The vividness and emotionality of the teaching material,
Excitement of the teacher has an enormous impact on the student, his attitude towards the subject. Information, Colored with emotions, incomparably better memorized, acquires personal meaning. However, the inclusion of the emotional sphere of the child in the educational process does not mean that the lesson must be held on "heat of passion.

Research to find out the optimal ratio of emotionality, difficulty, and richness of the lesson, providing together with a favorable response of younger students to the learning load, showed that high emotionality is harmful in difficult and intense math lessons and
is useful for high difficulty and low saturation of lessons.
- Differentiation and individualization of the learning process, depending on the personal characteristics and health of the students. In the traditional classroom-lesson the traditional class and lesson system this problem is the most difficult, but also the most urgent and the most relevant.

Methods of differentiation and individualization are discussed in detail in the course of pedagogy. Let us note those of them that are especially important for the protection of health child.  

It is believed that in the differentiation of training in the first place should take into account Such features of the nervous system as weakness, inertness.
These properties of the nervous system can be easily traced by the behavior of children in class. They can significantly reduce the success of learning activities if they are ignored by the teacher and contribute to increased anxiety and
development of didactogenic neuroses. Let us briefly consider these features.

Peculiarities of teaching children with a weak nervous system:
- Not to put them in a situation of an unexpected question requiring a quick answer;
- give them enough time for reflection and preparation;
- Preferably, answers must be in writing, not orally;
- during the preparation of answers, allowing time to check
give them time to check and correct what they have written;
- if possible, ask them at the beginning of the lesson and better,
if not at the last lesson, but at the beginning of the school day;
- Do not demand answers to questions on new material you have just learned.
It is better to postpone the questioning to the next lesson;
- using the right questioning tactics and rewards (not only with marks, but also with phrases like "good", "clever
"Well done") to build the child's confidence in his or her abilities and
be sure to reward diligence, even if the result
evaluate their failures cautiously - because they are quite sensitive to them
- distract them from their work as little as possible and create
Distract them as much as possible and create a calm environment;

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