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The purpose of the research is to study the student's ideas about temperament and its properties. Tasks: 1. The role of the child's temperament; 2. Diagnostic behavior; 3. Perform quantitative and qualitative analysis

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Temperament is a stable set of individual psychophysiological personality traits associated with dynamic, not content-related aspects of activity. 1. General concept of temperament. Definition of temperament.

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Choleric: the nervous system is strong, unbalanced, mobile. Sanguine: the nervous system is strong, balanced, mobile. Phlegmatic: the nervous system is strong, balanced, inert. Melancholic: the nervous system is weak. Types of temperament

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Sanguine students. The positive aspects of these students are vigor, quick reaction, sharpness, quick transition from one type of activity to another. They are cheerful, they are leaders by nature. Among the shortcomings of students with a sanguine temperament are superficiality in working with educational material and therefore superficiality of its assimilation, restlessness, insufficient endurance, instability and insufficient depth of feelings, lack of persistent cognitive and professional interests, “scattered” and variety of hobbies. Influence of temperament on learning activities Sanguine students should be convinced of the need to bring the work started to the end, for a deeper assimilation of the educational material, draw their attention to interesting aspects of the assignment that the student did not notice. They need to be encouraged, talked about the prospects of work, develop a sense of responsibility, self-exactingness, perseverance in work.

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Pupils are melancholic. They quickly develop mental fatigue, so it is advisable to allow as much time as possible to rest. This is especially important during the transition from primary to secondary, when children first encounter multidisciplinary subjects and the office system, which dramatically increases the load on the nervous system. The weakness of the nervous processes in melancholic students also means reduced resistance to the influence of failures. Pupils are melancholic. They quickly develop mental fatigue, so it is advisable to allow as much time as possible to rest. This is especially important during the transition from primary to secondary, when children first encounter multidisciplinary subjects and the office system, which dramatically increases the load on the nervous system. The weakness of the nervous processes in melancholic students also means reduced resistance to the influence of failures.

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Choleric students. They are characterized by irascibility, harshness, intemperance, intolerance to comments in their address, high self-esteem. An important task in working with them is to prevent the appearance of affects. To do this, you need to switch your attention from the object that caused negative emotions to some "neutral" object so that there is a decrease in excitation, and only then make a comment. You need a calm, balanced atmosphere of the social environment. Conflict situations should be avoided, but this does not mean that for this it is necessary to indulge in whims, rudeness, and wrong actions. The high speed of nervous processes can be the cause of various educational difficulties and mistakes of schoolchildren. ... The fast pace of writing, which negatively affects its quality (poor handwriting, missing letters); haste when reading, leading to misreading or misreading words and, as a result, poor reading comprehension; errors in performing computational operations with an insufficient degree of their automation - these are the difficulties in educational work, the cause of which may be the natural high speed of the students' nervous processes. In each of these cases, special techniques should be used that "neutralize" the student's disposition to too high a pace of completing assignments

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Children with phlegmatic temperament need more time to complete cognitive tasks, to practice exercises, to prepare an oral answer at the blackboard. They often have the mistaken attitude to avoid quick actions, as if they doom him to frequent mistakes. He resigns himself to the fact that he moves and speaks more slowly than other children, and no longer makes any attempts to act at a faster pace. Children with phlegmatic temperament need more time to complete cognitive tasks, to practice exercises, to prepare an oral answer at the blackboard. They often have the mistaken attitude to avoid quick actions, as if they doom him to frequent mistakes. He resigns himself to the fact that he moves and speaks more slowly than other children, and no longer makes any attempts to act at a faster pace.

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Among the individual personality traits that clearly characterize human behavior, his activities and communication with other people, a special place belongs to temperament. Temperament should be understood as individually peculiar properties of the psyche. In the course of the study, it was revealed that the type of temperament does not have a decisive influence on the success or failure of training, it affects the individual style of a person's behavior in educational activities, which affects the effectiveness of training. Conclusion

A child of choleric temperament is quick-tempered, daring to the point of insolence, stubborn and proud.

The whole figure, posture, gait, face, speech laconic, but expressive, shows an exaggerated consciousness not only of personal dignity, but also superiority over others, the consciousness is not boastful, but as if involuntary. She really wants to be older. The desire to be older sometimes gets ridiculous.

External manifestations of this desire:

1. lifts his shoulders,
2. wants to speak in bass
3. avoids peer society, avoids children's games and activities,
4. tries to stay close to adults and take part in their conversations,
5. he tries to lead and even command people he knows well.

If it is included in a children's society, then

1. sharply brings his "I" and some seriousness into it,
2. captures the role of organizer and manager,
3. establishes its own rules, settles quarrels, disputes,
4. requires submission to yourself.

And in the event of protests or when he has to play a subordinate role, he leaves, sometimes upsetting the general occupation, the general game. The courage and decisiveness of a child of choleric temperament often leads to risky antics, to complete disregard for all sorts of dangers, deprivations and punishments, often evoking involuntary respect and even surprise in other children.

Difficult life, as you can see. How to live a choleric person in harmony with himself.

Choleric at school

1. At school, such a student is an entertainer and leader of the class struggle with an unloved teacher. And it is not easy for a teacher to cope with this enemy and rival, because the class easily falls under the influence and with great difficulty gets rid of it.

This influence serves as an inexhaustible source of the spirit of enmity and opposition. And the student himself is able to fight stubbornly and for a long time. To conquer and humble a class, one must defeat this brave, proud and resourceful leader, who is sometimes strong not physically, but moral strength.

Here, power and punishment can not do anything, but you can bring the student to extreme anger and to death. But this is not what the teacher's victory should be.

2. Thought of a choleric person is deep, sharp, tense. He learns not because they are forced to do this, not out of pleasing someone, not out of extraneous calculations. There is an internal need for this: the student wants to know everything - and to know not just somehow, but as fully as possible. He is not content with the textbook and the teacher's explanations; a student of choleric temperament is characterized by a critical attitude towards the teacher, and towards the book, and towards school procedures. That is why he easily falls into exaggerated conceit, sincere and convinced, but alien to boastfulness.

3. Feelings of a person of choleric temperament, both egoistic and altruistic, are deep and strong. Thought, feeling and desire immediately turn into action. The choleric is given to the cause not in half, but completely. He stubbornly achieves his goal, does not spare labor, does not retreat before obstacles or dangers.

How to act on a student?

As the essence of the choleric is revealed by the desire to subordinate everything around him to his own authority, then the teacher's attitude towards him is best based on the same.

It is a fact that a person of choleric temperament, striving and knowing how to subjugate others, is inclined to obey the authority of another, stronger person, society, state, idea, belief that he unites this authority with his own personality, and tries to subordinate others to him without looking back. as your own authority. Most of the fanatics who laid down their lives for the idea, for science, for the fatherland, for religion, were choleric.

Therefore, the whole task of the teacher here is to put his own authority and the school's authority above the authority of the student.

Inappropriate

Concessions, affection, condescension, easily seeming signs of weakness, are inappropriate here.

It takes firmness, consistency and impeccable justice for the student to respect the teacher.

Of course, this requires not so much the strength of external power as moral strength and conviction. They alone can influence this student. He submits to them more readily than to gross violence, which always awakens contradictions and hostility in response.

For a child of choleric temperament, a teacher not only can, but simply need to explain his requirements with arguments, evidence, because the arguments will not be in vain. If the teacher succeeds in this way to subordinate the "I" of the student of choleric temperament to the authority of his "I", he acquires such a devoted friend who will help a lot: he will have a beneficial effect on the whole class, and he can always be relied on.

Encouragement

If a choleric person is praised and approved, then this:

1. on the one hand, it has a positive effect on the student, strengthening the desire for self-improvement,
2. on the other, they develop even more the characteristic conceit in him.

Therefore, the teacher will act prudently if, while remaining impeccably fair, he is restrained in his approvals and praises and in no case allows himself to clearly distinguish this student from a number of comrades with any advantages or exclusive privileges..

1. Let this capable and proud schoolboy get used to being content with his own consciousness that he did the job well, as the best reward.
2. Let him love work and work for the sake of work itself. The principle for a choleric person: if you don't have a job, come up with one.
3. Let not selfish emotions, like pride, vanity, ambition, but more sublime ones, like a sense of duty, gain predominant significance.

Particular attention should be paid to the attitude of the choleric to his comrades and directed to helping them, giving vent to his pride, which would be satisfied with a noble awareness of his usefulness to others.

Such is the choleric person at school.

Strengths and weaknesses of choleric temperament in the video clip. These characterological traits must be borne in mind in order to properly educate.

Many factors, both external and internal, affect a child's learning ability and academic performance. It seems self-evident that the psychological characteristics of the child should greatly influence his learning activity, but they are rarely taken into account by school teachers.

The modern education system involves the interaction of a teacher with a certain averagestudent, and an individual approach to teaching, although understood as the most effective, is still not practiced. A bunch of problemsin teaching are associated with the imperfection and lack of modernity of education.

For example, all the children in the class are given the same homework. Both a poor student and an excellent student on the test solve the same problem in the same period of time. One student knows the topic perfectly, but simply does not have time to answer all the questions of the test and gets a bad mark, and the other, knowing nothing, peeps at the answers in the cheat sheet and gets a high mark. If one student in the lesson is bored of the fact that he already knows everything, and it is very difficult for the second to understand even the name of the lesson topic, this does not mean at all that the first is smart and the second is stupid. In the end, the child may simply not like the teacher and vice versa.

One can talk for a long time about the shortcomings and omissions of the education system. Parents' task- to help the child adapt to this imperfect system.

Good grades should not be an end in itself, it is much more important for schoolchildren to assimilate the knowledge necessary for life, to learn how to study, to decide which area of \u200b\u200bhuman knowledge is most interesting in order to later choose a profession. This can be done only by knowing and understanding personality traits.

Individual style study, matched to the type of temperament and other personal characteristics of the student, helps him to learn. Parents who do homework with a child at home act as a teacher, so they must know his typological characteristics and build on this knowledge when choosing the methods and time of teaching.

Types of temperament

One of the components of a student's personality that determines academic performance is temperament- a congenital set of psychophysiological characteristics associated with the excitability of the central nervous system. Temperament is the speed and strength of the processes of excitation and inhibition in the cerebral cortex. It determines not only emotionality and sensitivity, but also the style of activity, the way of response and behavior.

Temperament, as opposed to character, is congenital characteristic and only slightly amenable to changes during life. The character is brought up in childhood and can change in the process of self-education in adulthood. It usually compensates for the negative aspects of temperament.

For example, the slowness inherent in phlegmatic people is often compensated by such a character trait as perseverance, which helps such children stay in the classroom and do the task, even if other, more nimble students are already frolicking during recess.

Temperament is revealed very soon after the birth of a baby, during the first year of his life. And although there are no pure types of temperament (most often mixed types are observed), nevertheless one of them prevails.

Stands out four types of temperament:

1. Choleric. Strong, but unbalanced type of temperament. Choleric people are active, active, proactive, persistent, emotional, quick-tempered, aggressive.
2. Phlegmatic person. Strong, balanced, but inert type of temperament. Phlegmatic people are calm, reasonable, peaceful, purposeful, constant, principled, slow, outwardly "cold" and insensitive.
3. Melancholic. Weak type of temperament. Melancholic people are sensitive and sensitive, kind, responsible, friendly, vulnerable, withdrawn, anxious.
4. Sanguine.Strong, unbalanced, mobile type of temperament. Sanguine people are sociable, active, creative, cheerful, optimistic, frivolous, fickle.

How children with different types of temperament learn

Temperament manifests itself in any human activity and, of course, in the leading activity of each age stage of development.

Leading activity Is an activity, the implementation of which determines the formation of the main age-related psychological neoplasms and contributes to the further development of the personality. For younger students, this type of activity is learning activities, that is, study.

The correct organization of study develops labor skills in the student. The learning process must be perceived positivelyto make learning meaningful. Both insufficient and excessive stress negatively affect the physical and mental health of the student.

Generally speaking, in the modern education system more successful it turns out those students whose temperament is predominantly phlegmatic or melancholic. Sanguine and choleric people tend to have lower grades than melancholic and phlegmatic people.

Choleric a hard-working and hardy student, but often spends all his strength at the beginning of the activity, which is why he quickly gets tired. Figuratively speaking, choleric people quickly "light up", get carried away by the task, but just as quickly and "go out", overdoing it at the very beginning. Choleric people like to work intensively at an accelerated pace. If the task is interesting to them, capable of a lot in a short time, in this case their productivity is extremely high. They are real "Stakhanovites": do not be afraid of the volume, limited time and complexity of tasks.

Sanguine has a lightning-fast reaction and knows how to adapt to an unforeseen change in circumstances. He is productive in his studies only if it is carried out in an interesting form (for example, play), otherwise he becomes bored, he is lazy and tries with all his might to avoid completing the task. Learning is easy for them, they learn new material quickly, but do not strive to study it deeper. Sanguine people are able to do several things at once, their attention switching speed is high, but such multitasking work is often superficial. Many careless mistakes are possible.

Sanguine and choleric cheerful, cheerful, sociable, active at school, almost never tired, lethargic or relaxed. They do not experience any tension when assimilating new material, they easily memorize a large amount of information, quickly answer questions and complete tasks. Such children are perceived to be so naughty, uncontrollable, too freedom-loving.

Choleric and sanguine people do not like to check the work done for mistakes. They also do not like to analyze, classify, plan, draw conclusions, and these skills are very important in their studies. But the most significant problem for such students is the lack of self-control, perseverance and lack of concentration. These qualities need to be developed.

Phlegmatic the most able-bodied students, persistent, persistent, accurate and attentive. Their slowness is more than compensated by diligence. A phlegmatic person can “wedge” into work for a long time, but when he is already immersed in it, then seriously and for a long time. They like to understand, analyze, compare facts, study the topic from all sides and points of view. They are diligent students who respect teachers.

Melancholic they are very diligent and scrupulous, they like to get to the point, they are as diligent as phlegmatic people, but they get tired much faster, they often have to take rest breaks. Sometimes they lack tenacity, self-confidence and willpower (especially if they don't like the task). They love to work not under compulsion, but under inspiration.

Phlegmatic and melancholic they behave calmly and restrainedly in the classroom, they are obedient and inquisitive children. Their accuracy and diligence reach the point of pedantry and perfectionism. At home, phlegmatic and melancholic people study most of the time. Parents are glad to see their child so diligent and obedient, but for harmonious development he needs not only study. Games, communication with peers, hobbies should not be excluded from a child's life.

Sanguine and choleric people often lack patience and diligence. Testing of knowledge at school is usually carried out in writing, and such tasks are easier to complete for melancholic and phlegmatic people. It is more difficult for them than for choleric and sanguine people to learn new educational material, but perseverance and hard work lead to the fact that they become excellent students.

It is important to remember that each type of temperament in learning activity can manifest itself both positively and negatively, depending on the chosen methodology, assignment, teaching style and teacher's personality.

Success in life has nothing to do with good performance at school; rather, on the contrary, the opposite picture is observed: students who did not study well at school or skipped school altogether are more successful in adulthood than excellent students. School is a necessary stage in the life of every person, passing through which it is important not to lose the ability to think outside the box and believe in yourself.

1. E. Belonoshchenko "Born with character"
2. D. Keirsey “Please Understand Me - II. Temperament. Character. Intelligence"
3. I. Briggs-Myers, P. Myers “MBTI. Definition of types. Everyone has their own gift ”
4. T.P. Bryson, D. Siegel “Discipline without drama. How to help your child develop character ”
5. J. Gottman, J. Decler

Dcholeric children are quite active. They quickly get down to business and see it through to the end. They love massive games and competitions, often organize them themselves, taking an active part in them. They are active in the lesson, easily get involved in work. But it is difficult for them to perform activities that require smooth movements, a slow and calm pace, since their natural characteristics are opposite to the required qualities. The choleric person shows impatience, sharpness of movements, impetuosity, etc. Therefore, he can make many mistakes, write letters unevenly, miss words, etc.

A child with this temperament stands out among his peers for his impetuosity. His movements are fast and lively. During the lesson, he constantly changes his posture. He talks to other guys continuously. Very active. The teacher is ready to answer any question without thinking, and therefore often answers inappropriately. Speaks loudly, quickly. He almost never sits still, is ready to run all the time, start fights with the guys. In annoyance and irritation, he is very quick-tempered, easily enters into a fight. He is characterized by a cheerful, cheerful, rapidly changing mood. Differs in very expressive and strong emotional reactions,

expressive facial expressions, energetic gestures. Intemperate and unsettled

(his drawings are usually large). But he shows confidence and perseverance in fulfilling orders. His interests are fairly constant, stable. He is not lost when difficulties arise, overcomes them with great energy.

Choleric people think vigorously and are supported by steady attention. Such students read faster, tell, retell at once, with enthusiasm. However, such a long and strenuous work tires the student so much that in order to restore his working capacity, he must then rest for a long time.

Students of this type often work with enthusiasm in different circles. Choleric people have high motor activity. Their movements are distinguished by great strength, sharpness and expressiveness. They have rich facial expressions, energetic gestures.

Lack of emotional and motor balance of a choleric person can result in incontinence, irascibility, inability to self-control in emotiogenic circumstances. Children of this type of temperament tend to be resentful and angry. The states of resentment or anger are stable, long-lasting. Through upbringing, it is possible to develop restraint in the choleric person, direct his characteristic energy to more accurate performance of the activity, as a result of exercises, understanding together with the student his mistakes and working with them, the child gradually develops a new pace of activity.

Educational and educational work with choleric children... With regard to choleric people, it is necessary to take into account that it is often their characteristic activity, mobility, assertiveness, emotionality that helps them to take a favorable position in the "children's society". Therefore, it is advisable to use their favorite outdoor and sports games in the formation of the "I-concept", optimization of the relationship of these children with their peers.

Choleric people are easily excitable, as a rule, very energetic. The difficulty of teaching and raising an excitable child is often aggravated by the wrong attitude of adults towards him, who at any cost try to hinder the child's activity and restrain his mobility. There is no need to forbid him to be active, no need to lead him by the hand, read notations. It is much more expedient to support his useful hobby, to strive to organize his life in such a way that his activity finds useful application. It is necessary to reckon with the fact that a choleric child is easily aroused, it is difficult to stop, calm him down, put him to sleep. In no case should one use "strong measures" of influence - shouts, slaps, threats. From this, the excitement only intensifies. With an excitable child, you should talk calmly, but demanding, without persuasion. Since these children have a naturally weak inhibitory process, they should not be rebuked for being overly excited. It is necessary to help curb it, and jokes and humor will be appropriate here.

Strange as it may seem, the "indefatigable" choleric person needs a particularly gentle regimen. It is advisable to limit anything that excites the nervous system, especially in the afternoon before bed.

Excitable children benefit from all developmental activities

quick wits, concentration: board games, construction, sawing, drawing - in a word, everything that can captivate and requires perseverance. It is very good if the child has a constant work assignment, it disciplines, fosters the ability to manage himself. At the same time, there is no need to be zealous in limiting the motor activity of choleric people (and sanguine people).

Increased emotionality, reactivity, assertiveness of a choleric person can, due to his inherent impulsiveness, incontinence, lead to a complication of his relationships with peers.

It is difficult for a choleric child to follow the rules of communication: speak calmly, wait for your turn, give in, reckon with other people's desires. This should be taught patiently with encouragement, reminders, sometimes remarks. From choleric schoolchildren, the teacher must constantly, gently, but persistently demand thoughtful, calm answers, instill in them restraint, an even attitude towards comrades, adults. While completing a study assignment, choleric people should develop the ability to consistently, according to a certain plan, conduct work, it is necessary to demand from them a conscientious attitude to work during the entire assignment. But at the same time, one should not forget about the special power of play communication, reliance on the motives of activity that are significant for primary schoolchildren. (play, competitive, self-affirmation, etc.).

It is important to appreciate the inherent decisiveness, courage, energy, stability of their interests, and often the initiative that is inherent in such children.

Let us consider the characteristic features of the manifestation of the main types of temperament in adolescent schoolchildren.

Schoolboy - sanguine very lively, restless. In the classroom, he does not sit quietly for a minute, constantly changes his posture, twirls something in his hands, stretches his hand, talks to a neighbor. Fast bouncing gait, fast speech rate. Very impressionable and easy to get carried away. With enthusiasm and excitement, he can talk about the movie he has seen, the book he has read. In the classroom, he responds vividly to each new fact or new task. At the same time, his interests and hobbies are very fickle and unstable. Carried away by a new business, a sanguine teenager easily grows cold towards it. He has a lively, agile, expressive face. From his face it is easy to guess what his mood is, what is his attitude to an object or to a person. At lessons that are interesting to him, he shows great efficiency. In "uninteresting" lessons, he hardly listens to the teacher, talks to neighbors, yawns. In this case it can be very difficult to call him to order. The only way is to interest him. He does not like painstaking activities, likes activities that allow you to quickly achieve results. His feelings and moods are very changeable. Having received a "deuce", he is ready to burst into tears and with difficulty restrains himself. However, not even half an hour has passed when he completely forgets about his bad grade and, during breaks, rushes violently and merrily along the corridors. Despite his liveliness and restlessness, he is easy to discipline: with an experienced teacher, he sits perfectly in the classroom and never interferes with the work of the class. Quickly gets used to new surroundings and new requirements. Easily gets in touch with peers, is an active member of the children's team, is always surrounded by children. Usually, students of a sanguine temperament are quick to solve practical and theoretical problems, if they have the appropriate stock of knowledge for this.

Choleric student stands out among classmates for its impetuosity. Carried away by the teacher's story, he can easily get into a state of excitement and interrupt the story with various exclamations. The teacher is ready to answer any question without thinking, and therefore he often answers inappropriately. In annoyance and irritation, he easily loses his temper, enters into a fight. He listens to the teacher's explanations very intently, without being distracted. She also does class and homework with concentration. At recess, he never sits still, runs down the hallway or fights with someone. Speaks loudly, quickly. Writes quickly, broadly, and his handwriting is uneven. In carrying out public assignments, as well as in sports activities, he shows enthusiasm and perseverance. His interests are fairly constant and stable. He is not lost when difficulties arise and overcomes them with great energy. Choleric people think vigorously and are supported by steady attention. Such students read faster, tell, retell at once, with enthusiasm. However, such a long and strenuous work tires the student so much that in order to restore his working capacity, he must then rest for a long time. Students of this type often work with enthusiasm in different circles. A choleric person is characterized by a cheerful, cheerful, rapidly changing mood. Differs in very expressive and strong emotional reactions, expressive facial expressions, energetic gestures.

Melancholic in the classroom he is calm, always sits in the same position, twirls something in his hands, his mood changes from very insignificant reasons. He is painfully sensitive. It is hard to bear resentment, grief, but outwardly these experiences are expressed weakly. If the teacher transplants him from one desk to another, he is offended, ponders for a long time why he was transplanted, and on this day he will be upset and depressed. However, his feelings awaken slowly. For example, when attending a performance in a circus, he will sit for a long time in silence, with a motionless face, and only gradually will he “thaw out” - smile, laugh, engage in conversation with neighbors. Lost easily. As soon as the teacher makes him the softest remark, he becomes embarrassed, his voice becomes deaf, quiet. Very restrained in expressing feelings. Having received a "deuce", his face will not even change, he goes to his place and sits down, but at home, he cannot calm down for a long time, is unable to get to work. Answers in the lesson uncertainly, stammering, even if he carefully prepared for the lesson. He rates his abilities and knowledge as low, while in reality he is somewhat above average. If difficulties are encountered in completing any study assignment, he is lost and does not complete the work. The movements are sluggish, weak, speaks slowly, somewhat visibly, facial expressions are not expressive, gestures are stingy and sluggish. In favorable conditions for him, his impressionability, subtle emotional sensitivity allow him to achieve great success in music and drawing. Likes to take care of flowers, animals. Differs in responsiveness, always ready to help.

Phlegmatic student are distinguished by leisurely and calmness. He does not answer questions immediately and without any liveliness, no matter how well he knows the material. If he does not know the exact answer to the question, he prefers to remain silent. He is characterized by indefatigability: he does not avoid additional mental stress and, no matter how long he studies, he cannot be seen tired. He is drawn to logically expanded, lengthy statements: he pronounces words in an even voice, not afraid to get lost, as if already at the very beginning of a long construction, knowing when and how the started thought will be completed. He speaks long and judiciously. Phlegmatic people are characterized by a slow, calm course of thought and speech processes. Attention in phlegmatic people is characterized by stability and weak switchability. In class, they usually sit quietly, do not turn around at the desk, do not push neighbors, and rarely raise their hand. Outwardly, he is not excited and in the lesson is not surprised at anything, no matter what happens in the class. From elementary school, he loves classes in mathematics and physical education, and remains faithful to these attachments. He participates in sports competitions, not showing, unlike most participants, any excitement or excitement. He is neither hectic, nor amused, nor upset. His affections are fairly constant. He is good-natured, very rarely loses his temper, it is difficult to anger him, but it is also difficult to cheer him up. His movements are calm and slow, his facial expressions are poor and not expressive, his gestures are rare, not energetic.

Each type of temperament can manifest itself in both positive and negative psychological traits. The energy and passion of a choleric person, if they are aimed at worthy goals, can be valuable qualities, but lack of balance, emotional and motor, can be expressed, in the absence of proper education, in incontinence, harshness, a tendency to constant explosions. The liveliness and responsiveness of a sanguine person are positive qualities, but with lack of upbringing, they can lead to a lack of proper concentration, to superficiality, and a tendency to be scattered. Calmness, endurance, lack of haste of a phlegmatic person are virtues. But under unfavorable conditions of upbringing, they can make a person sluggish, indifferent to many impressions of life. The depth and stability of feelings, the emotional sensitivity of a melancholic are valuable traits, but with a lack of appropriate educational influences, representatives of this type may develop a disposition to completely immerse themselves in their own experiences, excessive shyness.

Thus, the same initial properties of temperament do not predetermine whether they will develop into advantages or disadvantages. One should not attribute to the features of temperament that which is the result of bad manners. For example, a lack of self-control and self-control in behavior does not necessarily indicate a choleric temperament - it may be the result of miscalculations in upbringing for any temperament. Excessive ease of changing interests and hobbies, intemperance, indifference to the environment, fearfulness and other negative properties of a child (as well as an adult) may not be traits of temperament, but the result of the influence of people around him: caressing and encouraging whims in some cases, excessive severity and suppression of independence - in others. A student at school may seem timid, give the impression of an extreme representative of the melancholic type, but not really be him. His behavior can be caused, for example, by the fact that he has fallen behind in academic subjects or has very difficult family circumstances.

The above should not lead to an underestimation of the actual differences in temperament. Knowledge of the temperament traits of adolescents allows us to more correctly understand some of the features of their behavior, gives the teacher the opportunity to vary the methods of educational influences as needed.