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School principal accused of promoting sexual perversion

The directors of Moscow School No. 962 in Otradnoye were accused of promoting non-traditional values ​​among minors. The reason for the accusations was a lesson dedicated to the International Day of Tolerance, held in grade 5 on November 17. In the lesson, children were asked to draw pictures on the topic of tolerance. In children’s pictures with rainbow hearts, advocates of morality saw the image of the LGBT flag. On November 23, the public ombudsman for the protection of the family, Olga Baranets, appealed to the Ministry of Internal Affairs with a request to bring the school director to justice for the propaganda of sexual perversion among minors.

Scandal erupted over rainbow drawings in a lesson dedicated to Tolerance Day

Thematic lesson “Let’s live together!” was dedicated to the International Day for Tolerance. This day has been celebrated in Russia since 2005, and such lessons are by no means uncommon.

In the lesson, the teacher told the children about the rules of tolerant attitude, about the need to respect the opinion of others. There was no talk about sexual minorities at all, this is confirmed by the parents of the children present at the lesson.

– The lesson took place in my daughter’s class, – says the mother of the 5th grade student Natalya. – The child said that the teacher talked about respecting other people and not quarreling. There was no talk about gays and lesbians. At the end of the lesson, the children were asked to draw any drawings on the topic of tolerance. Specifically, a rainbow, especially LGBT, no one forced children to draw, but some of the pictures were in a rainbow color. How did it occur to someone to turn this whole situation around!

Many guys drew the planet Earth and the seven-flower flower from the work of the same name. However, the attention of defenders of children’s morality was attracted by a drawing, which depicts a heart painted in the color of a rainbow with a missing blue color, like the LGBT flag. Perhaps the schoolgirl simply did not have a blue pencil … However, the drawing became the reason for accusing the school leadership of almost corrupting children.

On November 23, Ombudsman for the Protection of the Family Olga Baranets from St. Petersburg turned to the Ministry of Internal Affairs with a request to bring the school administration to administrative responsibility under Part 1 of Article 6.21 of the Code of Administrative Offenses of the Russian Federation “Promotion of non-traditional sexual relations among minors.”

In a statement, Baranets claims that in the classroom, children were given mandatory tasks to draw LGBT symbols as a sign of tolerance and respect for gay people. Where this lady has such information is not clear.

We turned for a comment to the Moscow Department of Education, we were redirected to the director of School No. 962, Larisa Polyakova. Here’s what she said about what happened in the lesson:

“The school had a class hour dedicated to the International Day of Tolerance. During the classroom hour, 5th grade students got acquainted with the rules of communication and prepared an exhibition of creative works, in which they reflected their emotional impressions in drawings, painting them with rainbow colors. The rainbow is a symbol of the international movement for peace and there is no hidden subtext in the event, there is no information from the teacher and children’s drawings. “

However, someone clearly wants to see something different in an ordinary school event. Indeed, even in the innocent depiction of the Seven-colored Flower from the teacher’s presentation on the blackboard, Ms. Baranets sees the teacher’s demonstration of the color of the LGBT flag and an explanation of its meaning. And the inscription on children’s drawings: “You shouldn’t evaluate people, you need to appreciate them”, in her opinion, reinforced concretely the fact of the teacher’s propaganda of the values ​​of sex minorities.

Let’s remind that Olga Baranets’ apparatus is not state-owned. The position of the public commissioner for family protection in St. Petersburg was established in 2015 at a conference of the parent, patriotic, Orthodox and veteran community of the city. According to the charter, the commissioner adheres to the views of the Russian Orthodox Church in his activities. The tasks of the human rights activist include, among other things, blocking Western technologies of destroying the family and counseling parents who have suffered from juvenile justice and sex education.

The Ministry of Education thought about the constant school distance for some subjects

The Ministry of Education wants to legally fix school remote control. Schools may have the right to independently choose whether to introduce a “distance” or not. True, so far this will only affect additional classes.

This format of training can affect optional classes

The Ministry of Education has developed amendments to the “Procedure for the organization and implementation of educational activities for additional general education programs.” The document deals with school circles, sections and electives. The project introduces a new clause in the rules. It says that the school itself will be able to choose the format of additional classes. The amendments focus on the epidemiological situation in each specific region. That is, the director of a school or children’s art house does not have to wait for the decision of the mayor or governor to transfer the circles to a remote location. But the consent of students and parents is required. As stated in the document, if necessary, an increase in the share of e-learning and distance learning technologies will have to be fixed in an agreement. This is especially true if, due to the transition to home mode, the terms of mastering the program or the cost of training will shift. Providing an information environment, access to digital resources – all this, as follows from the draft order, will fall on the shoulders of teachers. At the same time, an individual approach to students and the effectiveness of training should not suffer due to the abandonment of the usual format.

EXPERT OPINION

Leonid Perlov, a teacher at the Moscow Physics and Mathematics Lyceum, comments: “There are currently no academic disciplines that can be transferred to distance learning without compromising the quality of education. Today, there is no operational system that would allow such a process to be established. The technologies and training programs that we now have do not allow us to talk about distance learning. This is the old teaching according to the old programs, but not in the classroom, but through the monitor. They are created from wheels and “on the knee”. This is essentially a beta version. To evaluate the results of such training, a time lag is required. This is a year or two for schoolchildren of all ages, not just graduates. “

The Russian school is thinking about the advisability of learning foreign languages

According to recent polls, every second Russian (54%) believes that in today’s world one cannot do without foreign languages. In fact, in terms of knowledge of foreign languages, Russia ranks 34th out of 71 countries of the world and 23rd out of 26 European countries, and this indicator is unlikely to improve in the near future: our school refused the compulsory USE in this subject and suspended the introduction of the second foreign language.

The compulsory exam in the subject has already been abandoned

If abroad the linguistic knowledge of Russians is assessed as unequivocally low, then the internal picture, as shown by a recent all-Russian survey of school teachers of foreign languages, is contradictory. About half of the teachers believe that the level of knowledge of our students is growing, said the head of special projects of the Educational Union Yevgeny Antonov. However, they still do not see the same amount of progress, and every third complains about the lack of language practice.

If we focus in assessing the knowledge of schoolchildren on such a seemingly objective indicator as the results of the exam, everything looks good. The share of high-scorers, depending on the language, is 39-45% annually. The average score for the most popular, English, language is also quite high: in 2018 it was 69.2; in 2019 – 73.8; and in 2020 – 70.9 points. At the same time, children now, for the first time in the history of our country, have begun to better understand speech by ear: one must think, wide access to films and videos in the languages ​​of our partners, as they say, played a role in this. Still, there is no reason to be optimistic about learning foreign languages ​​in a Russian school.

Well, what optimism can we talk about if only about 10% of the most motivated school graduates traditionally pass the USE in foreign languages, while the quality of knowledge of the remaining 90% has remained at the antediluvian level of “I read and translate with a dictionary”? (Or, calling things by their proper names, “I know the letters, I can put them into words, and then find these words in the dictionary”).

However, this is not even the main point. “The popularity of foreign languages ​​in Russia is really growing, – stated Alexey Konobeev, a member of the jury of the regional stage of the All-Russian Olympiad for schoolchildren (Moscow), editor-in-chief of the English language at school magazine.

The conclusion is obvious: the demand of Russians for knowledge of foreign languages ​​is not satisfied by the school, where this subject is taught at the expense of the state, but by a private owner who must be paid from family funds. So to speak, “any whim for your money!” At the same time, the already mentioned survey of teachers outlined the main areas in which the school loses to the private trader. There is a poor material and technical base, and a shortage in school curricula of teaching hours devoted to the study of foreign languages. Every fourth school teacher explains the outflow of students to private traders and the increase in the ranks of the latter by the extremely limited volume of learning foreign languages ​​at school, and about the same number – by the fact that “tutors have good methods and individual training.” 45% believe that the school lacks language practice, and 28% – that there are too large groups of students with different levels of language proficiency in the same class and there are no individual lessons.

It is obvious that the official teaching of children loses to the unofficial in all directions, literally pushing the families of schoolchildren into the selfless embrace of tutors. However, the main problem is the lack of motivation of schoolchildren to study this subject, as stated by 45% of the respondents. And with the recent decision to abandon the compulsory USE in foreign languages ​​and the introduction of a second foreign language into the program, it only worsened.

Of course, the school curriculum is not dimensionless, and the limit for the study load of children has been exhausted for a long time. But there is a way out, says Oleg Radchenko, a professor at the Moscow State Linguistic University: “There is the experience of European countries. For example, in Germany from the 5th grade, early vocational guidance of schoolchildren is carried out with the distribution of children to schools, where the remaining 7-8 years of study they will study mainly the subjects they need in their professional activities. “

Why shouldn’t we also follow the same path?