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Asian Journal of Multidimensional Research (AJMR)
https://tarj.in
105
AJMR
- have sufficient skills to master the content of education and apply it in practice;
- be able to get out of problematic situations and evaluate it;
- demonstration of personal qualities that reflect the level of social activity of students (such qualities
as consciousness, ideology, perseverance, independence, initiative, humanity, diligence, speed, free
thinking, creativity, sense of responsibility);
- ability to stand on a certain point of view and others.
Criteria of social activity reveal the requirements of discipline and their importance and content. One
of the main conditions for effective education of social activity is adherence to discipline, which not
only has a positive effect on the physiological functions of the organism, but also contributes to the
formation of skills and abilities to meet the requirements of discipline.
The ethical psychological environment in the classroom is also important in increasing social activity
in students. The psychological environment or microclimate of a lesson is the emotional state of the
students and the teacher. It can be said that there is joy in the communication between students and
the teacher during the lesson, and freshness and self-confidence and solidarity among the students.
The ―healthy‖ microclimate of the lesson is also that students do not have anxiety and fear in front of
the teacher, they always feel confident and supported by the teacher and classmates. At the same
time, the teacher‘s demands on students are also indicative of a healthy environment. An unhealthy
environment in the classroom leads to pessimistic moods, anxiety, boredom, which negatively affects
the psyche of students and leads to a spontaneous violation of discipline. In a positive microclimate,
students not only work effectively to master the topic in the classroom, but are also distinguished by
exemplary behavior and are less tired, and their activity is higher.
School discipline includes a whole system of disciplinary rules that are mandatory for students, the
rules for organizing their learning and work activities, and their implementation must be done
consciously. The essence of conscious discipline of students is to obey the rules of behavior and the
order established in the school. Understanding the need to obey this order forms a stable discipline in
the learner and he or she becomes a socially active person.
The issue of social activism as a criterion of perfection is gradually developed in students and is
manifested in his worldview, goal-orientation and will, behavioral skills and habits, initiative and
independence, the formation of principles and intolerance of shortcomings in activities, relationships
and communication. This quality as an element of consciousness is expressed through the experience
of successes and achievements achieved by the child‘s personality and is the result of individual and
collective efforts. Therefore, the level of its development in children may vary due to age
characteristics and the state of organization of educational work.
From an early age, elements of social activism appear in a child's collective activity. Social activism
is a means of nurturing the student‘s personality and primarily forms a characteristic of conscious
discipline. Social activity serves to show in the student such qualities as orderliness, clarity. Social
activity as a trait is a behavioral pattern that is common to man. The physiological basis of activity is
a changing stereotype. However, social activism is a social quality in which moral habits and a
person‘s attitude to demands are reflected. At the school age, the basis of social activity is to imitate a
positive example. As students grow older, their sense of social activity will depend on their
willpower. From the outside, if social activity is not strengthened in the personality of the student as a
ISSN: 2278-4853 Vol 9, Issue 6, June, 2020 Impact Factor: SJIF 2020 = 6.882
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