The processes that it induces have a certain timing – their nature is such, you cannot deceive it

The processes that it induces have a certain timing – their nature is such, you cannot deceive it

I had to take “Fatalist” immediately. There is also an opera – we are watching the pieces. 9 lessons. Try to keep within. Of course, if the teacher himself has nothing to say about the Queen of Spades, he can be exhausted in 45 minutes. But the truth is – this book is quite enough to provide an even, strong flame for at least three weeks. (By the way, I have 40 minutes lessons. This means that for every 9 lessons I lose one lesson in comparison with other schools).

3 weeks Gogol’s “Portrait”. The same story as with PD.

3 weeks – Pushkin’s biography. There are so many different differences mixed and intertwined around this life. And there are so many poems about Pushkin’s life. And the pictures (ok). Memes alone for a lesson no less. We also weave Pushkin’s poems into this biography. And when you read a poem, you talk about it. And when you speak, you argue. And when the 9th graders argue, go and stop them.

Onegin. Oh. I will be silent. And with reverence I will listen to those who know how to talk about him in 5-6 lessons. For 5-6 – this is provided that everyone is interested, everyone has read and is ready. For these 5-6 lessons to happen, you need three times more around – all for the same, sorry, warming up. In short, I have Onegin – it’s 8 weeks. 2 months.

In total, it has already taken me 27 weeks.

The remaining 7 – on Lermontov. A life. Poems. “Hero of our time”. The main novel for teenagers. About what manipulation is and how to play on the strings of the human soul. And what to do if you don’t want to be manipulated.

All this – in an ideal scenario. In reality, there is less time and you have to hurry.

Well now, count how many more or less large things I discussed with the children in a year. The same 5-7 https://123helpme.me/hero-essay-example/. But how much I have put everything around! But the main thing in this process is this: we constantly check the pulse and temperature of the class – are they alive? Do they want to read? Are they interested in discussing? What is being discussed is appropriated, becomes your own? If not, we start resuscitation measures, search, try, change. After all, our book dies when its consumer dies.

If the class is dead, if the child is not included, the book will not come to life.

And after all this, I find it funny to hear that I and people like me hate Russian classics and want to remove it from school. And that only the standard, in which there will be 25 works per year, will save her.

Tell me, would you like to study in such a system that I described? Or for your children or grandchildren to learn like this?

Option one – I would close it just like a required subject. So that all dead methods, clichés, words, exams, textbooks and people fall off from her. Let the circles, electives, literature studios, reading aloud by candlelight, everything where creativity and voluntariness go. And let the compulsory subject be the extended Russian language, where they will learn to read, understand and write different types of texts, including fictional ones – precisely instrumental, practically, for needs, needs and business.

The stump is clear that this option will never come true here.

Sergey Volkov. Photo from a personal Facebook page

Therefore, the second option would leave 5-7 compulsory books for each year. The rest is optional – teachers and children.

Why 5-7? Well, because you have to live in a book for some tangible time. We must first motivate to read it. And for this, you often have to read the book aloud, work as a warm-up, so that further reading is vulgar. It is necessary in the process or in the finale around the book to arrange some kind of action: put pieces out of it, come up with a book trailer, arrange a debate, visualize a bubble like a poster or a poster and tyda. It seems to me some great lie to think that if a book is assigned for a lesson, then everyone comes after reading it. It is only if unread is beaten with current, then maybe.

In reality, in reality, a modern literature teacher should be the organizer of reading. A motivator, a facilitator, a mass entertainer (forgive me if I offended anyone).

The processes that it induces have a certain timing – their nature is such, it cannot be fooled.

Duc here. Back to 5-7 books. The school year is approximately 34 weeks. They rarely remain entirely – teacher’s illnesses, quarantines of children, CDS, force majeure, children are removed from school for a variety of reasons. But let there be an ideal – 34. In a week we see the children in literature 2 or 3 times, depending on the grade (I’m talking about grades 5-9 now). And this is what I get, for example, in my 9th. Not as it should be in a spherical vacuum, but in reality.

For 5 weeks we sat on romanticism in general and on Pushkin’s poems and “Gypsies”. Five weeks is 15 meetings. Talk about romanticism as a direction in art and as a worldview, see painting, listen to music. “Gypsy” to read aloud and beat about Pushkin’s questions. Compare with Makar Chudra. Read Carmen and talk about opera while listening to the pieces. Read and discuss a certain number of verses. Write something yourself. At the end, make a poster in which to reflect what was understood. I’ll tell you that it’s very difficult to fire all this in such a time.

For 5 weeks we sat at Griboyedov. Biography of an interesting person. Read “Woe from Wit” – practically by role. Conversations and discussions, written work. We put pieces and watched excerpts from the performances. 15 lessons. Lot? Not at all. It began with indifferent detachment – it ended with hot battles of several Chatskys.

For 3 weeks we sat at the Queen of Spades. Because there is a lot to read and discuss. Read right in class, with stops. To ask questions. Again, the theme of cards, fate, fate, chance. Mystic. I had to take “Fatalist” immediately. There is also an opera – we are watching the pieces. 9 lessons. Try to keep within. Of course, if the teacher himself has nothing to say about the Queen of Spades, he can be exhausted in 45 minutes. But the truth is – this book is quite enough to provide an even, strong flame for at least three weeks. (By the way, I have 40 minutes lessons. This means that for every 9 lessons I lose one lesson in comparison with other schools).

3 weeks Gogol’s “Portrait”. The same story as with PD.

3 weeks – Pushkin’s biography. There are so many different differences mixed and intertwined around this life. And there are so many poems about Pushkin’s life. And the pictures (ok). Memes alone for a lesson no less. We also weave Pushkin’s poems into this biography. And when you read a poem, you talk about it. And when you speak, you argue. And when the 9th graders argue, go and stop them.

Onegin. Oh. I will be silent. And with reverence I will listen to those who know how to talk about him in 5-6 lessons. For 5-6 – this is provided that everyone is interested, everyone has read and is ready. For these 5-6 lessons to happen, you need three times more around – all for the same, sorry, warming up. In short, I have Onegin – it’s 8 weeks. 2 months.

In total, it has already taken me 27 weeks.

The remaining 7 – on Lermontov. A life. Poems. “Hero of our time”. The main novel for teenagers. About what manipulation is and how to play on the strings of the human soul. And what to do if you don’t want to be manipulated.

All this – in an ideal scenario. In reality, there is less time and you have to hurry.

Well now, count how many more or less large things I discussed with the children in a year. The same 5-7. But how much I have put everything around! But the main thing in this process is this: we constantly check the pulse and temperature of the class – are they alive? Do they want to read? Are they interested in discussing? What is being discussed is appropriated, becomes your own? If not, we start resuscitation measures, search, try, change. After all, our book dies when its consumer dies.

If the class is dead, if the child is not included, the book will not come to life.

And after all this, I find it funny to hear that I and people like me hate Russian classics and want to remove it from school. And that only the standard, in which there will be 25 works per year, will save her.

Tell me, would you like to study in such a system that I described? Or for your children or grandchildren to learn like this?

Tell me, colleagues, has this happened to you? Are you at the blackboard with glowing eyes and a presentation, and the schoolchildren are sitting, buried in their gadgets, and they wanted to spit on you and on the presentation?

Self-esteem falls below the plinth, and immediately a disgusting voice of public opinion is heard “you can’t interest, the lessons are boring”.

The administration strongly recommends working to increase the educational motivation of students.

And the teacher begins to turn his lessons into a show – a quiz lesson, a conference lesson, a game lesson, a quest, KVN. It takes a lot of time and effort, but the efficiency from such lessons is very low. The learning process has its own laws. The only plus is that the teacher himself is interested. Well, and a flock of excellent students whose cognitive processes are normal.