The period of schooling has a huge impact on the development of a child’s personality, so parents should approach the choice of an educational institution with all responsibility. You should not consider the possibility of transferring a child to another educational institution if the chosen school does not suit the parents in any way: changing schools, especially at the very beginning of education, can have a very negative impact on a young student. Therefore, it is recommended to choose which school to send your child to several months before the start of school, in order to have time to consider all suitable options and finally settle on one.
How to choose a school for a child?
When choosing which school their child will go to, parents will need to collect a lot of information about educational institutions in their city. What criteria should you look for when choosing a school?
Close to home. If the school is located close to home, over time the child will be able to go there independently. However, basing your choice only on this condition, you significantly narrow the range of educational institutions, since there may only be one or two schools close to your home. On the other hand, if you send your child to school at his place of registration, there is a high probability that he will study there together with those children with whom he attended kindergarten or was friends, and this will help him adapt faster to new conditions.
Nutrition. Many schools have canteens where children can have a full meal, but some only have buffets. It is important to pay attention to whether the food outlet sells harmful products (sparkling water, chocolate bars, chips). Of course, this is not of decisive importance for parents who carefully choose where to send their child to school, because in the absence of well-organized nutrition, the child can take lunches to school from home.
Teaching staff. The school must employ qualified teachers, and it is desirable that the majority of teachers have experience working in the educational institution in question. It is also important to pay attention to the teaching experience and qualifications of the primary school teacher who may become your child’s first teacher.
The level of education. Most schools have a standard school curriculum, but some schools have an enhanced or accelerated curriculum. In this matter, in no case should one be guided by one’s own ambitions: it is important to objectively assess the child’s capabilities and realize whether he is ready for an increased academic load. One of the indicators of the quality of education provided by the school is constant participation in various Olympiads. Also, a connection between a school and a higher educational institution can indirectly indicate a good level of education: it indicates that the school’s educational program meets the requirements that universities place on applicants.
Stability of the composition of schoolchildren. When choosing which school to send your child to, be sure to pay attention to whether there is a noticeable “turnover” of students in the educational institution in question. It can occur if many parents transfer their children to other schools, or if students who fail or violate discipline are too often expelled from the school.
Developed extracurricular activities. Pay attention to whether the school has clubs, sports sections, whether cultural events are held (thematic excursions, trips to the theater, etc.).
School specialization. Many parents are faced with the choice of which school their child will go to: a regular school, which is usually located near their home, or a specialized school, where they will have to travel every day, but in which the child is expected to receive a higher level of education. Although the advantage of such educational institutions is the best contingent (after all, they do not accept everyone, but only well-prepared children from wealthy families), here you need to focus only on the child’s abilities and his inclination towards certain subjects.
The most important condition for successful learning is a good first teacher. The child’s academic performance and psychological comfort largely depend on it, so when choosing where to send your child to school, try to find out as much information as possible about the potential first teacher of your future first-grader. In some cases, for the sake of a good teacher, you can turn a blind eye to the school’s inconsistency with some other criteria.
Which education system should you prefer?
Hello, Ekaterina Vadimovna.
I read your articles with interest, and after the text “Experiments on children. Which education system should you give preference to?” I decided to share my personal experience. Honestly, I would never have thought that I would write “dear editors,” but today is September 1, and I took my child to school, although not for the first time. So why not?
I had the opportunity to visit two experimental systems. First, I moved to the 2nd grade with the study of English (in the dying USSR this was a clear innovation), organized in a regular school, and then from the 9th grade, I ended up in a gymnasium. That is, I spent 3 years there, although I was lucky, my studies there began in the 8th grade. To clarify, this happened in a regional center, although not large by Russian standards.
We will pay attention to the 2nd educational institution, since much later it turned out that it was declared as experimental (this was mentioned in passing during training, but attention to this, let’s say, was not focused at all). And the experiment, based on the materials then published by the director, involved testing the following: what will be the result if gifted (a philosophical question, how to interpret this) children are placed in conditions where they need to overcome difficulties (I essentially reproduced it). It was presented to parents as a school of intensive preparation that would allow them to enter a university without any problems (but this was more likely based on snatches of phrases and from my feelings; I haven’t heard it myself). That is, quite promising children from all over the city were collected.
So, there really were a lot of difficulties there, but for some reason I now remember the difficulties not of the enhanced program, but, first of all, of several collection bastards who ended up there as teachers. That is, in my opinion, there were, of course, a number of excellent teachers who taught well, but there were also those who created a psychologically disgusting atmosphere. Moreover, certain events (I’ll refrain from going into details; there’s absolutely no point in doing so) allow me to place the director of the establishment, who was well aware of what was happening, in this role.
What results did the children who initially had abilities that were exactly above average (selection and entrance exams, plus an initial focus on higher education) show in terms of educational results? From my point of view, none of my classmates showed high results (I’m more likely talking about career or scientific achievements) and, as far as one can judge, in other classes and graduations too. Later I heard a lot that once at the city university, the gymnasium graduates had a higher level of knowledge and they simply became bored. At the same time, let’s be honest, due to elementary economic reasons, the majority had no chance of ending up in a prestigious university. Also, after moving to higher institutions, a sufficient number of people loosened their springs, and they went into disarray, which could sometimes destroy their future life. For example, I remember one student who was older than us and showed great promise, who then spent a year in London (he seemed to get into a business school through some kind of program), and then upon returning after some time became a heroin addict. They say that everything got better for him later, I hope that’s true. I won’t give other examples, and it’s too long, but there are also not the most fun ones.
Interestingly, based on the results of training in this experimental institution, I now communicate with only one person from the class, and, as far as one can judge, this is still a good result; half hardly communicate with anyone. In all the time since graduation, the class tried to meet, perhaps only the next (first) year. And if now they ask me to come to a meeting, then I will fight off with some excuse, and I have the desire to never cross the threshold of the gymnasium again in my life, even despite respect for several worthy teachers I met there. I have suspicions that in other classes the situation is not much better.
My friend and I were once talking about this topic, and I came to the conclusion that this is a problem as old as time. It is usually formulated as follows: people against whom violence was used must understand that it is better when there is no violence and everything is good. But for a long time I had doubts about this statement and a certain understanding at the level of sensations, which I once read in words in LiveJournal: a person who is in an atmosphere of violence begins to perceive it as normal and think that in this normality it is better to be the one who does violence applies, and not to those to whom it is applied (something like that). So in this case, the atmosphere created by a number of teachers and the director, supplemented by a complex program, made the psychologically abnormal atmosphere between the students normal (it was really unhealthy: malice, sarcasm and cold heartlessness were in great abundance, many, however, came there with this ). In general, this atmosphere reminds me of what I read about pre-revolutionary and Prussian gymnasiums from a number of authors. Moreover, if there was an opportunity now, I would give a gift to a couple of teachers. Which? In this case, in my opinion, the best gift is definitely a book - Heinrich Mann’s “Teacher Gnus, or the end of a tyrant.”
As I now understand, as a result, the students did not receive the socialization experience of forming stable social connections among themselves. Although this is perhaps one of the most important parts of the learning process. If you look at Western cool universities, getting there is not only knowledge, but also joining the party (this is especially evident in their strange tradition of student fraternities and sisterhoods).
And, of course, you need to take into account that for future life you need interest, and if now the teacher-supervisor acts as such, then after leaving his control, there can only be a search for relaxation and saving energy.
What do we have according to the Hamburg account? An experiment was carried out, which, as was probably expected, should have given a positive result. The experiment seems to be documented (I even read the director’s articles when I was comprehending the experiment) and gave some result in someone’s opinion (also probably positive, which is expressed in places at Olympiads and university admissions). But at the same time, if you look at each specific case, it turns out to be a complete mess. And beyond the scope of documentary information, there remains a certain psychological aspect, which is hardly possible for an outside observer to find out (here you remind me about observation over a long period, and I, an adult with rights, will answer you that I will send such an observer to the very address and if it becomes intrusive, then I will hit the top of the head with a hard, blunt object from the bottom of my heart, if it becomes too intrusive). The fact that you are reading this now is the result of extremely rare accidents, which allowed me to comprehend it from this angle, then write it, and read it to you. However, I don’t pretend to be objective, this is my opinion.
Now about a good, successful school. In my opinion, this is a complex construct that reminds me of large projects such as a rocket to fly to the Moon. The rocket was made, flew, there is documentation, but in 30 years you will not be able to make it again (the figure is just from my head, I think that after the complete termination of the project and after 5 years it will not be revived), because something was not written down, somewhere- then worker John hit with a hammer, and not a single engineer was even aware of it (and now workers are not even given hammers and they say that parts must fit without them), and somewhere a part was made of some unusual material that was made only Bill and Mike have been dead for 10 years.
However, if you really want to develop methods, then the question can be posed as follows: successful (here, of course, there is a question about the criterion, but let’s use the “generally accepted opinion” and the concept of “prestige”) schools exist, why don’t we consider them? Off the top of my head, Eton College immediately comes to mind (if we ignore universities). We can study its present condition, we can study its history. Will this greatly help us in recreating it in Russian conditions?
Dry squeeze as a result. Experiments are being carried out, and our whole life is a continuous experiment, continue to carry them out, just for God’s sake, don’t spoil the children’s future life. And it makes no sense to develop some programs in the form you propose; this is still not science, because the results of the experiment are not reproducible (we remember Popper’s criterion). So you can only continue to develop individual methods over decades and centuries, as in any craft, without a real scientific basis.
Alexander from Moscow
Should I send my child to a specialized school?
In schools with in-depth study, children are provided with a high level of education in the subjects in which the educational institution specializes. These are physics and mathematics schools, schools with in-depth study of one or more foreign languages, legal, economic, artistic and aesthetic schools, as well as schools with a broad humanitarian focus.
When deciding which school to send your child to, remember that he has not even started his studies yet and has not tried himself in different fields. Ask yourself: won’t it turn out that after a few years of in-depth study of the language, the child will begin to demonstrate abilities in the exact sciences? In addition, it is important to consider that in addition to the high workload, increased attention to one subject can lead to one-sided personality development. As a rule, in such schools the same amount of time is spent on studying specialized subjects as on all other subjects combined.
At the same time, studying in a specialized school can make a child more disciplined and purposeful. But do not forget that it is not necessary to choose a specific specialization from the first year of study - this can be done after 4-6 years. Therefore, before choosing a school with in-depth study of any subject for your child, carefully weigh all the pros and cons, and only then make the final decision.
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Boarding schools in Moscow and the Moscow region
All boarding schools can be divided into two types. The first is public schools for gifted children, whom the school is looking for throughout Russia. The second is non-state country schools where children live and study whose parents, for one reason or another, send their child to a boarding school.
State boarding schools select children based on the results of entrance exams, in which it is necessary to demonstrate excellent knowledge in the school’s core subject, as well as high motivation for learning. Studying at such a school is an opportunity to preserve and develop your individuality, to live and communicate in a circle of children with equal levels of development. These schools are distinguished by strict discipline, a scheduled daily routine, a large amount of homework, competition activities and an impressive psychological load. In some schools, you can choose your own schedule of stay and stay in the boarding house overnight not every day, but, for example, only if extra classes finish late or before an important test.
Private schools are usually located on a large area surrounded by forest, which creates excellent conditions for walking and playing sports in the fresh air. Intensive study of foreign languages, choice of several study profiles, individual consultations on preparation for the Unified State Exam enable graduates to enter leading universities. Due to the small class sizes, usually no more than 10 students, an individual approach to each student is formed, the ability to “tighten up” his weak points. Much attention is paid to a healthy lifestyle. All boarding houses have an expanded sports program, since after school students remain at school and have enough time for activities. In most cases, on school grounds there is a sports complex with its own swimming pool and court; in winter, an ice skating rink is installed outside. Schoolchildren go in for horse riding, figure skating, tennis, swimming, and go skiing in Sorochany and Volen.
Without exception, all graduates of boarding schools agree that living away from home, without parents, is only difficult at first, but then school life “drags on.” A busy schedule, a variety of classes and events, and new friends leave no time for despondency. In addition, the telephone and Skype allow you to see and communicate with parents every day. The Ucheba.ru review includes public and private schools where children not only study, but also live.
EDUCATION IN MOSCOW
Departmental affiliation and admission rules:
Preparation for military service in Moscow is carried out by 2 types of educational institutions:
- Belonging to the Moscow Department of Education (GBOU)
- Owned by the Ministry of Defense (MoD)
Different departmental affiliations also determine different forms of training.
Thus, in the cadet corps of the Ministry of Defense, full board with permanent accommodation is provided. Dismissals are only on weekends. Training is carried out in accordance with the orders of the Ministry of Defense. An example of such a corps in Moscow is the Moscow Cadet Corps “Boarding School for Pupils of the Ministry of Defense of the Russian Federation”. Children are accepted regardless of place of residence. Training is free .
Cadet schools, owned by the Moscow Department of Education , are primarily secondary general education institutions, where children, along with general subjects, study additional subjects of military training. They wear a special cadet uniform and adhere to a specific daily routine.
Cadet schools of the Department of Education can be boarding schools and regular schools. The difference is that children stay in boarding schools 5 days a week and can only come home on weekends. In regular cadet schools, children come and go every day.
The Moscow Cadet Schools of the Department of Education accept children with Moscow registration for the entire period of study.
Education in cadet schools is free. Only the uniform is purchased at your own expense.
How to enter a cadet school
If you decide to send your child to a cadet school, first decide which one - the Ministry of Defense (MO) or the Department of Education (DO) (see above)
Here it is necessary to keep in mind that there are much fewer cadet corps of the Ministry of Defense than those belonging to the subsidiaries and it is quite difficult to get into them and the requirements there are much stricter. It is reasonable to enroll in the cadet corps of the Moscow Region if you know for sure that your child’s future is military service.
In all other cases, you can choose to enter the cadet school of the Moscow Department of Education (DO).
Then you need to choose the school that is most optimal for you. First of all, decide what you need - a cadet boarding school or a regular cadet school .
After the choice has been made, it is advisable to get acquainted with the available cadet schools for the quality of education and child support. Unfortunately, these parameters may vary significantly from school to school.
Cadet schools (CS) accept both 1st and 5th grade. Admission to other classes is also possible subject to availability. Some schools accept only boys, some only girls. There are classrooms that provide blended learning.
Here you can see the catalog of cadet schools in Moscow.
In order to get a general idea of the “quality” of a cadet school, read the reviews from students and parents of these schools.
Some useful tips just before admission:
Once you have decided on the questions listed above, you need to attend the open day of the cadet school . As a rule, they take place in February-March. Here you can see the school from the inside, meet the teachers, and ask any questions you may have.
Prepare the necessary documents in advance so as not to waste time on this upon admission. Documents are accepted from March to July.
Admission rules and medical contraindications
- Rules for admission to cadet and Suvorov schools of the Ministry of Defense
- List of medical contraindications for admission to cadet schools
Children who are fit for health reasons for intensive physical and military-applied training are accepted to study in cadet schools from grades 1 to 11. Admission is carried out on a competitive basis.
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The Day of Knowledge! Which school did Elina Morozova go to and how are teachers preparing for September 1?
02.09.2019 at 17:00
Egor Titov
1044 views
The first school bell of the new school year rang in Ulyanovsk schools. Tomorrow more than 16 thousand first-graders will sit at their desks.
In the oldest educational institution in Ulyanovsk, Elina Morozova was awarded the honorary mission to give the first bell. The daughter of the head of the region went to the first grade of gymnasium No. 1 named after Lenin. The guest of the ceremony was the governor, who congratulated all schoolchildren, teachers and parents on Knowledge Day.
Sergey MOROZOV – GOVERNOR OF THE ULYANOVSK REGION
— The first school day of September occupies a special place in our holiday calendar, in our hearts. This is a truly wonderful, bright, kind holiday.
On the holiday, all first-graders of the gymnasium received free tickets to the theater for young spectators and went to their first lesson. It was called “Victory Lesson” and was dedicated to our glorious grandfathers and great-grandfathers, who managed to defend the country in the Great Patriotic War.
Parents of first-graders greet the holiday with excitement. Those who have already overcome this important milestone have more peace of mind.
Olga DEMINA – MOTHER OF A SECOND-GRADE STUDENT SOFIA
“We go to school as if we were going to our own home, of course, it was a difficult year, we didn’t know anyone. Now we have met many people and really appreciated this school. Very pleased.
And they remember how the first of September passed at their school. Traditions remain unchanged, and school years are remembered very well.
Elvira SABITOVA – MOTHER OF A SECOND-GRADE STUDENT ADELINA
“To this day, when the song “They Learn at School” plays, I get so excited and tears well up. This is the same solemn mood, I remember how my mother and father led me.
For the first time in first class. This phrase is relevant not only for schoolchildren, but also for students. For freshmen, everything is also new.
Ekaterina ANTIPOVA – FRESH-YEAR STUDENT OF THE FACULTY OF HISTORY AND PHILOLOGY ULGPU
- Feelings of a certain kind of excitement. This is still a new life, new acquaintances. It's terribly interesting and exciting, I think so.
Maxim YAKUSHIN – FRESH-YEAR STUDENT OF THE FACULTY OF FOREIGN LANGUAGES ULGPU
— I want to be a teacher. Pedagogical education is in great demand at this time. And I want to teach children, because I think that this is my calling.
Many more Knowledge Days await future teachers. Teaching is a great honor, but also a great responsibility. Moreover, when graduates of Ulyanovsk Pedagogical University come to work at school, many changes will occur in educational institutions.
Tamara DEVIATKINA – ACTING RECTOR OF THE ULYANOVSK PEDAGOGICAL UNIVERSITY NAMED AFTER I.N. ULYANOVA
— Pedagogical universities in Russia face a special task, since the national project “Education” is being implemented. And those who came to us for the first year are those who will implement this national project.
This year, 1,100 students entered the first year at the university. Governor Sergei Morozov congratulated them on the start of the new school year.
