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DB> Aha. I somehow asked the wife to count an amount of mandatory hours of the son (school, , the tutor, ), without the registration of time for sports sections and homeworks. It appeared much more 40 hours per week. Horror what, now it is clear why you repeat an overload.

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DB>> Aha. I somehow asked the wife to count an amount of mandatory hours of the son (school, , the tutor, ), without the registration of time for sports sections and homeworks. It appeared much more 40 hours per week. DO> horror what, now it is clear why you repeat an overload. Why horror? In the same place one only lessons at school about 35 class periods.

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DB> Why horror? In the same place one only lessons at school about 35 class periods. It in what class?

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Hello, De-Bill, you wrote: SVZ>> the Slice of a distributing material I was not retained, scanned: DB> this label was pleasant To me. Practically with all it agree. If by these principles would learn my children I would be only for. Though, partially so my children also study, but not at high school, and in art (FROM and a choreography) and in the mathematical. The problem to apply it to high school that teachers simply do not pull. And and will learn. The program just also is altered." But there is a nuance "(. Your children walk in art and mathematical school voluntary, therefore this reception works. And whether they will learn here Russian, the literature, biology and so forth also voluntary? I  - such a method suits only units. For the overwhelming majority any stimulus is necessary and birches in quality  quite to themselves work. Such a method still can descend if to orient formation on narrow specialization (we tell, the biology and  on all remaining is pleasant). But then it is necessary to do optional visiting of all subjects. To reduce the mandatory program and to strengthen the additional program. Otherwise it turns out that one subject is interesting, he tries to study, remaining 30 frankly miss and goof off (and for nothing spend precious time). And quality of training. You saw new textbooks? These are comics - many pictures, it is not enough formulas, rules and laws are offered to pupils to be deduced independently. While the alternative - to search for old textbooks and manuals for arriving in technical schools/high schools and to prepare on them. And if the purpose - to give all a broad outlook (and after all it is declared that pupils should become such versatile persons that, in quickly changing conditions, to have possibility to master a new speciality) it is necessary to adjust that learned not only that is interesting, but also remaining subjects. I.e. again it is necessary to be returned to the old kind SSSROVSKY program.

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DB>> Why horror? In the same place one only lessons at school about 35 class periods. DO> it in what class? 5 a class, a six days. Mandatory lessons + a little (nearby 2-3) the additional.

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Hello, V. Zudin, you wrote: SVZ> From my belltower it looks so: SVZ> Earlier the state was the principal (unique) employer. Therefore it was put in formation, so to say, for itself. The state it not only . The companies it and all remaining too. Therefore all the same it is nestings "for itself" if the person does not leave having disaccustomed certainly.

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Hello, Ziaw, you wrote: SVZ>> Sometimes you will reflect that the Domestic tyranny and some generations living together, not too badly. Z> here did not understand. You are ready to live in one house with the mother-in-law and to obey the father-in-law or you already the father-in-law and want, that the son-in-law obeyed you? Well earlier so lived, and like not bad would live. Here all business in a habit. Independence, type "in 16 left the house and started to live independently" it remarkably for personal growth. But there is one small moment. In home questions (relations with the spouse (-goj), with children etc.) to you should most walk on a rake instead of using another's experience. To me carried, at us with parents from both sides remarkable relations. They live in a driving half an hour, always it is possible to help and resort to their help. And so on education  I received the valuable advice from mother, its councils work. And books and councils of the diplomaed psychologists (doctors, , sciences) - full .

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DB>> Why horror? In the same place one only lessons at school about 35 class periods. DO> it in what class? And what surprises? In high classes (beginning somewhere with 8th on old, now it is 9th) all life there were six days on 6 lessons in day - here to you and 36 hours.

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DO>> It in what class? TMU> and what surprises? In high classes (beginning somewhere with 8th on old, now it is 9th) all life there were six days on 6 lessons in day - here to you and 36 hours. Surprises nothing, for 8 classes it is normal loading.

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DO>>> It in what class? TMU>> and what surprises? In high classes (beginning somewhere with 8th on old, now it is 9th) all life there were six days on 6 lessons in day - here to you and 36 hours. DO> surprises nothing, for 8 classes it is normal loading. Then your phrase about "horror" is absolutely not clear.

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Hello, V. Zudin, you wrote: SVZ> Well earlier so lived, and like not bad would live. Here all business in a habit. Here at once two problems. One problem that then. Another that like. If something is necessary for the person for a survival it looks at it under another aspect. One question - " I so live?" Is capable now in easy to destroy all domestic tyranny idyll. Approximately as it is easy, as the wife whom sent rebels to wash clothes in an ice-hole or punished physically. SVZ> independence, type "in 16 left the house and started to live independently" it remarkably for personal growth. But there is one small moment. In home questions (relations with the spouse (-goj), with children etc.) You should most walk on a rake instead of using another's experience. Yes, there are other complexities. Moreover, those questions which should be solved to our children can to become for them insuperable. Your independence, by the way, probably did not rescue you completely neither from a rake, nor from another's experience, from a rake as a result of repetition of another's experience. Possibly and with children there will be all will be not worse without any domestic tyranny. SVZ> to me carried, at us with parents from both sides remarkable relations. You nevertheless live separately and at all in adjacent houses.

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Hello, Dym On, you wrote: DO> the Simple example, drawing. The child sees a picture, it is not important where, can in the book. He wants it to repeat. Takes a leaf, a pencil... And it is impossible to it. I correctly understand, what during this moment it is necessary to force to draw it well that he experienced satisfaction from well made operation?

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DO>> the Simple example, drawing. The child sees a picture, it is not important where, can in the book. He wants it to repeat. Takes a leaf, a pencil... And it is impossible to it. Z> I correctly understand, what during this moment it is necessary to force to draw it well that he experienced satisfaction from well made operation? Not correctly.

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Hello, Dym On, you wrote: Z>> I correctly understand, what during this moment it is necessary to force to draw it well that he experienced satisfaction from well made operation? DO> it is not correct. But how violence? It is necessary that the child wanted to draw, differently at it interest disappears. Everything after that it loses interest. That something started to turn out, it is necessary to put a hand, and it is long and persistent work. It is not interesting to the child. Moreover, to it not interesting even simply to draw, when it is impossible from the first. And so, that interest as  woke up, it is necessary to overcome some threshold, and here it is necessary to force.

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Hello, Ziaw, you wrote: Z> But how violence? It is necessary that the child wanted to draw, differently at it interest disappears. Z> Z> Everything after that it loses interest. That something started to turn out, it is necessary to put a hand, and it is long and persistent work. It is not interesting to the child. Moreover, to it not interesting even simply to draw, when it is impossible from the first. And so, that interest as  woke up, it is necessary to overcome some threshold, and here it is necessary to force. DymOn, you with what do not agree? With the citation or a question?

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Z> DymOn, you with what do not agree? With the citation or a question? With that that you drag the fool.

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Hello, Dym On, you wrote: Z>> But how violence? It is necessary that the child wanted to draw, differently at it interest disappears. Z>> Z>> Everything after that it loses interest. That something started to turn out, it is necessary to put a hand, and it is long and persistent work. It is not interesting to the child. Moreover, to it not interesting even simply to draw, Z> when it is impossible from the first. And so, that interest as  woke up, it is necessary to overcome some threshold, and here it is necessary to force. DO> not . And I not , I try to rake that porridge which you welded on. The violence in process training is necessary. But that the child is violence accepted - it is necessary to interest him sincerely. It is possible to force to learn one violence to draw or play a musical instrument, but from this harm will be at all less than favor. Yes, all the same he will draw and play strongly worse those who studied. Your examples with the drawing child perfectly show it.

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DO> What business for the child the core? You watched of children? Itself recall the child. A simple example, drawing. The child sees a picture, it is not important where, can in the book. He wants it to repeat. Takes a leaf, a pencil... And it is impossible to it. Everything after that it loses interest. That something started to turn out, it is necessary to put a hand, and it is long and persistent work. Not so. In the beginning the child does not want to repeat. The child wants to draw and draws. And each picture for it is good, it is pleasant to it. Even if the full nonsense is drawn. And further parents can lead out it in a circle or in art school where besides practically its each operation will be pleasant to it. People love the operation. I.e. the child becomes skilled in the course of favourite activity which gives to it pleasure. The child who has been carried away by drawing, it is not necessary to force, it is not necessary to press on it words that is long and persistent work, he urges on itself(himself) and adjusts, itself tries, alters, if it is not pleasant. And at good teachers it does not lose interest.

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Z> And I not , I try to rake that porridge which you welded on. And what you do? More low you wrote the same as I, Z> Violence in process training is necessary. But that the child is violence accepted - it is necessary to interest him sincerely. It is possible to force to learn one violence to draw or play a musical instrument, but from this harm will be at all less than favor. Yes, all the same he will draw and play strongly worse those who studied itself. Your examples with the drawing child perfectly show it. To what here it is all: Z> But how violence? It is necessary that the child wanted to draw, differently at it interest disappears. And here it: Z> I correctly understand, what during this moment it is necessary to force to draw it well that he experienced satisfaction from well made operation?

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DB> Not so. In the beginning the child does not want to repeat. The child wants to draw and draws. And each picture for it is good, it is pleasant to it. Even if the full nonsense is drawn. And further parents can lead out it in a circle or in art school where besides practically its each operation will be pleasant to it. People love the operation. I.e. the child becomes skilled in the course of favourite activity which gives to it pleasure. The child who has been carried away by drawing, it is not necessary to force, it is not necessary to press on it words that is long and persistent work, he urges on itself(himself) and adjusts, itself tries, alters, if it is not pleasant. And at good teachers it does not lose interest. It works till 6-7 years. By the way, it is one of the reasons start why to go to school since seven years. And then the child sees that that it drew does not correspond to that he wanted to draw. That is during some moment the child starts to estimate the activity adequately. I watch it both on the daughters and on other children. Come the first time on occupations, it is impossible to them, an eye disappointed, it is visible. Some start to be irritated, washing low so all generally can then  or tear sheet with categorical announcements that is more generally to an easel does not approach. And here when the mother-in-law exposes it a hand, and time from the fifth-sixth at them that dash (at first unpretentious) which is necessary, here at last turns out then at once eyes light up, and only then intelligent independent operation begins.

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DO> It works till 6-7 years. To my children much more. And it works (I about drawing and ). Recalling the childhood. And with me worked, and without what or interferences of parents. "Professional" failures in the childhood always caused passion, a sports rage, but never caused sensations of loss of interest. Though, it is assured that there are parents and teachers who can teach something only through "violence". Anything with it you will not do, to an education system there are too many untalented persons.

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Hello, Dym On, you wrote: DB>> at good teachers it does not lose interest. DO> it works till 6-7 years. By the way, it is one of the reasons start why to go to school since seven years. I.e. at school specially start to study already after interest to study disappeared? You do not find it a little wrong?