Each cub is unique. And this fairy tale is dedicated to each of them ... Or almost a fairy tale ...

Once upon a time, the animals decided to open a school. They needed to come up with a class schedule that would suit everyone, so they chose 4 subjects: running, climbing, flying and swimming.

All animals, of course, studied all subjects. The duck swam beautifully, even better than her teacher. She got passing scores in running and flew well, but was hopeless in climbing. So she was forced to give up swimming so that she could spend more time practicing climbing. She soon became only average in swimming, but mediocrity is acceptable, at least in school, so no one worried too much about it, except ... the duck.

The eagle was considered a problem student. He had no equal in climbing to the top of the tree, but he had his own way of reaching the top, and he was bypassing the rules. He always had to stay after school, spending an immeasurable amount of time writing the phrase "cheating is not good." This prevented him from soaring in the sky, which he loved very much. But study is above all.

The bear was taking time off, and everyone said that he was lazy, especially in winter. His favorite season was summer, but the school was closed during the summer.

The zebra walked a lot, mainly because of the ponies who laughed at her stripes. This made the zebra very sad.

The kangaroo initially came first in the running competition, but very soon became disheartened when he was told that he needed to run softly and on all four legs, as the others did.

The fish quit school because she was bored. It seemed to her that all four objects were the same. But no one understood the fish, because no one had met people like her before.

The squirrel got an excellent grade in climbing, but the flight teacher made it fly up from the ground instead of floating down from the tops of the trees. Her legs burned so much after jumping from the ground that she slipped into climbing triplets and running deuces.

The bee caused the most problems, so the teacher sent her for examination to Dr. Sowa. The doctor said that the bee's wings are too small to fly, and they are located in the wrong place. But the bee did not even begin to read the conclusions of Dr. Sowa, but went ahead and still began to fly. I think I know a couple of bees, do you?

A duck is a child who is good at math and bad at English, and who is given private lessons in his mother tongue, while his classmates are studying math. Who loses the opportunity to be a brilliant mathematician just to get a passing grade in English.

The eagle is a child who turned into an outcast only because he had his own approach to the tasks set. Although he does nothing wrong, his inability is perceived as a conflict, which is severely punished.

Who doesn't recognize a bear? The guy who's great at summer camp is doing well in minor subjects, but he's totally dumb academically.

Zebra is a thin or overweight, shy, or maybe too short child, whose school failures few recognize as stemming from a sense of social inadequacy.

A kangaroo is one who lacks steadfastness, who gives up, becomes a frustrated child, whose future disappears because he has not been appreciated.

A fish is a child who really lacks a special approach to teaching and who cannot shine in a regular school environment.

The squirrel, unlike the duck, which "copes", becomes a failure.

A bee, yes, a bee, a child with whom the school simply refuses to work, yet, despite all the obstacles and thanks to the support of parents, has enough inner will and motivation to be successful, while everyone else put an end to her. I have had the pleasure of being familiar with many bees.

Your child is a unique combination of talents and individual components, it is a personality, and there is no other such in the world. Some children are intellectually strong, others are emotionally gifted, many are given exceptional creativity. Each child is blessed with their own exclusive set of opportunities.

Your child did not come with a dry instruction manual. Effective parents always learn, learn and adjust their system of individual approaches to their child. Each child is unique, like a set of fingerprints, like a sparkling emerald of incomparable beauty.

It didn't cost me anything to teach my Baby to hold a piece of chalk, but getting the chalk on the black chalkboard in the arena was a little more difficult to get her to drive. Baby would often play naughty and scratch a smooth black board, moving the chalk in different directions and drawing fantastic patterns on the board, while I wanted him to put the units evenly, one next to the other.

In the arena, I had an animal school, in which my four-legged and feathered friends sat like real schoolchildren on their desks. There were sea lions, and a pig, and an elephant, and a calf, and a donkey, and a pelican bird, and dogs: a small fox terrier - Peak and a large Saint Bernard - Lord, and more than once this school surprised the audience.

The elephant had to study well, and understandably, because I could not allow the clever Baby to be worse than others. And in my school everyone was diligent; even the donkey, sitting on the very back bench, splendidly turned over its muzzle the wooden sheets of an enormous book and roared good obscenities when I asked him a given lesson. How can Baby not be the first student in school? And I achieved that I could give him, according to the then school rules, a mark, or a point, and this point was five, and even with a cross, which meant excellent knowledge and excellent diligence.

I asked the elephant:

Baby, what is three and four?

Baby took with his trunk a huge piece of chalk, the size of a twenty-pound weight, and put 7 thick sticks on the board, one next to the other. Seeing these sticks, even the pelican sitting on the second bench raised its head in surprise and hissed.

At school, I had special wooden books laid out for animals, and the students leafed through them as best they could: a pig with a snout, a donkey's muzzle, a pelican stuck its long, scissor-like beak between the pages, sea lions deftly, like people, opened the books with their flexible fins.

I made a serious face and scolded the pelican:

Ay, ay, ay ... it is not good to prompt ... After all, I have not an ordinary gymnasium, but an exemplary school.

With each lesson, Baby solved problems faster and more correctly. Sometimes, in the heat of zeal, and probably considering the audience short-sighted, he printed such long units on the blackboard that even our huge blackboard was not enough. Then the dog Lord came to his aid, which, when I asked how many units were missing on the board, barked the required number of times.

It happened that my Baby was absent-minded and wrote more sticks on the board than was needed, then Leo, my sea lion, ran up to the board, stood on his back fins, resting his front left on the board, erased the extra units with his right.

The audience applauded me and my students and laughed loudly, and everything they saw seemed to be something fabulous, incredible.

And the casket just opened, although only for me. It was very easy to learn a sea lion to turn over a book during a lesson or to open a drawer where a fish lay at the bottom; In the first days of training, I put a small fish on the bottom of a box or on the sheets of a book, and the animal, wanting to get it, lifted the lid or turned the pages.

It was much more difficult to get the dog to bark just as many times as I ordered. This I achieved by mental suggestion.

I will give an example that every student has seen more than once. Often, during a lesson, a mischievous boy who has moved to another desk, under the silent, stern gaze of the teacher, shivers, immediately backs away and sits down in his former place. This is a mental suggestion.

How I achieved mental suggestions in the animal kingdom will be described in detail in my soon-to-be-published book.

During the lesson, my old dog Lord yawned, opening his huge mouth. I immediately turned to him with a reprimand and advised him to take an example from water predators - sea lions.

For many children, adapting to school is challenging. The child is faced with a number of problems that he cannot solve himself. As a result, he may develop school neuroses. Early diagnosis, correction and prevention of school neuroses remain an urgent and extremely important problem.
When diagnosing this phenomenon, the psychologist first of all encounters various forms of inadequate psychological defense. Since psychological defense is formed at an unconscious level, the study of its mechanisms can be carried out using projective techniques. One of them is the "School of Animals". It makes it possible to identify school neuroses at the initial stage of development, to find out the causes and methods of correction. Uncertainty of the stimulus material, the atmosphere of benevolence and the absence of value judgments allow the child to reveal himself most deeply. In addition, drawing for younger students is familiar and interesting. Analysis of the depicted makes it possible to make some assumptions about the difficulties that arose in children in the process of educational activity.
However, this technique can be applied not only at the stage of adaptation to school, but also at an older age - when working with identifying the difficulties of students in various lessons, in educational activities and in communicating with classmates and teachers.
It can be carried out both in a group and in an individual form.

Equipment... Colored pencils on paper.

Preliminary preparation

Leading. Now we will make an amazing journey into a magical forest. Sit comfortably, relax, close your eyes. Imagine that we are in a sunny forest clearing. Hear the leaves rustling overhead, soft grass touching your feet. In the clearing you see the "Animal School". Look around. What animals study in this school? And what kind of beast is the teacher in her? What are the students doing? What kind of animal do you see yourself as? How do you feel about it? Live these feelings in yourself. You can stay for a while in this "School of Animals" while I count to 10, and then open your eyes.

Instructions

Leading. You have visited the "School of Animals". Now take pencils and paper and try to draw what you saw.
Children are doing the task.
Look closely at your drawing and find the animal that you could be. Next to it, put an "x" or the letter "I".

Interpretation

1. The position of the drawing on the sheet.

The position of the picture closer to the upper edge of the sheet is interpreted as high self-esteem, as dissatisfaction with one's position in the team, lack of recognition from others.
The position of the picture in the lower part is self-doubt, low self-esteem.
If the drawing is located on the midline, then the child is normal.

2. Contours of figures.

The contours of figures are analyzed by the presence or absence of protrusions (such as shields, shells, needles), drawing and darkening of lines - all this is protection from others. Aggressive - if done in sharp corners; with fear or anxiety - if there is a darkening of the contour line; with apprehension, suspicion - if shields, barriers are placed.

When evaluating lines, you need to pay attention to the pressure. Stability of pressure indicates stability, weak pressure - about the manifestation of anxiety, very strong - about tension. Anxiety can be indicated by broken lines, the presence of contours, traces of erasure.

4. The presence of details corresponding to the senses - eyes, ears, mouth.

The absence of eyes indicates a rejection of information, the image of ears (especially large and detailed) indicates an interest in information, especially regarding the opinions of others about themselves. Open, shaded mouth - about the ease with which fears arise. Teeth are a sign of verbal aggression.

5. Analysis of the quality and interaction of characters shows the features of communicative relations.

A large number of those entering into different relationships with each other (playing, depicted in educational activities, etc.) and the absence of dividing lines between them speaks of a favorable relationship with classmates. Otherwise, we can talk about the difficulties in building contacts with other students.

6. The nature of the relationship between the animal teacher and the animal representing the child.

It is necessary to see if there is any opposition between them? How are the figures of the teacher and student located in relation to each other?

7. Image of educational activities.

In the absence of an image of educational activity, it can be assumed that the school attracts the child with extracurricular parties. If there are no students, teachers, educational or play activities, the drawing does not depict a school of animals or people, then it can be assumed that the child has not formed the position of a student, he is not aware of his tasks as a student.

8. Colors.

Bright, cheerful tones speak of the child's well-being at school. Gloomy tones can indicate trouble and depression.

The most typical drawings

In the first picture there are no negative associations associated with the school, its placement and use of colors also speaks of the child's acceptance of the school.

In the second picture There are no negative associations, the colors are bright. However, the separation of students by lines from each other may indicate difficulties in relationships with peers. The teacher's assessment is very high. The child is interested in communication, but one hare does not have a mouth, which can indirectly confirm the difficulties in establishing contacts.

Third drawingnot finished. The animals are not decorated. There is no clear distinction between teacher and students. It is possible that there is no teacher at all. Almost all the animals were erased and painted again. Strong enough pencil pressure. The sheet is dented. It can be assumed that the child has anxiety, possibly related to school. In this case, additional work with the child is necessary to clarify the situation.

Fourth drawing shows the presence of internal aggression, since the ears and mane of animals have sharp corners. You can also talk about anxiety (erasure). Probably, the school attracts the child with extracurricular activities. The child may have headaches.

Fifth figure indicates the presence of negative associations (teacher - crocodile, child - hare). Feeling of aggression in the classroom (teeth, claws of the teacher, needles and teeth of the students). A clear separation of oneself from the teacher and other students. The saying of the picture showed that the child feels uncomfortable in the classroom. Perhaps there are difficulties in communicating with classmates.

Subsequently, observations, conversations, questionnaires on the degree of adaptation to the school fully confirmed the data of the "Animal School" methodology. On their basis, training sessions and an adaptation course for first graders were developed and conducted. As a result of the work done, many of the children's problems were eliminated.
Thus, the projective methodology "School of Animals" helps to identify the difficulties encountered by children at an early stage of education and to eliminate them in time.

Svetlana PANCHENKO,
teacher-psychologist of secondary school number 2,
Tikhoretsk, Krasnodar Territory

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