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Pedagogical characteristics for admission to the cadet school. Characteristics for admission to the Suvorov School sample. V. Enrollment of school candidates

Characteristic

A student of the 6th grade of MKOOU - Ordynsky sanatorium boarding school Fedotova Evgenia March 24, 2000 year of birth.

Zhenya has been studying at the Horde sanatorium school since the first grade. Brought up in a complete family. Physical development corresponds to the age norm. Satisfactory state of health, actively engaged in physical education and sports.

The performance is satisfactory, has two triples in mathematics and the Russian language, in elementary school he was good. He gives preference to history and social science. Zhenya can study better, but not always diligently and conscientiously performs homework, is not always organized in training sessions. Allocates favorite and unloved objects for himself, which explains his results for the quarter. The vocabulary is sufficient, the speech is educated, can express its thoughts verbally and in writing.

The school regime does not violate, it is always an assistant teacher for organizing a class team. The requirements of teachers fulfills. Cultural behavior skills are developed, behavior is always conscious.

Zhenya is an active boy, he has many friends of different ages. He is always ready to help a friend. In the classroom, he is respected, he is always elected "mayor of the city", listen to his opinion. Zhenya takes part in all festive school events, is a fan of his class. He knows how to play chess, football, tennis. Dreams of becoming a military.

Eugene shows independence in the performance of certain labor orders. Able to complete the work begun, to see and evaluate the results of their activities. Well on duty in the dining room, boarding school.

Features of temperament are expressed in leadership abilities, sociability, self-confidence. The mood is steady.

The formation of the personality of the student is successful. In further education, in my opinion, one must rely on the leadership qualities of Zhenya.

Classroom teacher:________________

On the topic: methodological developments, presentations and summaries

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Synopsis of an open reading lesson in the 6th grade of a boarding school of the VIII type “I. Krylov's fable“ Dragonfly and ant ”

An explanation of the allegorical instructive nature of the fable (to give the concept of “fable”). The development of auditory and visual attention, short-term memory, abstract and logical thinking. Moral ...

Take part!

Among the problems with the parameters included in the core exam in mathematics, one can single out a special class of tasks that are almost impossible to solve with standard school methods. Often the functions on the left and right sides of the equation are fundamentally different in nature, which does not allow the use of an analytical approach. And the complex look of these expressions makes plotting problematic. The solution in this situation can be a minimax method for solving problems with parameters, which relies on the use of monotony and boundedness of functions.

Some lessons may seem boring to children. And then in the classroom discipline begins to suffer, students quickly get tired and do not want to participate in the discussion.

Case studies were created to combine educational school knowledge with acutely needed competencies, such as creativity, systemic and critical thinking, commitment and others.

Thanks to the cases, you can help the student to benefit and enjoy learning, to cope with his personal problems!

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The main document reflecting the most important and essential information about the child is a pedagogical characteristic. In the cadet corps, this document is compiled by an educational officer or class teacher. Typically, the following information is reflected:

at what age did he enter the cadet corps and what is the degree of preparedness

how long is the child in the cadet corps and from what school did he arrive

features of adaptation of the child to the cadet corps

how the cadet manages and what are the difficulties in mastering the program

features of behavior in the classroom: discipline, performance, degree of attention.

those cases are described in more detail when the cadet has motor disinhibition, increased fatigue, distraction, lack of assembly, etc.

student relationship with a peer group, pugnacity, aggressiveness or, conversely, excessive passivity

notes how other children relate to him.

Studying the nature of personal qualities and self-esteem is not an easy task.

Speaking about the personality of a person in general, we mean a certain peculiarity of behavior, original thinking, wealth of the inner world (feelings, emotions, imagination, moral and ethical values). Interests and motives, inclinations and abilities, character and temperament, ideals, value orientations, volitional, emotional and intellectual characteristics, the ratio of conscious and unconscious (subconscious) and much more - this is far from an incomplete list of characteristics that we have to deal with if we try draw a psychological portrait of a person.

Possessing a variety of properties, it is necessary to remember that a person is a single whole. At the same time, one can distinguish the physical, emotional, cognitive, social and moral development of the individual.

A psychological and pedagogical examination examines: intellectual development, speech development, cognitive activity, the state of activities leading for the child (playing or learning), the formation of educational skills (for schoolchildren), individual characteristics of the person, behavior, and the state of the emotional-volitional sphere.

The description describes not only value-oriented development.

It objectively evaluates the positive and negative qualities of a developing personality. In addition, a search is made for both external and internal causes of the formation of deficiencies. The relations of the cadet in the team, his attitude to work, discipline and a number of other indicators, which are the external projection of the internal characteristics of the cadet, are examined and analyzed.

Adolescence is called “transitional”, “turning point”, “difficult”, “critical”. At this age, there is a transition from childhood to adulthood. In all directions, the formation of qualitatively new formations is underway. Elements of adulthood appear as a result of the restructuring of the body, self-awareness. The cadets rethink relations with adults and comrades, change the ways of social interaction with them, may change interests, cognitive and educational activities, the content of moral and ethical norms that mediate behavior, activity and relationships.

The officer-educator, making up the characteristic, should not forget that this period is characterized by the initial stage of personality formation, the novelty of emerging internal conflicts and typical problems of a given age. When drawing up the characterization, the educating officer should also remember that negative qualities in adolescents (self-will, stubbornness, negativism, rudeness, insolence) arise most often when underestimating the independence of the adolescent, ignoring his opinion, requiring unquestioning submissions from him, with excessive custody and etc. All these negative qualities arise due to ugly education, in which the psychological characteristics of this age are not taken into account.

Thus, a person is a specific person, taken in the system of his stable socially determined psychological characteristics, which are manifested in social relations and relationships, determine his moral actions and are of significant importance for himself and others.

An example of the presentation of an officer-educator as a cadet in Appendix 1.

List of references

Alferov A.D. “Psychology of the development of schoolchildren,” Rostov-on-Don, 2000.
Bobrova V. G. Vakhrushev M. “General characteristics of the development of the personality of a teenager”, Rostov-on-Don, 1966.
Vasina E.A. Value orientations of personality in adolescence: St. Petersburg. 1993.
Developmental and educational psychology / ed. M.V. Gamezo. - M., 1984.
“Questions of the psychology of personality development of adolescents and youths”, Tyumen, 1969.
Vygotsky L.S. “Problems of the mental development of the child”, - In the book: Selected psychological studies. M. 1956.
Goncharov V.S. Types of thinking and learning activities. Sverdlovsk, 1988.
Dragunova T.V. The Teenager, M. 1976.
Karpenko L.A. Petrovsky A.V. Brief psychological dictionary. - M.: Enlightenment, 1981. - 195p.
Kon I.S. Sociology of personality. - M. Politizdat, 1967.
Kudryavtsev G. A. “General psychological characteristics of the personality of difficult adolescents”, Alma-Ata, 1967.
Kuzmin E.S. Methods of social psychology. - L. Leningrad State University, 1977 .-- 168 p.
Leontiev A.N. “Problems of the development of the psyche”, M. 1972.
Lipkina A.I. “Self-esteem of a student”, M. 1976
Maklakov A. G. “General Psychology”, publishing house “Peter”. 2002.
Matyushkin A.M. Psychological structure, dynamics and development of cognitive activity // Psychology Issues. - M. 1982, No. 4.
Nemov R.S. The psychology of education. Textbook. M. Vlados, 2000.
“Moral education of schoolchildren in the team. Records LGPI them. A.I. Herzen ”, Sat T. 368. L. 1970.
Fundamentals of Psychology: Workshop (edited by Stolyarenko), “Phoenix”, 2000, 565 pp.
Petrovsky A. V. Yaroshevsky M. G. “Psychology”, Moscow, 2000, 512 pp.
“Cognition of the student and the formation of his personality”, Vilnius, 1975.
“Development of the personality of the child”, ed. Fonareva A. M. M. “Progress” 1987, 272 p.
Rubinstein S. L. “Fundamentals of General Psychology”, St. Petersburg: ed. Peter 2000, 712 pp.
Sirotkin L.Yu. “Formation of personality: the problem of sustainability”, Kazan, 1992.
Sobr. Op. L.S. Vygotsky. M. 1982.V.1. S.20.
Encyclopedia of psychological tests: I-III volume, 2000.
Yakimanskaya I.S. The knowledge and thinking of a schoolboy. M. 1995.

The most effective and efficient way to identify the individual and psychological characteristics of a student in a school is to compile a characteristic for a student or group of students. An objectively and competently composed characteristic has a positive effect on the relationship between the student and the new teacher.

Sample characteristics per student

There are basic requirements that apply when compiling a characterization for a student:

1. To reflect the individual psychological qualities of the student, manifested by him in the process of behavior and learning.

2. Distribute groups of students to the prevalence of various kinds of features.

3. The scheme of this characteristic should be performed in a standard manner.

4. Respect for the accessible perception of information by a new teacher who is not familiar with students in the school.

5. The process of compiling a document should be less time-consuming.

Based on the above requirements, a psychological and pedagogical map of the student is created, providing a full description of the student in the school.

The individual psychological characteristics of the student are displayed in this map in the form of certain scales, at the edges of which the maximum or minimum level of these features is presented, which makes it possible for the teacher to determine the relationship between the student and teacher and identify the conflict zone of communication. It is recommended to fill out this card at the end of a specific stage of training:

Grade 3 - a map containing generalized information about the student, compiled by a primary school teacher for a middle school teacher.

Grade 7 - a map compiled during the period a student chooses a certain major area (vocational school, technical school).

Grade 9 - a card is necessary to identify the characteristic professional skills and abilities of the student, taking into account admission to the university.

For students studying eleven years at school, maps must be drawn up in grades 4, 8, and 10.

Map of the psychological and pedagogical characteristics of the student (Size: 82.0 KiB | Downloads: 11,451)

Characteristics of a student in Grade 3 (Size: 27.0 KiB | Downloads: 22,469)

Feature on student grade 7 (Size: 24.5 KiB | Downloads: 24,443)

Feature on student grade 8 (Size: 24.5 KiB | Downloads: 19,193)

Example characteristics for a student in grade 9 (Size: 24.0 KiB | Downloads: 37,564)

Is the form or article obsolete? Please click!

Feature on a school student

Drawing up a characteristic for a student or for a group of students is one of the most popular, effective and affordable ways to determine and identify individual psychological characteristics of students. Only a well-written characterization helps a new teacher to quickly establish contact with a student (class), get an idea of \u200b\u200bhis personal qualities, build a plan for further pedagogical work and create optimal conditions for the development of a student, while a biased composed characteristic can adversely affect the relationship between the teacher and student.

characteristics per student

In different periods, the requirements for compiling characteristics for children were determined by certain aspects of the socio-historical process and almost directly depended on the level of development of psychological science about the individual characteristics of a child’s personality. In practice, you can find many characteristics compiled by teachers, both in free form and on the recommendations of pedagogical science. These forms differ significantly from each other in terms of distinguished indicators and have both advantages and disadvantages.

By comparing and analyzing the forms of characteristics that exist today and the criteria used to evaluate students in them, we can identify the basic requirements that a characteristic compiled for a student must meet:

should reflect its individual psychological characteristics, manifested by him in the learning process and behavior
divide students according to the prevalence of certain characteristics
show the teacher’s attitude towards the student
should be made according to the standard scheme
should be easy to read and understand for teachers who are not familiar with characterized students
the characterization process does not have to be time consuming.

psychological and pedagogical

student characteristics

Based on the above requirements, a "Psychological and pedagogical map of the student" was developed using the method of expert assessments in graphical form (expert - class teacher). This card allows you to make the most correct and objective description of the student.

Individual and psychological characteristics of students are displayed on the map in the form of scales, at the edges of which are located the minimum and maximum degrees of severity of these features. One edge of the scale corresponds to the extreme degree of severity of any personality trait or behavior, and the other shows the absence of manifestation of this feature in behavior or the severity of a feature that is opposite in quality. When filling out the card, it is necessary to note on each scale (for example, a tick) the severity of a particular feature. The measure of remoteness from the edges of the scale characterizes the student by the assessed psychological features.

Analysis of the grades set by the teacher on the scales of attitudes allows not only to take into account the teacher’s attitude toward the student, but also to identify the most conflicting areas of communication.

This card is recommended for filling out and drawing up for each student at the end of certain periods of study, to identify the primary tasks in the process of training and education of the student, as well as to help the new teacher (in case of changing the class teacher) in working with the class:

Grade 3 - a card, with generalized information about the student, is compiled for a secondary school teacher (not yet familiar with the student) as an elementary school teacher

Grade 7 - a map is compiled during the transition of the student to differentiated learning (the choice of a profile direction, technical school, vocational school)

Grade 9 - a map is compiled to identify the student's professional inclinations, for his further preparation for entering a university.

If the student is studying according to the eleven-year program, then the "Psychological and pedagogical map of the student" is recommended to be compiled in grades 4, 8 and 10.

For an illustrative example, we give some ready-made characteristics for students of different classes (with explanations), which were obtained using a psychological and pedagogical card.

Search

You are offered a sample of the psychological characteristics of the student. Last name and first name replaced by (.)

Psychological characteristics of the student _ "_" class __________________

1. Full name - ____________________. date - __________, age during the study - 9 years.

2. Residence - ______________________________

3. Information about parents --_______________________________,

father A __________________________________________________

Grandparents are pensioners, living together with their daughter and grandson in a two-room apartment.

4. School number_, class- _ "_".

PROTOCOL OF PSYCHEDIAGNOSTIC SURVEY OF THE PUPIL _ _ "_" CLASS __________

Anxiety Test (R. Tammple, V. Amen, M. Dorki)

Objective: To investigate and assess the anxiety of a child of primary school age in typical life situations.

Date: 10/17/2006

In 100% of situations with a positive emotional connotation (Playing with younger children, Playing with older children, Baby with parents) (.) Has an emotionally positive experience. In 100% of situations with a negative emotional connotation (Object of aggression, Reprimand, Aggressive attack and Isolation) (.) Has an emotionally negative experience. These data may indicate that the child gives a positive or negative assessment of his emotional background to adequately different life situations.

In 57% of situations that have a double meaning (4 out of 7), one can talk about the presence of an experience (.) Of negative emotional experience. These are situations - Sleeping alone, Washing, Picking up toys, and Eating alone.

The greatest level of anxiety in (.) A is manifested in situations that model relationships that simulate everyday activities (Dressing. Laying to sleep alone. Washing. Picking up toys. Food alone).

(.) There is a high level of anxiety, as evidenced by the child's anxiety index (percentage of the number of emotionally negative choices to the total number of figures): 57%.

Psychodiagnostic Examination Protocol

Pupil _ "_" grade ___________

METHODOLOGY “LESENKA” V.G. Shchur

Purpose: to determine the features of the child’s self-esteem (as a general attitude towards himself) and the child's ideas about how other people evaluate him.

Who conducted: 5th year student of the Federal Special-Purpose and Social Fund Sinyakova A.M.

Date: 10/17/2006

The study revealed:

The child’s attitude to himself is positive, self-esteem is adequate, positive (he placed himself on the 4th of 6 steps.

The attitude of other people towards the child is perceived by him quite differentially: (.) \u200b\u200bHe believes that close adults (mother, father, grandfather, grandmother, friend, and teacher) have different attitudes towards him. The child believes that his mother will put him on the very top of the ladder, and he puts himself a little lower - on the third step from the top. This may indicate that (.) Feels strong support from the most significant adults.

The teacher’s predicted self-assessment by the teacher is lower than his own, the child’s explanations on this subject are teacher dissatisfaction with “poor behavior and low grades,” which indicates that (.) He is able to be quite critical in assessing himself as an individual.

PROTOCOL OF PSYCHODIAGNOSTIC SURVEY

STUDENT _ "_" CLASS ______________

Questionnaire for school motivation N.G. Luskanova

Who conducted: 5th year student of the Federal Special-Purpose and Social Fund Sinyakova A.M.

Date: 10/17/2006

The study revealed:

Based on the data of the diagnosis, a low level of school motivation was revealed in (.), As evidenced by a reluctant attendance at the school, often engages in foreign affairs, games, has serious learning difficulties: does not cope with learning activities, experiences problems in relations with the teacher. The school is often perceived by them as a hostile environment, therefore (.) It can sometimes be aggressive, refuse to perform tasks, follow certain norms and rules.

PROTOCOL OF PSYCHEDIAGNOSTIC SURVEY OF THE PUPIL _ _ "_" CLASS (.) (.) A

KETTELL PERSONAL QUESTIONNAIRE FOR YOUNGER SCHOOLCHILDREN

Diagnosis goal: study the level of school motivation.

Who conducted: 5th year student of the Federal Special-Purpose and Social Fund Sinyakova A.M.

Date: 10/17/2006

The study revealed:

A high level of severity of extraversion (9 points), which characterizes the child as an emotional, open, sociable, sympathetic child.

High level on a scale of Emotional excitability (8 points) - characterizes (.) As impatient, easily excitable, with instability of attention, increased motor activity.

Low level of Self-control (3 points), which is a sign of inability to control their behavior.

Other diagnostic methods and forms used in the study:

Conversation with a psychologist, a class leader

CHILD OBSERVATION

STUDYING DOCUMENTATION AVAILABLE ON A CHILD (.) Is registered with a psychologist as a child with behavioral difficulties)

III. General characteristics of the child's relationship system in the classroom. Social contacts:

with peers. Communication status: active. In the 3rd grade, dependence on a classmate Vladik Bogdanov (a child with pronounced aggressive behavior) was observed. At the time of the survey, friendship with Bogdanov ceased. Establishes relationships with all classmates, but has close friendships with the guys from the yard. Prefers friends who like to indulge in, run, naughty. The school team is often perceived by them as a hostile environment, therefore (.) Can sometimes be aggressive.

with adults. It can show various signs of communication: from submission and shyness to impudence and insolence to a teacher’s criticism reacts passively and positively (understands the criticism, agrees with it, but does not correct the flaws). Having problems with the teacher.

IV. General characteristics of the student’s personal sphere.

Characteristics of personality traits:

The child’s attitude to himself is positive, self-esteem is adequate, the positive attitude of other people towards the child is perceived by him quite differentially: (.) \u200b\u200bHe believes that close adults (mother, father, grandfather, grandmother, friend, and also teacher) have different attitudes towards him. the teacher’s predicted self-assessment by the teacher is lower than his own, the child’s explanations on this subject are teacher dissatisfaction with “poor behavior and low grades,” which indicates that (.) is capable of a fairly critical approach to assessing himself as a person.

The schoolboy is emotional, sociable, impatient, easily excitable. Instability of attention is observed, increased motor activity, can not always control their behavior.

Increased anxiety (.) Is manifested in situations associated with everyday activities, regimen moments.

School motivation is not well developed, as evidenced by reluctant attendance at school, often engages in extraneous matters, games, has serious learning difficulties: does not cope with learning activities, which is associated with insufficient development of randomness of attention.

(.) is fond of drawing, plays football in the sports section.

CONCLUSIONS OF A PSYCHOLOGIST:

For (.) Such behavioral and personal features are characteristic, such as violation of discipline in the lessons and during breaks, poor academic performance, and a low level of school motivation.

In this regard, the class teacher of the child is RECOMMENDED:

Draw up an individual work plan to support the family, taking into account the individual characteristics of the family situation

Every quarter to visit a child at home in order to study the living conditions, to study the situation of relations between family members.

Check employment (.) During vacation time

Relations should be built on persuasion, calm, friendly tone of communication. By personal example and repeated tactful repetition, instill (.) The rules of conduct for school life. Correctional work on the development of self-control skills, and the skills of constructive interaction with peers is recommended. Provide knowledge on the rights of the child, the rights and obligations of the student, legal knowledge. Strictly control attendance and academic performance (.).

To establish a positive emotional background associated with the school - in no case do not compare the child with other children. Do not talk badly about school, do not criticize teachers in the presence of the child, create a positive, positive attitude towards school.

To stimulate the educational and cognitive activities of children through: creating situations of emotional experience, creating situations of entertainment, situations of relying on life experience, situations of success in educational and cognitive activities.

Date of study October 17, 2006

Conducted a 4-year student of the FSF and P Smarigo Elena.

What should include psychological characteristics here Psychological characteristics of the student

ORDER
Minister of Defense of the Russian Federation
march 26, 2010 No. 265
"On approval of the admission procedure to the Suvorov military, Nakhimov naval schools and cadet (naval cadet) corps of the Ministry of Defense of the Russian Federation"

Registered in the Ministry of Justice of Russia on May 12, 2010. Registration No. 17174
Published in Rossiiskaya Gazeta May 21, 2010

2. To declare invalid the orders of the Minister of Defense of the Russian Federation according to.

3. The control over the implementation of this order shall be entrusted to the Secretary of State - Deputy Minister of Defense of the Russian Federation.

Minister of Defense of the Russian Federation A. Serdyukov

Appendix No. 1

The procedure for admission to the Suvorov military, Nakhimov naval schools and cadet (marine cadet) corps of the Ministry of Defense of the Russian Federation

I. General Provisions

1. This Procedure governs the work with candidates for admission to study at the Suvorov military, Nakhimov naval schools and cadet (naval cadet) corps, the organization and conduct of competitive entrance examinations, as well as the enrollment of candidates for schools.

2. Underage citizens of the Russian Federation who are fit for health reasons and have an appropriate education level and age (hereinafter referred to as “candidates”) may enter schools.

3. As candidates for admission to the Moscow cadet corps "Pension inmates of the Ministry of Defense of the Russian Federation", the daughters of military personnel who have lost their parents (parents) and also the daughters of military personnel serving in the Far North, equivalent territories and other places with adverse climatic or environmental conditions, including remote ones, and in military units located outside the Russian Federation.

4. For admission to schools, candidates are selected who have studied in general educational institutions one of the foreign languages \u200b\u200btaught in schools: English, German or French.

5. Acceptance of candidates for schools is carried out on the basis of the results of competitive entrance examinations in general subjects, verification of their psychological readiness for studying at the school, physical fitness, as well as assessment of documents characterizing the candidates' social, creative and sports achievements.

6. The right of non-competitive enrollment in schools, subject to successful completion of competitive entrance examinations and compliance with other requirements established for applicants, is granted to candidates in accordance with the legislation of the Russian Federation.

II. Organization of work with candidates and registration of their personal files

7. The necessary outreach, the placement in the media of materials on the structure of the recruitment are carried out annually in accordance with the orders of the Minister of Defense of the Russian Federation.

8. The application of the parents (legal representatives) of the candidate addressed to the head of the school on the admission of the candidate is sent to the school from April 15 to June 1.

9. The following documents are attached to the application:

personal application of the candidate addressed to the head of the school;

a certified copy of the birth certificate with a mark of the established pattern of citizenship (for persons over 14 years old, in addition to the copy of the birth certificate - a certified copy of 2, 3, 5 pages of the passport of a citizen of the Russian Federation);

autobiography;

certified by the official seal of the educational institution, a copy of the student’s personal file, the pedagogical description of the candidate, signed by the class teacher and director, a psychological profile with the rationale for the student’s admission to the school, signed by the psychologist and director;

four 3x4 cm photographs with a place for print imprint in the lower right corner;

copy of the medical insurance policy (for all but citizens permanently residing outside the Russian Federation);

a copy of the candidate’s medical card certified by the seal of the medical institution;

a copy of the financial and personal account and an extract from the house book from the place of residence (registration);

a certificate from the place of service (work) of the parents (legal representatives) or another document characterizing their labor activity;

candidate anthropometric data (height, clothing size, chest, hip, shoe size and headgear);

documents confirming the candidate's right to benefits when entering the school:
a) for orphans and children left without parental care, in addition, the following shall be submitted:
certified copies of the death certificate of the sole or both parents;
copy of the decision of the court or local authorities on the establishment of guardianship (trusteeship);
certified copy of the certificate of the guardian (trustee);
a recommendation for receipt from the commission for minors and protecting their rights at the place of residence of the candidate and the guardianship authority of the constituent entity of the Russian Federation where the candidate came from;
b) for the remaining categories enjoying the right of out-of-competition crediting, in addition, the following shall be submitted:
a certificate or extract from the personal file of a soldier who died in the performance of military service duties or who died as a result of injury (injury, injury, contusion) or illness received by him while performing military service duties, on deletion from the lists of the military unit, copy of death certificate;
certificate of military service (work in a military unit or organization of the Armed Forces of the Russian Federation), certified by the official seal;
certificate of seniority in calendar terms (20 years or more), certified with the official seal, or a certified copy of the certificate "Veteran of Military Service";
an extract from the order on dismissal from military service upon reaching the age limit for military service, health status or in connection with organizational and staffing events, if the total duration of military service is 20 calendar years or more, certified by the official seal.

In addition to the listed documents, other documents may be attached attesting to the candidate’s achievements (copies of letters, diplomas, certificates of appreciation, certificates, certificates of participation in various zonal, city, regional creative contests, festivals, sports competitions and other documents characterizing social, creative and sports achievements candidate).

Original documents confirming the candidate’s right to receive benefits, a medical book, as well as an extract from the student’s report card with grades of the general education institution with grades for the corresponding academic year with a mandatory indication of the studied foreign language, are presented by the candidate directly to the selection committee upon arrival.

III. Organization of work of the selection committee

10. In order to efficiently and efficiently organize work with candidates, an order is issued by the Minister of Defense of the Russian Federation, which approves the composition of the central admissions committee for the selection and enrollment of candidates for schools, appoints the chairmen of the admissions commissions of the schools, determines the tasks of the central admissions committee and admissions commissions of the schools, the number of recruits to schools, as well as other organizational issues.

The head of the school issues an order on the composition and organization of work of the admissions committee of the school.

The term of office of the selection committee is set for the period until the order of the Minister of Defense of the Russian Federation on the enrollment of candidates for schools is issued.

11. In order to more detailed and objective study of candidates provides for the departure of the admission committee of the school in other regions.

By decision of the Minister of Defense of the Russian Federation, representatives of the military command and control bodies are sent to the field selection commissions to monitor compliance with the conditions and procedure for the admission of candidates.

Depending on the number of candidates, the chairmen of college admissions committees may include teachers from other educational institutions (as agreed), as well as representatives of public organizations in the visiting admissions commissions.

The selection committee of the school consists of the following subcommissions:

subcommittee for the verification of personal files;

a subcommittee on determining the psychological readiness of candidates to study at the school;

subcommittee for the verification of general education of candidates.

The composition of the admissions committee of the school, as well as the involved technical personnel of the admissions committee of the school should change annually by at least 20%.

12. The received personal files of candidates are considered by the admissions committee of the school.

Candidates who are unsuitable for health reasons, who do not correspond to the class of admission by the level of education or age, or whose personal files have not submitted the documents specified in clause 9 of this Procedure, are not allowed to enter the competitive entrance examinations.

Nominal lists of candidates admitted to the competitive entrance examinations are signed by the members of the admissions committee of the school and are submitted to the central admissions committee by June 10.

Parents (legal representatives) of candidates who are denied admission to the competitive entrance examinations are sent a notice signed by the chairman of the admissions committee of the school indicating the reasons. In case of disagreement with the decision of the admissions committee of the school, the parents (legal representatives) of the candidates who are denied admission to the competitive entrance examinations may appeal to the chairmen of the admissions committee of the school and the central admissions committee.

The Central Admissions Committee forms personal lists taking into account the place of residence of the candidates (regardless of the candidate chosen for admission to the school) and sends them to the admissions committees of the schools by June 20 to conduct competitive entrance examinations (including using visiting admissions).

On the basis of the personalized lists of candidates received from the central admissions committee, the admissions committee of the school sends a notification to the parents (legal representatives) indicating the date and place of the competitive entrance examinations.

Meetings of admissions committees are drawn up in protocols that are signed by all members of admissions commissions and approved by their chairmen.

IV. The procedure for admission to schools and competitive entrance examinations

13. Competitive entrance tests are carried out from July 1 to July 15, during which the following are carried out:

determination of psychological readiness of candidates for training;

determination of physical fitness of candidates;

entrance examinations in general subjects.

14. Determining the psychological readiness of candidates for training includes their socio-psychological study, as well as psychological and psychophysiological examination, based on the results of which conclusions are prepared.

15. Based on the results of determining psychological readiness, physical fitness, competitive entrance examinations in general subjects, as well as evaluating documents characterizing social, creative and sports achievements, candidates are given a single point score, which is entered on the register of competitive entrance examinations and on the competition list.

16. The protocol of the meeting of the admissions committee of the school should contain specific proposals for the enrollment (not enrollment) of candidates indicating the reasons for which a decision is made. The protocol signed by the members of the subcommission is approved by the chairman of the selection committee.

The results of the competitive entrance test in general subjects are not subject to appeal.

V. Enrollment of school candidates

17. The admission committee of the school based on the results of competitive entrance tests compiles competitive lists of candidates in the following order:

first of all, candidates who are entitled to out-of-competition admission are determined;

secondly, candidates in a competitive selection procedure.

18. The Central Admissions Committee, on the basis of the draft of the list of candidates drawn up for the selection of the school for admission, prepares a draft order of the Minister of Defense of the Russian Federation on the enrollment of candidates for schools and submits it for approval to the Minister of Defense of the Russian Federation.

Lists of enrolled candidates are posted on the website of the Ministry of Defense of the Russian Federation in the global Internet information network.

19. Additional admission to the school after the approval of personal lists of candidates for admission is carried out by decision of the Minister of Defense of the Russian Federation.

20. A notice of admission signed by the chairman of the admission committee of the school is sent to parents (legal representatives) indicating the date of arrival of the enrolled candidate at the school.

21. Military transportation documents for travel to the school are drawn up at the military commissariat at the place of residence of the enrolled candidate on the basis of a notice of enrollment.

22. An enrolled student is issued a student certificate.

23. Materials of competitive selection for enrolled candidates are kept at the school throughout the entire training cycle, for non-enrolled candidates - throughout the year.

* Further in the text of this Procedure, unless otherwise specified, for brevity, the Suvorov military, Nakhimov naval schools and the cadet (naval cadet) corps of the Ministry of Defense of the Russian Federation (including, unless otherwise specified, the Moscow cadet corps "Pension of pupils of the Ministry defense of the Russian Federation ") will be called schools.

Appendix No. 2

The list of orders of the Minister of Defense of the Russian Federation, recognized as invalid

1. Order of the Minister of Defense of the Russian Federation dated January 15, 2001 No. 25 "On Suvorov Military, Nakhimov Naval, Military Music Schools and Cadet, Naval Cadet, Musical Cadet Corps of the Ministry of Defense of the Russian Federation" (registered with the Ministry of Justice of the Russian Federation February 12, 2001, registration number 2566).

2. Order of the Minister of Defense of the Russian Federation of January 5, 2002 No. 13 "On Amending Order of the Minister of Defense of the Russian Federation of January 15, 2001 No. 25" (registered with the Ministry of Justice of the Russian Federation on January 28, 2002, registration No. 3197 )

3. Order of the Minister of Defense of the Russian Federation of September 22, 2003 No. 337 "On Amending Order of the Minister of Defense of the Russian Federation of January 15, 2001 No. 25" (registered with the Ministry of Justice of the Russian Federation on October 7, 2003, registration No. 5161 )

4. Order of the Minister of Defense of the Russian Federation of October 22, 2007 No. 437 "On Amending Order of the Minister of Defense of the Russian Federation of January 15, 2001 No. 25" (registered with the Ministry of Justice of the Russian Federation on November 8, 2007, registration No. 10437 )

5. Clause 1 of Order of the Minister of Defense of the Russian Federation dated January 27, 2009 No. 27 “On Amending Orders of the Minister of Defense of the Russian Federation” (registered with the Ministry of Justice of the Russian Federation on March 17, 2009, registration No. 13520).

6. Order of the Minister of Defense of the Russian Federation of May 16, 2009 No. 409 "On Amending Order of the Minister of Defense of the Russian Federation of January 15, 2001 No. 25" (registered with the Ministry of Justice of the Russian Federation on August 25, 2009, registration No. 14613 )

at what age he entered the cadet corps and what is the degree of preparedness;
how long the child is in the cadet corps and from which school he arrived;
features of the child’s adaptation to the cadet corps;
how the cadet has time and what are the difficulties in mastering the program;
features of behavior in the classroom: discipline, performance, degree of attention.
those cases are described in more detail when the cadet has motor disinhibition, increased fatigue, distraction, lack of assembly, etc .;
student relationship with a peer group, pugnacity, aggressiveness or, conversely, excessive passivity
notes how other children relate to him.

Studying the nature of personal qualities and self-esteem is not an easy task.

The description describes not only value-oriented development.

An example of the presentation of an officer-educator as a cadet in Appendix 1.

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