Reflective Activity of a Teacher As a Basis for Correcting the Failure of Younger Schoolchildren

Abstract

The article discusses the problem of school failure of children studying in primary school, describes its manifestations and gives possible reasons. The characteristics of a teacher who is able to work with children experiencing learning difficulties are given. Particular attention is paid to the important role played by the reflexive activity of the teacher in the process of eliminating the problems of failure of younger schoolchildren. The stages of teacher reflection in the context of working with school failure are presented.