We evaluate other people, and they evaluate us! We are taught to criticize back in school, when an incorrectly written word is underlined with a bright red pen so that you notice it and it is imprinted in your memory for as long as possible. It’s good if the teacher corrects it and you see how it must be written. But I believe no one has ever underlined in green the words that you wrote incorrectly the last time, but now you have learned them and spelled them correctly for the first time! Where is the reward system, where is the carrot in this teaching method. Why is there only a whip left? Criticizing is like beating your hands with a stick for every wrong answer, and then wondering why we are all so lacking in initiative and no one learns anything. Why do we need criticism, how to criticize correctly? Is criticism useful? There is an opinion that it moves us forward and improves life, right? But criticism does not always improve us. Our behavior, our life, our results. Sometimes the critic simply wants to assert himself, that is, he wants to prove to you that you do not have some skill, knowledge. Example: “Oh! Yes, it’s generally spelled incorrectly,” or “You’re putting the emphasis wrong,” Or when a child stands and says: “Dad, look what a stool I made!! And the father: “Oh, what is this stool or what? I used to have such stools in my time.” did at your age! And you!!...Ugh..." This is criticism that comes from self-affirmation. When a person’s need for respect is not satisfied, and he takes it out... And this criticism cannot be useful to us in any way, It happens the other way around, when a child is overwhelmed with flattery: - Everything you do is great, - You’ve molded amazing figures from plasticine, - You’re talking inimitable, In general, with your whole appearance you instill us with hope and faith in the child. This is the so-called useless flattery, which does not make the child better, because does not allow him to see what was not of good quality, what was not completed somewhere, was not tightened up, and could have been improved. It turns out that criticism, which is negative, or flattery, which is positive, does not help us become better. That’s what we call it, criticism or flattery. But there is another type of interaction: which is called high quality feedback (HQF) HQF: this is a method of communication when you give a child (person) your opinion about what he did, but according to certain rules, and these rules lead a person to improve his performance. High-quality feedback presupposes an approach that ensures maximum efficiency. It has certain steps and rules. The steps are very simple. First, you name 3 points in which the child succeeded. It’s good to name something that he couldn’t do before, but now he has succeeded. Then you name one thing that can be improved And one thing that was missing and that can be added. The formula turns out: three - one - one. Rules by which high-quality feedback is given. - Firstly, it is better that first, the child (person) who performed the action gives feedback to himself. - Secondly, it is necessary to establish rapport before you start talking - Thirdly, all feedback is given at the “behavior” level. That is, criterion-wise and in the form of answers to the question of what he did, what he did. That is, not like this: “Well, in general, you’re handsome...!”, but “You spoke loudly, stood straight, and so on.” - Fourthly, feedback should be given in the past tense. - Fifthly, feedback should be given in the third position, that is, using the pronouns he or she. Let's take a look at the rules of OSVK using examples: The most important rule is a request for communication. Come up and say: “I expect a slightly different result from you” Or: “I see that this activity could be done differently” Or: “If you want, I’ll tell you my opinion?” Or: “Do you want me to share with you my recommendations on how best to do this? And be prepared for the child to say: “No, I don’t want to!” or “Don’t interfere with me!” This suggests that the presentation of information itself is so unconstructive that the child