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The role of upbringingis assessed in different ways - from the approval of the complete meaninglessness (in bad heredity
and bad influence of environment) to the recognition of his only means of changing human nature. Upbringing can achieve great
things, but you cannot change a person completely.
The most important task of upbringing - revealing aptitudes and talents, and development in accordance with the
individual characteristics of a person, his abilities and capabilities.
Special studies have shown that education can ensure the development of certain qualities, only relying on the inherent
nature of the makings. Impacting on human
development, education itself depends on the development, it constantly relies on the
achieved level of development.
Objectives and methods of education must not only conform to the level of development already achieved the child, but
also the "zone of proximal development." Just a good education is recognized that development goes ahead. Developing
individual education, leading the development that focus on the processes that have not yet matured but are in the process of
becoming [4].
There are many classifications of types of
upbringing
. Thus, according to the forms (institutional based) distinguish
between family, school, faith-based (religious), dissocial
upbringing, upbringing in special schools (penitentiary), place of
residence, out of school; content - labor, mental and physical; by the dominant principles and
style of relations, "the teacher -
educability" - authoritarian, free, democratic; on objects of education - ideological and political, moral, sexual, sex-role,
aesthetic, economic, civil, international, patriotic, legal, environmental. The direction of education is determined by unity of
purpose and content. Let us briefly consider some of the types of upbringing.
Not all groups are cooperative. Placing people
in the same room, seating them together, telling them they are a group,
does not mean they will cooperate effectively. To be cooperative, to reach the full potential of the group, five essential elements
need to be carefully structured into the situation: positive interdependence, individual and
group accountability, promotive
interaction, appropriate use of social skills, and group processing. Mastering the basic elements of cooperation allows teachers
to:
1.Take existing lessons, curricula, and courses and structure them cooperatively.
2.Tailor cooperative learning lessons to unique instructional needs, circumstances, curricula, subject areas, and students.
3.Diagnose the problems some students may have in working together and intervene to increase the effectiveness of the
student learning groups.
The first and most important element is positive interdependence.Teachers must give a clear task and a group goal so
students believe they “sink or swim together.” Positive interdependenceexists when group members perceive that they are linked
with each other in a way that one cannot succeed unless everyone succeeds.If one fails, all fail.Group members realize, therefore,
that each person’s efforts benefit not only him- or herself, but all other group members as well.Positive interdependence creates a
commitment to other people’s success as well as one’s own and is the heart of cooperative learning.If there is no positive
interdependence, there is no cooperation.
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