Today everyone needs experts in the field of tutoring technologies, especially since their field of activity, like no other, requires mobility and close attention to the changes taking place in the educational services market.

Tutors are in short supply these days, and there are many reasons for this. Without the opportunity to spend a lot of time on long-term preparation, schoolchildren, students or their parents increasingly prefer short and effective activities with a tutor, where the student receives the necessary information in a condensed form. However, the success of such classes, as a rule, depends not so much on their intensity, but on the professionalism of the teacher.

Working for practical results

Before understanding the reasons for the shortage of tutors, it is worth finding out what the fruits of their work should be. The image of a lecturer with a piece of paper who spends several hours reading his Talmud to a bored audience is a thing of the past. The time and money spent on such an activity can be considered wasted.

A modern mathematics tutor at Moscow State University differs from a traditional “lecture” tutor in a purely practical orientation. The main emphasis is on acquiring the skills needed in everyday work. Any program is written for individual needs. The role of the tutor is that, by controlling the process, he helps students settle on the desired decision-making model.

Range of problems

The main difficulty faced by those wishing to master this specialty is the lack of a standardized profile training scheme. Although here lies main reason the individuality of each potential “guru” - after all, the professional himself develops his own unique style, which includes virtuoso mastery of both the experience of various psychological schools and the “genres” of active learning (video training, seminar, practical seminar, and so on).

The tutor's task also includes correct selection programs for solving individual customer problems. To acquire all the necessary skills, consolidate them and go free swimming, it takes a long time and serious practice. Not a single university in our country provides specialized higher education in the relevant profile, and you have to study in a variety of schools. The courses there are short-term and often differ in focus: psychology, sales, management, management... Each direction offers its own minimum set of techniques that need to be learned and brought to automaticity. In order not to remain a narrow specialist, but to expand the scope of his professional application, the coach has to constantly undergo additional training in various schools, focusing on the specifics of their training.

Keywords

tutoring / "shadow education" / tutoring sessions/ Unified State Examination / paid educational services / / individual approach / knowledge gaps/ "training". / private tutoring / “shadow education” / / paid educational services / supplementing the learning process

/ individual approach / knowledge gaps / “coaching”. annotation

scientific article on educational sciences, author of the scientific work - Shipkova Ekaterina Nikolaevna The article analyzes such a phenomenon as tutoring. Since it has become widespread in the last few years, it has been suggested that tutoring is gradually becoming part of the educational process. An interpretation of part of the legislative documents is given modern education in order to justify the consistency of the term “tutoring” with the legislative framework of the Russian Federation. It is concluded that there is a clear problem of students’ need for and a trend toward acceptance of tutoring as a legitimate part of the learning process. The existing definitions of this phenomenon are analyzed and the author’s definition is proposed. The results of a content analysis of questionnaires of practicing private teachers from different regions of the Russian Federation to identify the main areas of work of tutors are presented. The interpretation of our own results is based on an already published study by the Higher School of Economics National Research University on the effectiveness of tutors in preparing high school students for the Unified State Exam; the author’s view on the conclusions of this project is presented. A conclusion has been formulated about the effectiveness of classes with a tutor for low-performing students, despite the low Unified State Examination score; and also emphasizes the role of the tutor in preparing high school students for the exam. As a result of the study, directions were formulated and ranked tutoring sessions̆. Analysis of the identified areas allows us to consider additional classes for students in school curriculum subjects with private teachers as auxiliary, complementary to the learning process, influencing the improvement of the quality of education and the level of training of children. The positive and negative aspects of this learning process are considered. The directions of additional classes, characterized as "training". The dependence of tutoring on the formal education system has been stated.

Text of scientific work on the topic “Tutoring as a problem of pedagogical science and practice”

DOI 10.24411/1813-145X-2018-20005

E. N. Shipkova

https://orcid.org/0000-0002-9788-1339

Tutoring as a problem of pedagogical science and practice

The article analyzes such a phenomenon as tutoring. Since it has become widespread in the last few years, it has been suggested that tutoring is gradually becoming part of the educational process. An interpretation of part of the legislative documents of modern education is given in order to substantiate the consistency of the term “tutoring” with the legislative framework of the Russian Federation. It is concluded that there is a clear problem of students’ need for tutoring and a tendency towards recognizing tutoring as a legitimate part of the learning process. The existing definitions of this phenomenon are analyzed and the author’s definition is proposed. The results of a content analysis of questionnaires of practicing private teachers from different regions of the Russian Federation to identify the main areas of work of tutors are presented. The interpretation of our own results is based on an already published study by the National Research University Higher School of Economics on the effectiveness of tutors in preparing high school students for the Unified State Exam; the author’s view on the conclusions of this project is presented. A conclusion has been formulated about the effectiveness of classes with a tutor for low-performing students, despite the low Unified State Examination score; and also emphasizes the role of the tutor in preparing high school students for the exam. As a result of the study, areas of tutoring classes were formulated and ranked. Analysis of the identified areas allows us to consider additional classes for students in school curriculum subjects with private teachers as an auxiliary, complementary learning process that influences the improvement of the quality of education and the level of learning of children. The positive and negative aspects of this learning process are considered. The directions of additional classes, characterized as “training”, were analyzed. The dependence of tutoring on the formal education system has been stated.

Key words: tutoring, “shadow education”, tutoring classes, Unified State Examination, paid educational services, complementary learning process, individual approach, knowledge gaps, “coaching”.

Private Tutoring as a Problem of Pedagogical Science and Practice

The article presents an analysis of such a phenomenon as private tutoring. Since it had a mass character during the last few years, it has been suggested that private tutoring should be gradually becoming a part of the learning process. The interpretation of the part of the legislative documents of modern education is presented so as to clarify the fact that the term “Private Tutoring” does not contradict with the legislative base of the Russian Federation. The conclusion is made about the obvious existence of the problem of the need of learners in private tutoring and the tendency to recognize tutoring as a legitimate part of the learning process. In the article the author gives explanations of existing definitions of this phenomenon and suggests her own definition of tutoring. The author analyzed the results of the content analysis of practicing private teachers" questionnaires from different regions of the Russian Federation on the identification of the main directions of tutors" work. Interpretation of their own results is based on the published research of the Higher School of Economics on the effectiveness of tutors in training senior pupils for the USE (Unified State Examination) and the author's view on the conclusions of this project is presented. The conclusion is drawn about the effectiveness of classes with the tutor of weak learners despite the low score of the Unified State Exam and also the role of the tutor is stressed in the preparation of high school students for the exam. , the directions of work of private teachers were formulated and ranked. The analysis of detected directions allows us to consider additional lessons for students in the subjects of the school curriculum with private teachers as an auxiliary learning process which affects the quality of education improvement and the level of education of children. Positive and negative aspects of such a learning process were considered. The comprehension of the goals of additional classes, characterized as “coaching”, was carried out. The dependence of private tutoring from the formal education system was stated.

Keywords: private tutoring, “shadow education”, USE (Unified State Examination), paid educational services, supplementing the learning process, individual approach, knowledge gaps, “coaching”.

The problem of education has always been and remains relevant in any society. Teachers, parents, scientists, politicians are trying to answer questions about how to make the learning process effective and how to improve the quality of education.

vaniya. Currently, an increasing number of parents are turning to private teachers for help in order to improve the quality of education and the level of education of their children. In the last few years this phenomenon has become

mass character, which allows us to make the assumption that tutoring is gradually becoming part of the educational process. If previously tutoring sessions were considered as a phenomenon necessary for a student for a certain finite period of time, for example, due to a lag in mastering educational material due to illness, now tutors often accompany the child throughout the entire period of study - from preparation for school to admission to university . In this article we will analyze approaches to defining tutoring and identify areas of tutoring.

In order to assess the scale of demand for tutoring, let us turn to a sociological study conducted by the Yuri Levada Analytical Center commissioned by the Institute for Humanitarian Development of the Metropolis in January - March 2014, interpreted by a senior researcher at the Institute of Social Analysis and Forecasting of the Russian Academy of National Economy and Public Administration under the President Russian Federation A. Ya. Burdyak: “As a result of a survey of 1,505 parents of students in grades 1-11, it was revealed that 31% of Moscow schoolchildren use the services of tutors, namely: in elementary school, 13% of children require a private individual teacher, in 5-7 classes - 28% of schoolchildren; in grades 8-11, up to 68% of students study with a tutor."

In addition, at the XX All-Russian Scientific Conference of the Humanitarian University “Russia between modernization and archaization: 1917-2017.” A study by A. A. Naumova is presented, during which a survey of 522 students of the Surgut State Pedagogical University was conducted. The results of the survey revealed that during preparation for the Unified State Exam (entrance to a university), 41% of the students surveyed turned to individual tutors for help. I note that this study was conducted at a specific university; Probably, if the questionnaires were offered in schools, the percentage of those studying with tutors would be much higher, since the children entered not only the pedagogical university.

The results of both studies allow us to confirm the statement about the widespread use of tutoring in modern teaching practice, as well as the assumption that tutoring

Participation is currently part of the holistic (formal, non-formal, informal) educational process of high school students.

Currently, finding a tutor does not require much work or personal acquaintances and “connections” - there are great amount sites and services containing databases of tutors and offering teacher selection. For example, more than 220,000 teachers from different regions of the Russian Federation are registered on the “Your Tutor” website; The Virtual Academy website contains a database of tutors consisting of 53,274 teachers from Moscow and St. Petersburg. It is worth noting that these Internet sites are paid services for registered teachers, and therefore do not reflect a complete picture of the tutoring staff.

There is probably not a person in society today who does not know about the activities of tutors. Everyone is talking about tutoring: parents on social networks, teachers on online forums and in teaching communities; The media, analyzing the current situation in education; State Duma deputies in various aspects, including in the context of anti-corruption; representatives of the Ministry of Finance, proposing to exempt self-employed citizens from taxes. However, there is currently no generally accepted definition of such a concept as “tutoring” in pedagogy.

In the Unified Qualification Directory of Positions of Managers, Specialists and Other Employees (UKS), in the section “Qualification characteristics of positions of educators”, approved by Order of the Ministry of Social Development of Russia dated August 26, 2010 No. 761n, there is no official position of a teacher called “tutor”. However, in legislative documents there are references to the activities of tutors.

In accordance with Articles 32 and 46 of the Federal Law “On Education of the Russian Federation” No. 273-F3, in force since September 1, 2013, a tutor can be defined as an individual entrepreneur with secondary vocational or higher education providing paid educational services. The phrase “paid tutoring sessions” appears in paragraph 7 of the Commentary to Article 2 “Basic concepts used in this Federal Law”

This allows us to conclude that this term is consistent with the legislative framework of the Russian Federation.

In the materials of the Memorandum of Lifelong Learning of the European Union (European Summit held in Lisbon in March 2000), tutoring is defined as part of “non-formal education”, that is, educational activities “not accompanied by the issuance of a document”, but positioned as an equal part of the learning process , on a par with formal and informal education, in the context of lifelong education.

In the report of the expert group “New School” within the framework of Strategy 2020 in paragraph 2.1.3. “Personnel, regulatory, infrastructural conditions” in the context of the increase in the activity of families in the education of children, we are talking about “the willingness of families to pay for additional educational services and tutoring services” as an indicator of parental involvement in the learning process.

Based on the above, we conclude that there is a clear problem of students’ need for tutoring and a tendency towards recognizing tutoring as a legitimate part of the learning process.

The most succinct, but at the same time quite broad approach to this concept is Professor Mark Bray - the first scientist to systematically study tutoring as a phenomenon of private paid additional education in school subjects, which is becoming more and more obvious throughout the world and introduces the concept of “shadow education”. “Private tutoring is considered shady for several reasons. First, it exists only because a generally accepted system exists. Secondly, it reflects the generally accepted system: as soon as the generally accepted system changes in orientation or size, the shadow system immediately changes. Third, in almost every society, more attention is paid to the main system rather than the shadow system. And fourth, the characteristics of the shadow system are much less distinct than the characteristics of the main system." It should be noted that in the context of the current situation in society, the important and valuable in the presented definition is the reflection of the obviousness of this phenomenon, as well as the dependence on the main education system.

A fairly in-depth analysis of tutoring is carried out by Kostroma State University teacher N. G. Krylova in the article

“Tutors are coming out of the shadows,” saying that “firstly, this is a type of teaching activity, the meaning of which is to teach a certain subject individually or in small groups, with the goal of successfully entering an educational institution... Secondly , is a shadow social institution of society for the use of social resources, allowing to satisfy certain needs (economic, cultural, social and psychological-pedagogical). Thirdly, this is a special type of educational service.”

I cannot agree with the content of this definition in terms of describing goal setting, since enrolling a child in a university is far from the only goal that parents pursue when turning to tutors.

A. A. Naumova offers the following definition: “Tutoring is a type educational activities“, which is additional, usually individual, paid lessons from teachers in order to consolidate and deepen knowledge in individual disciplines and prepare for exams.” However, these goals are also not exhaustive.

Conversations with parents and practicing tutors make it possible to narrow, specify and somewhat differently define “tutoring” as an auxiliary, complementary learning process, dependent on the main education system, consisting of a cycle of extracurricular tutoring sessions aimed at solving a specific learning problem. A “teaching task” in this context is considered as a “parental order” for the tutor’s work and is determined in each specific case individually.

What directions does tutoring have? In order to answer this question, a content analysis of questionnaires from practicing tutors was carried out.

The purpose of the study is to identify areas of tutoring; analyze the degree of “importance” of these areas. The study was conducted on December 20, 2017 on January 5, 2018. The sample consisted of 100 questionnaires of private teachers from Moscow, St. Petersburg, Yaroslavl, Perm, Novosibirsk, Izhevsk, Vladimir, Omsk, Yekaterinburg, Samara, Ryazan, Elista, Volgograd, with more than 5 years of experience in tutoring years, presented on the Internet (website “Virtual

Academy" and the tutor community "All Tutors" of the social network "VKontakte"). Only questionnaires from tutors offering assistance in mastering school subjects in grades 5-11 were taken into account. Each questionnaire took into account all of the listed areas. To avoid repetition of questionnaires of the same teachers on different sites, questionnaires of tutors from Moscow and St. Petersburg were taken into account only on the “Virtual Academy” website (by applying a questionnaire filter based on territoriality). In the “All Tutors” community of the VKontakte social network, profiles of private teachers from these cities were not taken into account. The study yielded the following results (Table 1).

Table 1

The direction of student preparation for the Unified State Exam and the Unified State Exam is identified by 89 out of 100 tutors. Analyzing this area of tutoring, we turn to the following research: National Research University “Higher School of Economics” within the framework of the project “In-depth analysis of the results of research on the quality of education in the context of economic indicators of education” in part 2.4. project in May 2010, conducted a study to identify “the connection between shadow education (classes with tutors/on preparatory courses) with the academic results of Russian schoolchildren." The results of the study made

the conclusion that “shadow education does not have a significant effect on the achievements of low-achieving high school students, but has a positive significant effect on the achievements of high-achieving students.” I would like to note that the “order” of parents to work as a tutor for a low-performing high school student and the parents of a “good student” are different. If students with high academic achievements take extra classes in order to qualify for a high Unified State Examination result and, therefore, increase their chances of entering a university, then low-performing children need a tutor just so that the Unified State Examination result becomes at least “satisfactory.” Crossing the “three threshold” in this case is an indicator of great and effective work. For these children, the important thing is not to enter a prestigious educational institution, but to receive a school leaving certificate. Thus, we can conclude that classes with a tutor for low-performing students are effective, despite the low Unified State Exam score; and also emphasize the role of the tutor in preparing high school students for the exam.

One of the problems that arises when analyzing the task of preparing for the Unified State Examination and the Unified State Examination, especially for low-performing high school students, is “coaching” a child to pass the exam, that is, mechanical work “following a model”, in which no goals are set for the development of thinking. However, during conversations with tutors, it turned out that there are often cases when “a child is standing in front of a test essay” who has not read a single work, and therefore does not have experience in independently analyzing what he has read; or during the initial diagnosis before preparing for a mathematics exam, it turns out that a high school student does not know how to tell time using a clock with hands on the dial and absolutely does not know how to perform operations with fractions, etc. Probably, in this context, it is worth noting the developmental component of the work of tutors , thanks to which the child will read at least a few books or stop being “afraid” of mechanical watches.

“Individual approach to the student when studying a subject” is the direction that 54% of tutors highlight. Based on the semantic basis of the direction of work itself, it can be assumed that the reason for the low level of knowledge in the subject lies in the insufficient individualization of the learning process at school. During tutoring sessions conducted in

Directions of tutoring

№ Direction of work of tutors Number of tutors highlighting the direction

1 Preparation for the Unified State Exam and Unified State Exam 89

2 Individual approach 54

3 Filling knowledge gaps 39

4 Help in learning new material 34

5 Improving performance in subject 24

6 Advanced training 22

7 Increasing interest in the subject 20

8 Development of thinking 20

9 Help with homework 16

10 Development of independence 14

11 Solving common problems 12

12 Formation of the ability to navigate the world 6

13 Preparation for tests 6

mainly individually or in small groups, it is much easier to “provide students with a variety of full-fledged attractive options for educational activities that take into account their interests, future personal and professional plans.” It is noteworthy that the Federal State Educational Standards prescribe taking into account the individual characteristics of students when constructing educational activities. Based on the fact that the goals of a tutor’s work are made up of the needs of students and the so-called “order” of parents, it can be assumed that in this context, tutoring complements the school in implementing the requirements of the Federal State Educational Standard.

The third most popular area of work for private teachers (39%) is “Filling knowledge gaps.” Probably, if not for the situation with the Unified State Exam, filling gaps in knowledge should have been positioned as the main goal of a tutor’s work. The intensity of the educational process at school often does not make it possible to stop or return to certain places in order to solve problems that arise with mastering the subject for each child who is ill or simply does not understand the material. The busyness of the student and the busyness of the teacher often becomes the cause of “blank spots” in the child’s knowledge base. In turn, timely contacting a tutor can guarantee absence serious problems in further studies. I would like to assume that if parents positioned the services of a tutor precisely from this angle and provided the student with the opportunity to receive help exactly when the need for it was just beginning to arise, the tutor’s task of “preparing the child for the Unified State Exam” might have moved from the first line.

A fairly large number of specialists set themselves the task of helping in the acquisition of new material (34%) and improving the child’s academic performance (24%). The last area of work is comprehensive or final, since it is the student’s performance that is an indicator of the effectiveness of the work.

In-depth teaching of a subject and preparing a child for participation in olympiads - the area of work of 22% of tutors - is also “truly tutoring”, since not all schools offer elective classes in subjects.

We will combine the following areas into a special block:

Increasing interest in the subject (20%).

Development of thinking and formation of intellectual skills (20%).

Development of independence (14%).

Formation of the ability to navigate the world and see the beauty of the surrounding world (6%).

As a rule, these “learning tasks” are set by tutors who are invited to help a child learn for a long time and who have the opportunity to influence the formation of not only learning skills, but also the student’s personality traits.

Sometimes private teachers (16%) offer help in completing homework in their questionnaires, 12% - in solving typical problems from school textbooks, 6% - in preparing for tests. This type of tutoring activity can also be described as "coaching". These tasks reflect the negative side of the influence of tutoring on the educational process. That is, this is work to achieve results, without developing educational skills and personality traits. But the task is formed from a need. Perhaps we are talking about working with children with intellectual disabilities, who are important to teach to perform tasks according to a model, then these goals take on a completely different meaning.

Indeed, teaching a child with learning difficulties due to disabilities to solve a typical problem without additional classes is very difficult and sometimes impossible. In this case, the psychological component of the tutoring process is also important - sometimes it is in additional classes with an individual approach, even if homework or preparing for an upcoming test, a child can believe in his own abilities. In this context, a child needs a tutor and is important.

However, one cannot fail to take into account cases when parents, due to lack of personal time or other factors, hire tutors for absolutely normal schoolchildren in order to help with homework (sometimes not required by the child) and preparation for tests, which will amount to resolving standard options. Such activities will rather hinder the child’s learning than help and develop.

As a conclusion, we will conclude that tutoring, having such important directions in the educational process, is a serious

a great help in improving the quality of education.

However, it should be noted that the areas of work of tutors, their importance, place in the learning process and level of demand by students should be considered only in the present tense. Since tutoring depends on the formal education system, any changes to the generally accepted system will immediately lead to changes in the direction of tutors. The demand and effectiveness of additional individual lessons necessitates further study of tutoring.

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1. Baiborodova L. V. Individualization of the educational process / Psychology and pedagogical problems of the modern school student's development: collective monograph / editor-in-chief of A. Yu. Nagornov. -Ulyanovsk: Zebra, 2016. - 174 pages.

2. Bray M. Private additional training (tutoring): a comparative analysis of models and consequences / M. Brey // Questions of education. - 2007. - No. 1. - Page 65-83.

3. Burdyak A. Ya. Additional classes on school objects: motivation and prevalence/ A. Ya. Burdyak // Monitoring of public opinion: economic and social changes. -2015. - No. 2. - Page 96-112.

4. “Virtual Academy” search in base of tutors in Moscow. - Access mode: http: // www.virtualacademy.ru/ (access date 12/29/2017)

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flpoc^aBCKHÖ negaroranecKHÖ BecTHHK - 2018 - No. 2

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12. Naumova A. A. Role of tutoring in the modern education system / A. A. Naumova // Russia between modernization and arkhaization: 1917-2017: materials of the XX All-Russian scientific and practical conference: in 2 volumes. - Surgut: ANOHE “Humanitarian University”, 2017. - Page 385-390.

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14. The federal law “About Education in the Russian Federation” No. 273-FZ of December 29, 2012 with changes of 2017 Includes all changes until July 29, 2017 // the Law on formation of the Russian Federation. - Access mode: http://zakon-ob-obrazovanii.ru/ (access date: 01/06/2018)

15. Bray Mark. Private Supplementary Tutoring: Comparative Perspectives on Patterns and Implications // A Journal of Comparative Education. 2006. V. 36. No. 4. PP. 515-530 (translated from English by E. Frumina)

“I’m stopping working with children”: shocking revelations from a professional tutor

Nowadays, tutoring is flourishing - no one sees anything wrong with inviting a person to “keep up” with a child’s school curriculum, so such specialists are in great demand. And for some reason it occurs to no one that the fashion for tutors is the most striking evidence of the gaping failures in the Russian school education system.

A post in which a professional tutor in English Maria Covina-Gorelik talks about the peculiarities of her work, relationships with children and parents, as well as her attitude towards school studies.

This post is dedicated to the work of a children's tutor from the perspective from which I see it. It is addressed primarily to parents of schoolchildren (current and potential).

In general, children are terrible clients. If only because they, as a rule, do not study in the summer. From the reverse side, it looks disgusting: in May, a wave of last-minute calls brings tutors who are dead tired from the year, but in need of work, to the websites of tutoring services.

In September, my phone number can receive up to three applications a day; in May, the site kindly reports that 112 colleagues responded to an interesting order before me. For a tutor, this means that throughout the year he needs to carefully save some money for the summer, but with the onset of summer it turns out that just now (and only now) he has time to go to Ikea, get a massage, get his teeth treated and do a lot more absolutely urgent matters. Savings are dwindling by July. August is going by gloomily.

This alone is enough to make requests to take another child on board not seem so harmless. If you occupy your entire schedule with “children,” the summer can turn out to be more than dull.

But this is so, an economic prelude. Secrets of the profession. I'm sure many would not like to delve into this at all, but I see some benefit in revelations. I want people who ask me or another teacher to “work a little” with their Katyas, Vasyas and Petyas, to “slightly improve the program” to understand well what they are asking for and respect other people’s work, time, schedule, refusals and motives of these refusals.

You must understand that a tutor never works in a vacuum. He works closely with parents and school, and the child in all this rigmarole takes last place, but should take first place. In principle, this says it all, but I know that it is not clear. So I'll continue.

Parents hire me as a qualified teacher and expect high professional qualities. Sound guesses about mine professional qualities look something like this: I know the language well, I can talk about it in an interesting way, I know the techniques, I know how to read manuals, and I also know how to find an approach, interest them, and generally do all this incomprehensible magic that will force their child to finally do his homework or just anything -understand.

Parents expect me to recognize what the problem is with their child specifically and to help resolve the problem.

These are logical expectations and are consistent with the qualifications available. However, this is not important, it is important due to what, what fuel, thanks to which I can do all this. And I know how to do this through subtle listening, seeing and understanding, which, alas, cannot be limited.

And this means, dear parents, that I will see, hear and understand a lot not only about the connection “child - English”, but also about other related connections, for example, “child - parents”, “child - school”, “child - environment", "the child - himself", "the child - the level of his intellectual, emotional and mental development", "a child is his hormonal background" and so on. This means that I will see far more than just what you want me to see.

If a child has red flags that are outside my area of expertise, I will see it. If a child is developmentally delayed, I will see it. If a child is physically or emotionally exhausted, I will see it. And if you mistreat your child, I will see it.

I tell you three real cases. I didn’t stay in any of these houses: in the first two cases I left on my own, in the last one they parted with me with the wording “You are too good for us” (this is not a joke, ladies and gentlemen).

1. A boy, 11 years old, was invited to improve his Russian and English. Typically, he asked for a tutor himself because he felt that he was lagging behind and couldn’t cope. A wonderful family, three boys, they recently got a cat. The relationship is warm, the boys separate room, good conditions. The child studies in an elite school, and he studies there every day from 9 am to 6 pm: in the morning - compulsory lessons, in the afternoon - endless drama classes, modeling, additional physical education and other poetry to the accordion. I came at 7, and we studied until 9.

After two months of training once a week, I took my mother aside and said that, alas, we were not progressing, and that, in my opinion, the load should not be increased, but decreased. That is, at least cancel me to hell. We parted amicably.

The situation is far from the most critical, but there is a complete misunderstanding of physical capabilities, norms and limitations. Mom is a psychologist by training, but for some reason she managed to overlook the dark circles under her beloved son’s eyes.

It is difficult for an 11-year-old person to realize that there are compelling physiological reasons for his lack of understanding. It can’t even enter his head that HE, YOUR MOTHER, IS FUCKING UP LIKE SIDOR’S GOAT TO GO TO SCHOOL EVERY DAY FOR A FULL DAY!!! And that it shouldn't be this way.

The final touch: the child was sent to London for spring break. Learn the language. Of course, what else to do during the holidays?! Rest? Lounging around the house, playing with your brothers and cat? Go to museums? To children's shows? Why, if you can go with strangers to an unfamiliar country, where you can move around in an organized manner while the teachers shout and finish learning what you haven’t learned in a semester. We give the child the Best Education that he can get. Including any tutor who asks.

And he will ask. More than once again.

2. Hired to tutor my brother (11–12) and sister (16). In total, the family has four children, a large apartment, signs of wealth and well-being. Fashionably dressed kids play around in a pile of toys. Both students speak well, although the boy visibly fidgets and constantly corrects himself, and the girl is all nervous and stutters a little. In the second lesson, the boy suddenly cannot say literally anything, all attempts are confused, he rocks on his chair and repeats “I don’t know” and “I can’t do it” like a parrot, the state is close to hysterical.

My gentle approaches from different ends bring no results. I'm calling my mom. The child, realizing that he will now be discussed, runs out of the room in tears and shouting: “I tried, but I didn’t succeed!”

I gently try to explain to the mother what is happening to her son, without using dangerous words from the field of psychology and emphasizing that the situation is beyond my competence as a teacher. That the child needs help (URGENT, FUCKING!!! QUALIFIED!!! PSYCHOLOGICAL!!! HELP!!!)

She perceives this in her own way, and literally tells me the following: “I, of course, understand that you are paid to teach the language, and not to tame such subs.” Then she puts pressure on me and manipulates me in every possible way, but since I have seen some episodes of her and the father’s treatment of children, I hold firm, knowing that I will not work in this family.

The mother leaves the room with the text: “Well, this is what you’ve brought to this. They are abandoning you!”

I leave the apartment under a heart-rending HOWL. And I wouldn’t be surprised if the belt came into play that evening.

If we had at least some social services, I would have reported this family. But they do not work, just like the school and many other state and social institutions. But in Moscow there are more than 10 thousand tutors in my subject alone. How many times do we go to someone's house and see something like this? And do we see it?

3. They persuaded me to work out with a girl (they wanted me, negotiated with my mother for a long time, and in the end I decided to take her).

A tiny Khrushchev building, and inside there is a picture of frozen time: a carpet on the wall, an icon on the carpet, a million porcelain figurines, napkins, plastic roses in a vase. An environment that makes you want to fly up, stripping naked and washing yourself in the rain. At home, a grandmother who, over the course of several meetings, describes her life in approximately the following terms: “what a time it is,” “I raised three people,” “35 years at school,” etc.

During class, the doors don't close, grandma walks back and forth. The girl is 12 and barely speaks. In no language. She especially doesn’t say anything when Grandma’s route takes us past our table.

For an hour and a half, with a wet back, I put on a puppet show for the girl, funny pictures, the children's best friend and other polyphonic studies, because the girl is silent. From time to time I cling to a semblance of a twinkle in my eyes. I squeeze out a few not hopeless words from her.

After a couple of lessons, we begin the innocent topic of “Family,” and from the confused explanations, I drag out the following into the light of day: the girl has a mother, stepfather and brother, with whom she does not live. She can’t make up her mind about her brother, whether he exists or he doesn’t, and I, completely confused, am forced to ask again several times in every way in different languages. Because I don’t immediately understand how this is possible.

And then I understand. I understand that the girl’s mother has a good computer and a plan to go to London together in March (and on this score, the grandmother, who has been “at school for 35 years,” gives me valuable pedagogical advice: at each lesson, memorize several useful expressions with her granddaughter just in time for the trip).

But the mother herself is not there. Mom lives with her beloved man and brand new son. And the girl lives among icons and napkins with her grandmother, whose brain has gone askew and is stuck in the post-war period.

And at home I’ve been trying to somehow come to terms with the situation for two weeks, although I want to scream for a long time. Call your mom and scream. Put grandma in the hallway and scream. But I pull myself together, because I think: maybe the Lord brought me there on purpose, so that somehow? To show the girl that there are other human species? What difference does it make, well, yes, through the English language, since it happened like that. Will I be able to? I don't have an answer to this question.

So far, the girl is afraid of absolutely any of my proposals, which is not surprising for a person who is afraid of the sound of her own voice. And here is my whole self, I have red lipstick, I am smiling. And I'm not afraid of anything. But after a couple of weeks, my grandmother herself calls me and says that I have an excellent technique and they are completely satisfied with everything, but the girl is too busy, so they decided to hold off on the language. And I sigh with shameful relief, heavy as lead.

Your girl has no problems with the English language.

And she doesn't have a mother.

What the hell kind of English is there?! What is London like?

The horror is that absolutely all these people are sure that they love their children very much. They do the best for them. And everything in their family is in order, and if not in order, then still not everything is completely bad, and in general it’s none of my business. I was invited to teach English.

ROOM FOR PAUSE AND READER REFLECTION

A short note: I have wonderful children as my students. We have been working with them for a long time and productively. They have normal parents - not ideal, no, there are also nuances, but normal. However, it's not just the parents, so let's move on.

It’s somehow awkward to talk about how the school has degraded over the past decades. Firstly, I didn’t work there and would never go there, and to criticize something that I didn’t succeed in and didn’t even try is below the belt. Secondly, so much has already been said that it’s sickening.

But this does not change the essence. School doesn't teach anything. Suffice it to say that I have three students from one specialized English school, where they learn English 7–8 hours a week. And they need a tutor. Just think about these numbers, it’s complete madness!

The terrible truth is that I cannot completely reinstall them on normal human rails, because over the course of ten years the school has etched ruts inside them, from which nothing can then be pulled out of them. And no matter how much my parents hope that I will teach them to talk, I will not teach them. This can be done if you tear them out of the school’s perception of reality, and you can try to do this in the summer, that is, during the period when there is no school.

But in the summer, as I already wrote, they don’t do it. Summer is sacred. Let's kill ourselves to the point of intestinal volvulus during the year, and we will kill ourselves in geometric progression so that by the end of the 11th grade, for the Unified State Exam, we will crawl in a really dangerous state under the arms of tutors in all subjects taken, but we will not touch the summer. Just when it would be possible to make a qualitative breakthrough, disguising it as a pleasant pastime, with films, songs, and other human activities, etc., we will not allow even 3 hours a week to be allocated to lightly recharge the rested and fresh brain.

In several issued after verification tests I found incomprehensible places and asked: “Didn’t you come to clarify what was meant here?” - to which the child answered me: “I am convinced that it is better not to ask questions.” Some were outright mistakes on the part of teachers (English schools, yes). But in general, if anyone doesn’t know, verified tests and other work are now usually not returned. Of course, there is no need to know what exactly your mistake was; your job is to know the score and try to improve it in your next attempts. How? As you wish.

They still learn topics and retell them in class. For example, about the Indians. As I remember now, one of the heroes of the text was called POPOKATEPETL. I remember another topic about Moscow City. Like how many meters is the Federation Tower? After this, they are surprised that the children speak poorly. WHAT SHOULD WE SAY HERE IF THIS IS SOME kind of CIPHER THAT IS COMPLETELY UNUSED FOR NORMAL HUMAN PURPOSES?!!! And what can I do with my three hours versus the school’s eight? But of course I try. And, I must say, I am succeeding, although with great difficulty.

However, parents' expectations, as a rule, are dashed against the rocks in this place. Therefore, I will say directly and clearly: dear friends, if you want your child to succeed in a subject at school, then safe means to achieve this will be to act parallel to the school according to its guidelines, which I personally will never do, because I cannot. Organically.

If you want your child to speak at least someday (this most likely will not happen at school, more powerful shocks are needed here than three hours a week with a tutor), then you can hand him over to me, I will turn his brains into the right direction side, and when the school headache loosens its grip, he will have the opportunity to plant further language learning on more or less sensible grounds.

This is all that I can do, because all other “good” results are achieved either through drill and violence, or with initially different initial data.

It is impossible to make sure that he simultaneously does well in an average school with its crazy requirements and ill-conceived formats, and speaks English fluently and well on truly relevant, life-related topics. This equation will NEVER converge.

They do not know how to think here and now.

They do not know how to use sources and reference books.

They do not know how to use the known to find out the unknown.

They do not know how to combine information, draw conclusions, compare, and generalize.

They don’t even know that “I don’t know” can be followed by any actions other than “sit down, two.”

The minimum difficulty leads them to a completely inoperative state (the nuances are rich and correlate with their personal characteristics: someone is furious, someone is desperately stupid, someone every time feels the collapse of all hopes, someone throws all their strength into maintaining the illusion of their own consistency ). At this moment, they are busy with anything other than English, and I spend time, attention, and energy to breathe normal life into them.

By the way, it is inhaled ONLY after such moments, experienced differently than through tugging, appeals to conscience and other common teaching techniques.

I tune it all, like a huge harp, and then they go to school, where they tune this harp for me.

11th grade is worthy of special mention. Now I have two adored dolls in my hands, they will be released soon. Say what they are intellectual abilities Pali is an understatement, but I have known them for 3 years.

The girls look like seaweed in raspberry syrup and don’t think a damn thing. They yawn from monstrous fatigue, besides they are in love and losing weight. All tables are covered with pieces of paper with mathematical formulas, historical facts, quotes from Pasternak and hearts with more frivolous content. They get either a migraine or a stomach infection. I feel incredibly, incredibly sorry for them.

At school all year they do absolutely nothing except run through the Unified State Examination form, although it’s a no-brainer that the test format can only be a test format, but not a training one. I repeat like a mantra: “Sleep and cartoons,” but they don’t listen. They are completely unable to study effectively, but they cannot do anything other than study until they are completely glazed over.

Half-deliriously, they rush to repeat three types of conditional sentences (and repeat, by the way, not without success, because this is an understandable pattern that they can cling to). But they are completely powerless to describe the furnishings of their room or a picture from the fairy tale “Cinderella,” as well as to give birth to another thought of their own.

Parents enthusiastically stir up everyone's nerves. They ask me: “Do you think she will pass?” “It will,” I answer confidently, realizing that at least someone needs to stand exactly in this field of crazy feather grass. It would be better for the children if it were their parents, but who knows. Maybe if they knew how to do this, there would be no need for me at all.

A feeling of total, widespread disconnection and ill health. Parents do not fulfill their functions. The school is not fulfilling its functions. The tutor comes to this and tries to do something. In fact, he is defeated - because with my capabilities and knowledge, with support and fair winds, I could achieve results with these children that I can only dream of now.

Therefore, for the near future I will stop working with children. I'm tired to death of fighting windmills, seeing things that hurt, getting blows for doing what other people don't do. I like kids. I know how to work with them. But with my parents and school, no, and I probably won’t study. I'd rather wait until these kids grow up and understand what's what. Actually, these are the people I work with at the moment with great pleasure, finding in almost every adult a child who was once tortured for a long time and in a difficult way.

But I no longer have the strength to look at this in real time.

And a couple of recent episodes from our NON-school life.

1. My daughter, returning from a walk with a new boy she knew, spoke about their conversation on topics outside of school: “When he found out that I was studying at home, first he said that it was cool, and then - that they are not prepared for the Unified State Exam at all, they themselves think what to do". Question: who needs such a school?

2. Today we wrote a “ministerial” test in Russian. The text of the assignment was compiled by “very special people”)) There are gross errors in Russian in the Russian assignment. In some places the wording is so confusing that it is not possible to complete the task with full confidence that you understand what “the author wanted to say.”

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