circumstance, because he is a teacher by the grace of God: he explains interestingly, the children treat him well...

Or, for example, I have a large number of teachers of additional education - well, because boats, steamships (the school has 2 motor ships and 6 six-oared boats on its balance sheet - editor's note) ... And I look at all these fairly young people of this, I would say, "Okudzha bottling" - they also not going anywhere. And I think to myself: it is still unknown who is saving whom - they are saving children or their children. Because there are people who can fit into this tough competition, but there are people who are imprisoned differently.

- What should the teacher do for you to break up with him? Were there such cases?

- Yes, there were such cases, not very often, but... I’m not talking about any examples of humiliation or violation of ethics - this happens quite rarely.

More often - do you understand what the thing is? – they themselves leave. For the simple reason that today children need to be surprised. Children don’t care who I am – doctor of sciences, academician, professor, and so on. Figuratively speaking, every time you enter the classroom naked and have to prove that you are not a bear. And since the teacher has long ceased to be the only source of information, then there must be charisma. Or you will be taken out of class.

Or you will feel such melancholy! But you can’t work with such melancholy at school, you know, the eyes don’t light up.
Therefore, everything can happen: someone, of course, improves it, because there is nowhere to go. But in principle modern school presents enormous, perhaps at times even exaggerated, but objective requirements to the teacher. And here we need to turn around.

How he knew how to seem new,
Jokingly amaze innocence...

You see, this is very difficult. But probably.

How children and parents have changed

— How much have children changed, and have they changed over the past twenty years?

- You see, yes and no. If we judge modern children by the content of television, then it’s generally “put out the lights.” For the simple reason that the means mass media interested in dramaturgy. And drama is always based on scandal. And few people are interested in completely sane, normal children who want to study normally. I think that the percentage of good and evil has not changed at all over the past forty years. And in this sense, there were all sorts of children back then - vile, disgusting, scary, and some beautiful. And today it's the same.

Another thing is that there are subtle changes that are most noticeable. Because today, when little four and a half year old girl you show a book - and we have a kindergarten here in the education center - she makes a characteristic movement with her fingers on the book and wonders why the image does not expand. Of course, this is already a digital generation, and there are some ways of perception that are changing.

Of course, and fortunately, these children are no longer as scared as we are, and in this sense they are a different generation. Internally, they are much freer than us, which I, for example, really like. On the other hand, they are often more unceremonious, which cannot but hurt the soul of the old teacher.

By the way, the concept of age is very relative. I know seventy-year-old teachers whose eyes sparkle, and twenty-five-year-olds with dull eyes - this is not an age category.

And, of course, a lot has changed from the point of view of the world itself - because the school, as Korczak wrote, is not on the moon. A lot has changed, and in this regard I am even pleased that they are more distrustful. In any case, they are more difficult to manipulate than it was for us and their fathers.

But there is, of course, another side. Because excessive pragmatism occurs - by the way, both in parents and in children. And in this sense, “this is necessary - this is to pass, this is not to pass.” And “why do I need your “world and art culture“if she doesn’t pass in universities?” - this also exists. It's normal - life goes on.

- What happens to the parents? The approach “I pass the child - teach” is not an option for the author’s school?

- But why? “Giving up your child for safekeeping” is such a trend. And then - today the school has been turned into a seller of educational services, which is actually incompatible with creativity - neither artistic nor pedagogical. And in this sense, the position that “the customer is always right” does not suit me either. Although there is such a category of parents: “We brought it to you - here, teach it.”

There are other parents - they graduated from this school, know its traditions, and went through these things themselves. Parents are different.

But in general, you can’t escape life, and the prevailing pragmatism is overwhelming. And, among other things, it’s great when the school develops, it’s great when the school gives some moral values, but they have to move on with their lives and make a career. And in general, many things have changed.

For example, even the connotation of some Russian words has changed greatly. When I studied, in the last century, the word “ambitious”, “career” was negative - today it is valor. And when I read an ad in the newspaper: “a self-sufficient man is looking for a life partner,” I think: “Why do you need a companion, since you are so self-sufficient?” And it is simply spilled in the atmosphere.

Therefore, idealism has to be defended. And I often stand up with children against parents.

We have a travel club called “South-West”, they study the Volga from year to year - ecology, geography, and record the oral stories of grandmothers. It's hard work because they row.

Well, just imagine - mostly children of middle- and low-income parents study there. And the children of the wealthy begin to envy them. Because, imagine, you arrived at an all-inclusive hotel in Turkey or somewhere else, and on the third day the children are simply crazy because they are lying on the sea with their belly up or riding on these bananas. It turns out that their comrades work in a more interesting way. These are all grimaces of our life.

On the positive meaning of stress

— That is, the child needs, among other things, to create activity?

- Well, of course! It is most important. How else will it develop? This reminds me of a story. I always believe that the rich will also cry and are already crying.

There is a kindergarten here. I walk through the kindergarten, there is a sandbox. One four-year-old friend pushed another, he fell and lies there. I ask him: “Why are you lying there?” He replies: “I’m waiting for them to pick me up.”

Because he was brought up with a nanny who is responsible for him with her head. Moreover, if we have people from Tajikistan and Uzbekistan working in construction, then the nannies are, as a rule, Ukrainians - very conscientious people.

But the child ends up with problems. Firstly, she speaks with some accent - then this Russian-Ukrainian surzhik will have to be beaten out of him, like the actress Gurchenko, for ten years. Secondly, if she is at work and, like a kite, rushes to pick him up, it means that he is already emotionally underdeveloped. Even in the sandbox it is no longer competitive - in general, there are problems here.

— We just said that ambition is poor quality, and now we regret the lack of competition?

— You know, when I was doing winter swimming, there was this slogan hanging on the ice hole: “Without stress there is no progress.” In fact, there are destructive stresses - destroying the personality - and there are constructive ones. It's like two arms of a rocker that must be kept in balance at all times.

Here we are all still obsessed with Doctor Spock: love children, stroke them, never contradict them, only raise them with love. And few people know that at the end of his life Spock abandoned this theory. Because America shuddered from the two generations of hysterics that he raised.

These children, caressed and entering a fiercely competitive life, found themselves helpless - stress, frustration, and suicide began. That is, in fact, one should educate one way or another; the truth is in the middle.

Differentiation, integration and indifia

— By the way, about competition. Our school has been developing for many years under the banner of accessibility. 109th is one of the few schools where children are openly divided into classes by level...

- And here again everything is wrong and wrong.

In general, both differentiation and integration have both pros and cons. There is not a single phenomenon in the world that would be purely positive - only God is perfect, the rest - sorry. Every Moon has a dark side.

What strong point differentiation? You can provide assistance to a child - substantive, real, taking into account his development in all areas - intellectual and emotional. What's the negative side? This feeling of inferiority, second-classness and all that.

What is the strength of integration? This is tolerant, it is politically correct, it does not create a feeling of second-class status for some and inflated self-esteem for others. But real help it is impossible to provide.

Therefore, today in the world - and I am one of those who promotes this - there is the concept of “indifia”. This is a flexible combination of integration and differentiation - not “either-or”, but “both-and”. Even the same child at different stages of development and learning requires either differentiation or integration. That is, here it’s the same as with competition – these are two arms of the rocker arm.

Therefore, differentiation can be different. It sometimes consists in the internal selection of methods for teaching children - this is internal differentiation. Because there are, for example, children with attention deficit hyperactivity disorder. Telling such a child: “be careful” is the same as telling a blind person: “look closely” - special technologies are needed. And small classes are better. Although he retains his intelligence.

There is external differentiation - division according to training streams. That is, there are, say, correctional classes, compensatory education classes, regular classes and advanced classes. Because children alone cannot be kept on semolina porridge. Strong intellect, memory is good - you can’t slow them down. And others need a lot of help. And when they are all in a heap, it is nice conversation that they can be taught this way.

What makes us different? It's not for life. What is an adaptive school - the model that we have been doing for thirty years? Here we have support classes: we supported you in such a class - march to general education! Stretched your head in general education - you'll go to the gymnasium. If you don’t delay, you’ll go back. In other words, this system is breathing all the time. Depending on the dynamics of the child’s development, the teaching technology, level of programs, and so on are selected.

In other words, this is not such a rough division than simply “fools, average and smart.” But in order for this to work, there must be a support service - psychologists, speech pathologists, speech therapists. And this is very bad in the country. Because now that teachers’ salaries have been increased...

This had to be done, because it was not for nothing that Chekhov said that “a poor teacher is a disgrace for the country.” But, since the amount of funds for education in most regions remained the same, they were often increased due to the fact that the so-called “extra” people - defectologists, psychologists, speech therapists - were removed from the school. And this is a big problem. Because all children need to be helped, but with a very targeted understanding of what their problems are.
Therefore, again, both differentiation and integration are two poles, two arms, two arms of the rocker. And then a professional conversation begins about how to do this.

About the aristocracy of the spirit

— In one of your interviews, you said that “the school needs aristocracy.” How do you see in our difficult life the future of your students?

— As for “aristocratism,” we’re probably on the same page. different languages we talk.

There was such a person as Dietrich Bonhoeffer. He was an outstanding theologian, philosopher, anti-fascist, he was shot in 1945, when he was only thirty-four years old. He participated in Colonel Stauffenberg's plot against Hitler. There are amazing letters from Bonhoeffer from prison.

I had another job. I am like Chief Editor made a series “Ontology of endurance and transformation” - about those people who did not break either in the fascist camps or in the Stalinist ones. And there in one of the volumes there are just letters from Bonhoeffer. What he means by aristocracy is not what you and I mean – “come me il faut,” beautiful clothes, and so on. By aristocracy he meant resistance to massification, Westernization of culture, diverse pop music...

- Aristocracy of the spirit?

- Only the aristocracy of the spirit! For example, he writes: stop reading newspapers and read deep books... And Bonhoeffer also said that aristocracy does not contradict democracy. Only this is not pandering to the plebs and the crowd, but maintaining the vertical, the spiritual vertical. This is what we are talking about, and not about making a curtsy and wearing a monocle in the left eye.

And I must tell you as a historian basic education... Please note: the sign of true aristocrats has always been organic and natural. And when the Decembrist Muravyov and his wife in exile sold bread and spoke French, immediately switching to Russian with the peasants, he was more organic and natural than the later populists, who did not receive such an organic education. It was much more difficult for them to find mutual language with the people. That's what we're talking about.

And, of course, it is very difficult. Because we live in an era that is running apart. This is such an absolutely terrible civilizational crisis. Massification has different character– totalitarian, fascist, economic and so on. And here Antoine de Saint-Exupéry, in addition to “ The Little Prince“, there is such a novel “Citadel”. And there one of the heroes says: “Life seems to me like the twigs of a scattered broom. And this divine knot that will hold it together is missing.”

In the conditions of a scattering civilization, we are talking about dragging children into the depths by all means. It is very difficult today, but it must be done. Understanding what kind of world we live in... And this is hard work, she must go every day. And I’m not sure that we are doing it successfully, because this stream of life, of course, is overwhelming, and it is very difficult to resist.

But nonetheless, different ways exist. This and theatrical performances, and an elective in cinema, and these trips, expeditions.

School as theater

- Well, pedagogy is a peculiar girl... Firstly, pedagogy is a science, secondly, it is technology and, thirdly, it is art. And this cannot be opposed.

If the school of Ivanov, Petrov, Sidorov, Yamburg has developed certain technologies, this implies the possibility of their replication. This is a medical fact. And some of the developments that we are now publishing - for example, support technologies - will be used when we are not there.

But, on the other hand, a school is, of course, a living organism; it is also an art. It’s like a theater: the main director leaves does not mean that the theater will disappear; It will just be a different theater. And I see this in many schools.
Many of the colleagues with whom I once started are no longer alive. And the schools were powerful. And they remained very interesting, but these are different schools.

I will never forget this: my big friend Leonid Isidorovich Milgram - war veteran, front-line soldier, school director. But he was already retired, and the director was a man whom I also respect very much - Mikhail Shneider. And at one of the anniversaries I said: “Everything is like in the Bible: Old Testament- this is Milgram, and New Testament- This is Schneider. It's all about communication." (Sorry for this politically incorrect comparison, but to make it clear).

School is, of course, a personal thing. Now Tovstonogov is gone - it’s a different theater...

Adaptive model of Yamburg school

4.Yamburg School

The official name of this state secondary educational institution is Education Center N 109 in Moscow. And the unofficial, which bears the stamp of personality, fits into two words.

Over the past years, its director has become a Doctor of Pedagogical Sciences, Honored Teacher of the Russian Federation, Corresponding Member Russian Academy education and generally became famous. The school itself is from experimental site, where the “adaptive model” (device) was tested educational system to the capabilities and needs of students, and not vice versa), has turned into multidisciplinary center education: kindergarten, primary classes, gymnasium, lyceum, pedagogical correction classes... The Yamburg school is also its own theater, stable, flotilla with two steamships and several sea boats, an artistic crafts workshop, a cafe, a hairdresser, medical offices... This is, if you like, Yamburg -City, where there is nothing.

Director of the capital's Education Center No. 109, Honored Teacher of the Russian Federation Evgeny Aleksandrovich Yamburg is also cheerful man. In the corridors on the walls there are framed caricatures of teachers, not classics. In the director's reception room there is a painted sculptural image of Yamburg itself, reduced by one and a half times. Probably so that everyone, even a first-grader, can feel like an equal with him.

Central Educational Center No. 109 is famous primarily as the cradle of the school’s adaptation model (the institution itself is already 27 years old). That is, schools where methods of working with students, forms of teaching and approaches to organization educational process are selected depending on which children study in a particular class. It is not the child who adapts at school, but the school that is ready to adapt to him, based on his characteristics. The result is a multi-level education system that gives each student the opportunity to realize their potential. Today there are 237 teachers and 2020 students in the education center. It operates a theater studio, a school of arts and crafts, and even a hairdresser (the staff are the students themselves). However, director Yamburg says: “I don’t think at all that we grabbed God by the beard. We still have to work and work.”

IN Soviet times an experiment to create an educational institution capable of adjusting the standardized and rectilinear system schooling under the child, was carried out virtually secretly. Different teaching methods were needed, designed for different categories of students. The experience of foreign colleagues was studied clandestinely and also clandestinely introduced into practice.

Today adaptive schools operate in 60 regions of Russia, in the near and far abroad. The author of the system, Evgeniy Yamburg, does not count his followers and emphasizes that other adaptive schools are not copies of Central Educational Center No. 109 - teachers there can use other methods. The main thing is to preserve the basic principles.

Each school should ideally have its own identity. This one has no gray-green-blue walls; the atmosphere in which children spend time should not reek of officialdom. Another fundamental point is that there is everything you need for the educational process. However, in the Central Educational Center it is not customary to mention the number of computers and other equipment; the main thing is the teaching technique. Meanwhile, the center recently purchased a batch of laptops for students in special classes. Quite significant. If we are talking about private school, here God himself ordered to organize “conveniences” at a level above average. But state educational institutions, as a rule, do not shine in this regard. Directly and figuratively. Evgeniy Aleksandrovich says that when he comes to inspect other schools, he first of all pays attention to the condition of the plumbing facilities, and specifically shows me the toilets and washbasins - light tiled floors, flowers, fish in the aquarium...

The school is acquiring branded features. For example, not long ago a piece of Old Arbat appeared - one of the halls was turned into it: almost real lanterns, a model of the facade of the building where Okudzhava lived, benches and a small area that can be turned into an impromptu stage.

On the walls there are caricatures of teachers, apparently to create an informal atmosphere. Naturally, no one is offended - this is customary. A smaller copy of the school principal, made of papier-mâché, is right in front of his office.

Despite its external and internal presentability, this school, in the language of the characters in Chukovsky’s book “From Two to Five,” is the most “everyone” school. In the sense that no one will “cut” your child upon admission. The main principles of an adaptive school are a focus primarily on the child’s characteristics (both mental and physical), a flexible approach to learning and the absence of strict selection at the entrance. Theoretically, people are accepted here regardless of the financial situation of the family. And regardless of certain deviations (except for particularly severe cases, the so-called contingent of special boarding schools), which somewhere would be considered unacceptable. “The sooner we identify disorders (for example, dysgraphia or dyslexia), the more likely it is that we will help the child return to normal by school,” explains Evgeniy Yamburg. Therefore, interviews, including with a psychologist, are conducted here not in order not to take, but in order to determine the volume upcoming work. In practice, preference is still given to residents of nearby areas.

The flexible approach declared by the adaptive school is the opportunity to constantly choose. Including teaching methods. For example, in Waldorf schools they study only according to the Waldorf canons, in the Amonashvili school - in accordance with the methodology of the same name. And here the pedagogical tools can be anything. The main thing is that it suits the children's group.

In kindergarten Central Education Center No. 109 there are groups working according to the Montessori development method, traditional groups, there were groups that used elements of Waldorf pedagogy, etc. How your child will be taught and in which group depends on his knowledge, skills and abilities.

The question that worries parents immediately after admission is what grade will their child go to? At first glance, the system is complex - regular, correctional, gymnasium, lyceum classes... But it is precisely what is needed so that children with different levels there was a place for development in school and so that they felt comfortable at the same time.

It is clear that correctional classes are designed for children who require increased attention from teachers, for those who will find it difficult to study in a regular class. Studying in a gymnasium or lyceum class is more prestigious than in a general education class, but it is also much more difficult. For example, in the linguistic lyceum two foreign languages ​​are studied, in the medical lyceum a serious emphasis is placed on chemistry and biology, etc.

It happens that you don’t want to go to a correctional class. Moreover, parents resist. According to the school director, in such cases it takes a long time to prove that correctional does not mean bad. Working with parents is the responsibility not only of the directorate, but also of the psychological and pedagogical service, without which, according to Evgeniy Yamburg, it is impossible to make the school adaptive. It is explained to stubborn people that in correctional class the child will be given the same knowledge - according to state standard, but using other pedagogical techniques. What's in this class twice fewer students and therefore the teacher has the opportunity to devote to everyone more attention. And that it is better for some children to study here at first and then, having caught up, move on to a regular class, rather than initially getting into a situation of constant failure.

People enter the gymnasium on a competitive basis and at will: if you want, take exams there; if you don’t want, go to a general education class. The task of entering the Lyceum Central Educational Center No. 109 is complicated by the fact that not only students of the center are accepted there - anyone can enter. As well as preparing for admission to special courses at the center. Education at the lyceum begins in the ninth grade.

It is noteworthy that transitions from one stage school life to another in an adaptive school are as gentle as possible. Thus, some of the first classes are located on the territory of the kindergarten, that is, the children who enter them are in a familiar environment; part of the fifths according to the same scheme - on the territory of an elementary school.

By the way, training in gymnasium classes does not begin from the fifth year of study, as in others Russian schools, and from the sixth. At the fifth stage, children get used to new teachers, a new system for organizing the educational process, etc. For students, this is quite serious stress, emphasizes Evgeniy Yamburg.

Classes at Central Education Center No. 109 last until about an hour or two in the afternoon. And then the fun begins.

For example, the school has its own stable with 27 horses. The fact is that the administration of the Central Educational Center decided to introduce hippotherapy into school practice. There are many indications for its use. Thus, even children with cerebral palsy who regularly ride horses improve coordination of movements and develop a sense of self-confidence. Hippotherapy is also effective for less serious health problems.

However, that's not all. At the CO there is a travel club "Zuid-West", whose members in winter develop hiking routes along the Volga (Yamburg residents have been exploring this river for 15 years), search for information on the Internet about each section of the route, putty on watercraft - the school fleet includes 15 six-oared yawls (at the CO There are also two own ships). They go sailing along the Volga in the summer. On the one hand, this is all interesting and, of course, educational. On the other hand, there is another opportunity to mix a variety of children and teenagers. On a hike, after all, everyone is on the same team, who, how and in what grade is already of great importance does not have.

River travel, horses - things are already familiar to both schoolchildren and teachers. But pedagogy is on the march: Central Educational Center No. 109 is implementing new project- together with a dog kennel. Students of the center are now frequent guests there. “Statistics show that in most cases, a child who has a dog at home learns better,” says Evgeniy Yamburg. “The reason is simple: caring for a dog - feeding, walking - disciplines, develops responsibility. In addition, we teach our students to communicate with different children, including disabled people. The first reaction of our children, who first appeared at the boarding school, was shock, they had never seen children in wheelchairs. The owners were embarrassed, but we came with the dogs, and through them, as through intermediaries, the children were all there. -they started communicating. In general, it’s quite serious. scientific work which we plan to continue."

The question of how much all this costs cannot but arise in the mind of a modern parent, who is already accustomed to always paying for everything. Central Educational Center No. 109 is a state educational institution. That is, basic school education here is provided free of charge.

However, some services are paid. For those who have chosen a more serious path of preparation for entering a university - lyceum classes, some subjects are taught by teachers from partner universities training center. For example, from the Higher School of Economics. This item of expenditure is not financed by the state. It is also paid to study the second foreign language in the linguistic class and all kinds of in-depth training courses. For example, studying one subject in preparation courses for admission to a lyceum costs about 300 rubles per month.

Evgeniy Aleksandrovich admits that from time to time it is necessary to resort to the help of parents: maintaining horses, watercraft and other advanced school infrastructure is an expensive matter. But definitely worth it.

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...I travel around the country a lot. I am invited either to a conference on inclusive education or to a forum on working with gifted children. And in the city of Perm, for example, I find out that the education departments enter into an agreement with school directors that their graduates will pass the Unified State Exam at a level no lower than a certain percentage. And the directors enter into an agreement with the parents that their children will pass no lower than such and such... All that remains is for the children to sign in blood, and everything will be fine. For some reason, this theater of the absurd suits officials. But I have already said and written many times and will repeat again: as soon as the reporting for the Unified State Exam is removed from the governor, everything will fall into place.

Today, a whole system has been built that encourages managers, directors and teachers to falsify. At the same time, we are fighting for the purity of the Unified State Examination. We invite riot police, public observers and select Cell phones. Still, you need to look at the root, think systematically. Nothing will be good as long as the results of the Unified State Exam are considered one of the criteria for the effectiveness of the governor’s activities. It’s not the governor’s job to report on the Unified State Examination. His job is to prepare the material base of schools and increase teachers' salaries. As soon as they start asking the governor for results, the theater of the absurd begins, which is what happened with us unified exams. We have “sewn” an essentially liberal instrument onto our scoop. And now we have an annual socialist competition between regions “Who can pass the Unified State Exam better.”

This is just one point related to the Unified State Exam. There is also a second one: the appearance of Unified State Exam indicators leads to hidden dropout of students. Many people know about this. I have a positive attitude towards the external acceptance of knowledge, but why do we give children empty certificates? The point is that the certificate Unified State Exam results valid for only one year. And why? I graduated from school, I want to work, and then I will go to study when I make my choice. This is customary in many countries. There are no ideological, economic or legal reasons not to make the certificate permanent. True, half a step forward has already been made: the army has extended their validity. It's a small thing, but one that will make life easier for thousands of people.

Officials urge directors to be more proactive. They cite the example of small enterprises created at schools, created in certain regions through partnerships with business. I have no words. The examples are good, but not indicative. If the state thought through a system of tax incentives for those who cooperate with the school, so that those investors who invest in school enterprises have an interest in this, this would be a reasonable step. So the slogan “Collaborate, create, try!” It won’t work in our country: taxes will strangle any initiative.

And now the old song about the main thing. I like one phrase of the reverend Orthodox elder Silouan: “Keep your mind in hell, but do not despair.” All over the world, the situation with education leaves much to be desired. There are very serious problem, which we don’t want to think about, much less talk about. This is a problem of genetic fatigue. The more cultured the country, the worse the genes. And we are one and a half generations away from complete genetic exhaustion. And this is not only here, but also in Germany and France. The problem is directly related to the advances in medicine and neonatology. We learned how to care for half-kilogram babies. Great, but such a child will face diabetes, various brain dysfunctions, and so on and so forth in the future. The offspring of this generation will be even sicker - the situation will worsen. In this sense traditional peoples, to put it mildly, having an archaic attitude towards the reproduction of their own kind, are different from us. Everything is simpler for them: 10 children were born, 5 remain. And every year we need more and more defectologists and psychologists, because our children have more and more problems. But instead of expanding the psychological and pedagogical support service, in pursuit of staff optimization, on the contrary, we are reducing specialists in this profile. For what? To increase the salaries of teachers who work with these difficult and problematic children. What is this if not the result of a superficial, unsystematic view of the problem? Anyone sober thinking man understands that the psychological and pedagogical service at school must not only be preserved, but also developed. But you look at the 83rd law, the 86th, and you will see that psychologists and social educators- extra people.

From this we can conclude: educational leaders do not want to think systematically or do not know how. Five years ago, the well-known underground poet Vsevolod Emelin in Moscow wrote: “These teenagers, pale and skinny, will make you shudder Manezhnaya Square..." These lines were written before the events took place. It is foolish to think that the problem will resolve itself. No, it won’t go away on its own.

This problem affects the younger generation of our compatriots, but there is another one. In some Moscow schools, there are more non-Russian-speaking children than Russian-speaking children. And they - immigrants from the Caucasus, from Kyrgyzstan - I note, are much healthier physically (for obvious reasons, again). Some people may not like it, but where can you get away from them if they live and are going to continue to live next to us? We need to change programs, we need to train teachers in the specialty “teaching Russian as a foreign language,” we need to learn to live together and not in words, but in deeds, be tolerant. There's no escape - we'll have to live together. Europe lives with blacks and Arabs. And it’s also clear why they have such a problem. Values ​​have changed. About 4 years ago, in one of the conversations, the following thought was voiced: “Children steal happiness.” The fact is that for a modern European woman, in order to feel like a mother, one child or even a dog is enough. Therefore, European women (aka emancipated ones) give birth late, closer to forty, when the problems of career or business have already been resolved, when giving birth to a child is no longer scary.

We also need to understand: the future lies in lowering the childbearing age. And with all the ensuing consequences, which I have already mentioned. All this taken together falls on the school. Therefore, pedagogy - she is a flighty girl - today should be friends with other sciences: psychology, physiology, cultural studies. This is a very serious issue that requires, among other things, material investments. Solving the identified problems requires maintaining medical and psychological-pedagogical services, developing special programs and monitoring their implementation.

And the last thing I would like to say. We do not have any state concept in the field of education and upbringing. We have a country of not even double, but triple standards. It's not even a shampoo and conditioner in one bottle. We must admit that we are experiencing a crisis in all aspects. First of all, worldview. With all the shortcomings Soviet system The then dominant ideology gave the younger generation a more or less clear and visible image of a bright future. This image of a bright tomorrow helped to live and reconciled with the not very bright image of the present. Where Piglet and I are going today is a big, big secret... Superimposed on the ideological crisis is a moral one. The entire value system is destroyed, and until we restore it (and there is no one to do this except the school), everything will fall out of our hands. Neither an economic model nor mathematical calculations will help us.

We are passionate about the English and American economies, we read manuals on organizing a business, we rely on their advice, and in Japan at the same time they are developing a humanitarian economy. I recently read that they found the most main factor successful market development. It turns out that the most important factor for success is mutual trust. It turns out that when everyone is deceiving everyone, no models work.

What is the conclusion from all of the above? Economic recovery is only possible on a humanitarian basis. We do everything the other way around: we reduce humanitarian content and call it modernization. When Japan emerged from Nazism and fascism, it significantly increased the humanitarian component of school education: music, painting, history, literature. All this was necessary both for the development of the brain (they are developed not only by mathematics), and for the formation of a value system. And only then, after the restoration of the value system, Japan began modernization. And we have?..

I understand that realizing the severity of the accumulated problems is painful, difficult, unpleasant, but there are ways out of everything if you look at the situation soberly, think systematically and make informed decisions.

And we are all in a hurry, in a hurry, we want a five-year plan in three years. The familiar conviviality is visible in everything. Take, for example, the closure of small-class schools, or inclusive education... Everything is thoughtless and hasty. Boarding schools have been closed in some regions VII and VIII kind and placed the children with disabilities to regular mass schools, having previously sent teachers to month-long (!) courses. There is no need to say what came of it...

Of course, this is not the case everywhere. In some places there are still sensible and socially oriented leaders. In Altai, for example, small-scale schools have been preserved. And they did the right thing. It is clear that stretch your legs according to your clothes. And we need to be honest: we are not having an education reform, but a reform of the economics of education. It is not the same. Any education reform must respond to the specific threats that await us and the challenges that are beginning to make themselves known.

“Look” was recorded by Vera Kostrova

Photo from the resource - http://images.yandex.ru