Every person wants to live better, but it doesn’t always work out that way. The problem is that a person does not have discipline, but has dreams and goals that are difficult to achieve.
Discipline is formed from early childhood. In youth, a person does not understand the benefits of those things and actions that are really necessary. Children are convinced that what they want is the most important thing in life. And it is for this reason that they are not able to instill discipline in themselves, and their parents should help them with this. Discipline tends to become useful, if not now, then in the future. And a large number of different examples can be given of this. For example, young people do not see the need to maintain discipline and study well. Ultimately, in ten years it may turn out that such a person does not know how to do anything, is not needed by anyone and must work in some low-paying job. Can this be called freedom? I think not. Only those who have reached a high level of development and can truly afford a lot can be truly free.
The need for discipline is due to many factors. The main one is that every person can achieve any significant success only if she works really seriously and responsibly. Such work, in turn, is almost impossible to imagine without observing certain rules of discipline. If, for example, you don't go to bed on time and can't wake up early in the morning, you will go to school tired. If you can't force yourself to do all your homework, you won't be able to get good grades and get into a good university. All these are signs of lack of discipline and without all this there will be no success. If you want to achieve anything in life, discipline is definitely a must.
It seems that as a result of all of the above, we can conclude that discipline is both freedom and necessity. Some may naively believe that when discipline is observed, a person has less freedom. This is a complete mistake and is not true. If you really have a high level of discipline, you can become truly free, but otherwise the likelihood of this is very low.
TOPIC: Essay on OGE 15.3. 9th grade. What is responsibility?
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| Option 1 Responsibility is a quality that we show when we take care of a weaker person or cope with any difficult situation on our own. It manifests itself in actions, not words. Thus, in the story by Yu. Yakovlev, the boy Taborka behaved responsibly towards a stray dog. Fearing for her life, he brought the animal first home (sentence 31), and then to class, and carried the dog breakfast in his briefcase (sentence 44). The cruelty of his father, who acted irresponsibly not only with the dog, but also with him, only strengthened the boy’s desire to protect dogs. The Little Prince in the fairy tale of the same name by A. Exupery: very accurately formulated the essence of responsibility: “We are responsible for those we have tamed.” And therefore, I believe that one should not be afraid to take responsibility for the fate of the weaker, because this fosters humanity and mutual understanding. Option 2 Responsibility is a person’s ability to answer for their obligations. This quality is impossible without spiritual generosity and inner strength. For example, the school director in Yu. Yakovlev’s story acted like a responsible person when he wanted to give Taborka a dog (sentence 50) and made him promise to make peace with his father (sentence 55). He approached his student’s difficult situation with participation and understanding, because the director is the head of the school, which means he is not indifferent to the boy’s mood and his relationship with his parents. Reading this text, I couldn’t help but remember “French Lessons” by V. Rasputin. Lydia Mikhailovna, out of a sense of responsibility for her student, additionally taught him a foreign language, tried to feed and warm the hungry boy. It is happiness when people like her meet along the path of life. Only a responsible person can build relationships with other people based on respect, attention and care. Text for work (I) The school principal looked at the boy and painfully tried to remember for what sins this next visitor had been summoned to him. (2) Broke a light bulb or hit someone in the nose? (H) Will you remember everything? (4)—Come here and sit down. (5) What is your story? - he said tiredly. (6) - Are you talking about the dog? (7) I was afraid that something would happen to her, so I brought her to class. (She sat quietly under her desk for a long time, but then she whined, and Nina Petrovna began to scream, and then told us to get out. (9) “That’s it?” asked the director. (10) “No, we were still at the police station. (II) It's not getting any easier hour by hour! (12) The director noisily pushed his chair towards the table. (13) - How did you end up in the police? (14) Taborka's face flushed. (15) He spoke immediately, without hesitation: (16) - She's a woman didn’t bite, she was just playing and grabbed her by the coat. (17) But the woman rushed to the side, and the coat tore. (18) She probably thought that my dog was biting, and screamed. (19) They took me to the police station, and the dog was running nearby. (20) The director’s eyes, which were fixed on the boy, squinted, as if he was taking aim. (21) He saw nothing but Taborka. (22) - Let’s move on. (23) The boy spoke calmly, almost monotonously, and the words, like round even balls, rolled one after another. (24) - The police kept us for two hours. (25) There, one with a mustache even stroked her and gave her sugar... (26) The director listened attentively to Taborka , leaning his chest onto the table. (27) - Where did you find it? (28) - In the village. (29) The owners moved to the city and abandoned the dog. (30) The boy suddenly fell silent and just as unexpectedly began to speak, as if he kept some of his thoughts to himself and expressed others out loud. (31) — When I brought the dog home for the first time, my father was away. (32) Mom said: (33) “The dog is nothing but dirt!” (34) What kind of dirt can come from a dog? (35) A dog is a joy. (36) And then he arrived and kicked out the dog. (37) Now the boy’s words were no longer round balls: they became rough and angular and had difficulty breaking out. (38) - How did the dog bother him?.. (39) I couldn’t drive the dog out. (40) She was kicked out once already. (41) I thought about her all the time. (42) Even woke up at night. (43) At school I also thought about her. (44) I was waiting for lessons to end: her breakfast was in my briefcase. (45) Then he paid a fine for the torn coat and, when I was not at home, kicked her out. (46) Now I don’t have a dog. (47) The room became quiet, and for a long time neither the boy nor the director dared to break the silence. (48) Suddenly the director said: (49) - Listen, Taborka! (50) Do you want me to give you a dog? (51) German shepherd with a black stripe on the ridge. (52) The boy shook his head. (53) The director got up from his chair, walked up to the boy and leaned towards him: (54) - You need to make peace with your father. (55) Promise me. (56) - I will answer his questions... (57) Until I grow up. (58) - What will you do when you grow up? (59) - I will protect dogs. (According to Yu. Yakovlev) |
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Source: https://retsepty-vkusno.ru/index.php/sochinenie-oge/5050-sochinenie-oge-15-3-9-klass-chto-takoe-otvetstvennost
Essay on the topic “Independence”
Each of us has been familiar with the concept of independence since childhood. But not every person really understands the full meaning of this word; we cannot call everyone independent.
What is independence?
Independence is one of the personality traits that plays a big role in the life of any adult. This is not just the ability to make decisions without the help of other people, it is, first of all, the ability to be responsible for one’s actions and deeds. To be independent means to be able to provide yourself with everything you need in life, to have your own point of view, separate from others, your own worldview and views.
Despite the fact that, from a legal point of view, a person who has reached the age of eighteen is considered an adult, in reality, few people become adults by the age of thirty. Until old age, people are ready to sit on their parents’ necks, living entirely at their expense.
They do not want to receive a good education and reject any job offer, dreaming of getting big money for their ignorance. Living without doing anything or making decisions is quite normal for them. It's a shame that now almost every third teenager thinks this way.
They forget that parents do not last forever, which means that someday they will have to take care of themselves on their own. But how to do this if you don’t know how to do anything?
note
In our lives, we often see those who have matured too early. Most often, these are children from dysfunctional or large families, where everyone has to take care of themselves while helping their parents raise their younger brothers and sisters. Children who have lost their parents and those who live with elderly grandparents grow up early.
In order for a child to grow up on time, parents must teach him to be independent from childhood. 5th grade is the time when a child can easily wash the dishes after himself or help his mother set the table or clean his room.
Many mothers care too much about their children and even at the age of eighteen do not let them into the kitchen to cook something or help with cleaning. This attitude only causes harm.
It is they who, first of all, become those who are ready to sit on their parents’ necks all their lives.
We can say that it is not even their fault that they cannot fry eggs or cook simple soup, wash dishes or wash dirty laundry - they were not taught this in childhood.
It is in childhood that the qualities necessary for any personality are laid in a person. You can “make” anything out of a small child, because he listens to everything that is told to him, his character is just beginning to form, and therefore he accepts everything that is put into him. This is why the process of proper upbringing and teaching independence is so important.
Discipline is the key to success
Do you still think that success requires a higher education, useful connections and money? Then prepare to be surprised, because you won't need any of the above. All you need for success is discipline . Great success equals great effort, and only iron discipline will help you accomplish a feat of work. So, how to cultivate this quality in yourself?
First of all, you must set yourself up for the long haul. It is very important to keep yourself mentally, physically and financially fit. Invest in your dream, plan long-term actions. It is better to refuse everything that may not stand the test of time.
The number of your falls should match the number of your rises. If you fall and do not get up, it means that you have admitted defeat. You can suffer from failures, but this is not a reason to give up.
If you are moving forward, then you are developing. If you are confident in the correctness of your actions, then feel free to take a step forward. It would be a mistake to stay where you are.
Of course, you are not the only person who strives to succeed in life. But remember that your opponents are no less tired than you. They experience the same difficulties. You must realize that the desire to win is stronger than the fear of failure.
As a rule, the finish line appears unexpectedly. You can't see it from afar. Therefore, you must keep moving no matter what. Run, walk, crawl, but just don't stop.
Discipline directly depends on your ability to force yourself to act or deny yourself something. All this will require courage from you, which you will have to show every day. It is always very difficult to overcome temptation.
A person depends on many things. This includes fear, excuses, selfishness, the opinions of others, and the like. Free yourself from this, become independent. Don’t look for easy ways, give up bad habits, emotional comfort and everything that makes your life easier.
Always plan to work harder than usual. On the path to success, you will spend more than one day at work and more than one sleepless night. Luck will not fall into your hands if you lie on the couch.
A successful person cannot lead a measured life. It's not enough to just work forty hours a week. You have to put in extreme effort that needs to be constantly redoubled.
Be prepared for your first attempts to be unsuccessful. Few people managed to achieve their goal the first time. Let every defeat be a lesson for you. Draw conclusions and draw up an action plan for the future based on them.
Essay on assignment 15.3
- it is necessary to define a concept (“love”, “friendship”, etc.) based on the text given for analysis. Text based only! If you give the concept a general definition, it will be very difficult for you to provide the necessary arguments;
- don't forget to comment! It should smoothly transition from the definition you give to the first argument and contain a small characteristic of the phenomenon being described;
- It is best to divide the essay into 4 paragraphs: 1 - introduction, thesis; 2 - first argument; 3 - second argument; 4 - conclusion;
- always two arguments;
- one of them is given from the text, and the other from life. How to give an example from the text? Find sentences or a group of sentences that confirm that this is an example of the phenomenon being described (true love, friendship, noble life values, etc.), and indicate their number. How can I give an example from my own life experience? We remember or invent a story that proves that the phenomenon being described is defined and commented correctly. Both arguments are given for a reason, but to prove the first paragraph. But, as already written above, the first paragraph, in turn, is written based on the text;
- The recommended length of the essay is from 70 to 95 words. The more words, the greater the chance of making a mistake.
Text
- Take a seat! - said the owner of the room. Immediately he laughed. The guests laughed too.
There was nothing to sit on. The entire furnishings of the room consisted of a bed, a chair, a night table and a chest of drawers.
Still, they sat down: two sat on a chair, two at the patient’s feet, two perched on the windowsill.
Only one of the guests failed to get a job. He was less agile than the others, and in the struggle for places he was defeated.
However, he did not express his dissatisfaction with anything. Apparently, just the fact that he was in this room made him happy. He looked at the owner of the room without taking his eyes off, and his gaze was full of love.
“Pushkin,” he asked when the noise died down, “have you composed new poems?”
“Yes, Vilenka,” answered the owner of the room.
- Well, read it! Read it! – exclaimed the clumsy guest. Now his clumsiness has disappeared. He ran from one group of schoolchildren to another, waving his arms, as if he wanted to hug both of them. Hug with joy that his friend composed new poems.
“So be it for you, Vilenka,” someone said. - Well, read, Pushkin!
Pushkin was no longer lying down, but sitting on the bed.
The rays of the setting sun fell slantingly on the wall against which he was sitting, and in these rays his face seemed golden.
A notebook appeared in his hands. He leafed through it and, having found what he was looking for, read the title out loud. From the very first words, the schoolchildren realized that now they would hear poems that would talk about them. And so it turned out. Pushkin read poems about his comrades.
They were right there in the room, listening, not taking their eyes off him.
All these boys also wrote poetry, but listening to Pushkin’s poems, they understood what a huge difference there was between what they wrote and what their amazing peer wrote. The difference was the same as between a tin soldier and a living warrior on a rearing horse with a flying mane.
This time they especially liked what Pushkin was reading. Of course, in these verses he had a friendly conversation with them, calling each of them by name! Every now and then bursts of laughter were heard. Schoolchildren recognized their funny traits in one verse or another of this funny song:
Give me your hand, Delvig! Why are you sleeping? Wake up, sleepy sloth!
The one who was most admired was the one they called Vilenka. He considered poetry to be the calling of his life, and at the same time nothing was more difficult for him than to write a line of poetry.
Advice
He composed poems during lessons and at night, but no matter how hard he tried, the lines he came out with were such that they were even difficult to pronounce. But he stubbornly burned a candle in his room.
He believed that someday a verse would come out of his pen, as light, as sonorous and as touching to the heart as Pushkin’s verse.
Pushkin loved Vilenka for his devotion to poetry, for his hard work, for his invincible desire to achieve his goal at any cost.
It was clear that a poem dedicated to comrades would not be complete without mentioning Vilenka. Everyone was waiting: what exactly would Pushkin say about the ill-fated poet? There is always one among schoolchildren who is laughed at. Although they love you, they still laugh. At the school where Pushkin studied, they laughed at Vilenka.
Vilenka, enjoying, listened to the sonorous speech of the poet. The last thing he thought about was that Pushkin might mention him too. He completely forgot about himself, completely surrendering to poetic delight. He felt from the poet’s voice and from his gesture that the reading was coming to an end, and he suffered greatly from this: he wanted Pushkin to read forever!
And suddenly he saw that Pushkin was looking at him. He realized that now there would be lines that related directly to him. It all turned into hearing. But the rest of the listeners prevented him from hearing. They burst out laughing so loudly that he even raised his hands to his ears.
Wilhelm, read your poems, So that I can fall asleep faster!
Everyone rushed to bother Vilenka. They repeated to him what Pushkin had read.
- That's the kind of poetry you write! - someone shouted. – So boring that you can fall asleep from them!
- Let's get together! In chorus! - someone else shouted and sang:
Wilhelm, read your poems, So that I can fall asleep faster!
Vilenka, as if through a fog, saw around him the blue uniforms of schoolchildren, their red collars. And, as if from a distance, their cheerful voices reached him, singing in chorus:
Wilhelm, read your poems, So that I can fall asleep faster!
But then a white shirt appeared among the blue uniforms. Pushkin jumped out of bed and ran to his friend.
– What should I do for you to forgive me? - he exclaimed. - Well, speak up! Why are you silent? Oh, how I despise myself! What I should do?
note
Pushkin's eyes burned. With his small hands he crumpled the shirt over his broad chest. It was clear that he was ready for anything.
- What I should do? Well, speak up!
- I will forgive you if you...
- Well?
- If you are…
- Well, speak up!
– If you read this wonderful poem again! Ah, Pushkin, Pushkin...
And Vilenka hugged his friend.
- Ah, Pushkin! - he repeated. - After all, I know that you are a good friend! And if you judge me harshly, it’s because you know how high the duty of a poet is. You are a strict judge of yourself, but what am I in front of you? Well, read it, read it again! I can listen to you forever, Pushkin!
Source: https://yagramotniy.ru/samoobuchenie/podgotovka-k-oge/sochinenie-zadanie-15/sochinenie-po-zadaniyu-15-3
Report on the topic: “Discipline is the key to a successful educational and educational process”
DISCIPLINE –
THE KEY TO SUCCESS
EDUCATIONAL AND EDUCATIONAL PROCESS
Dear parents, remember!
Children not only need order and rules of behavior, they want and expect them! This makes their life understandable and predictable, and creates a sense of security.
The question arises: “If the guys feel more protected in the conditions of the established order and certain rules of behavior, then why do they strive to break these order and rules? Why?
Children rebel not against the rules themselves, but against the ways they are “implemented.”
How to find ways to discipline a child without conflict?
Six rules that help establish and maintain conflict-free discipline in the family.
- First rule: Restrictions, requirements, prohibitions must be in the life of every child.
- Rule two: There should not be too many restrictions, requirements, prohibitions and they should be flexible.
- Rule three: Parental requirements should not come into clear conflict with the most important needs of the child.
- Rule four: Restrictions, requirements, prohibitions must be agreed upon by adults among themselves.
- Rule five: The tone in which a requirement or prohibition is communicated should be friendly and explanatory rather than imperative.
- Rule six: It is better to punish a child by depriving him of something good than by doing something bad to him.
The image of the four color zones of a child’s behavior helps us find the middle ground between permissive and authoritarian styles: green, yellow, orange and red.
- The green zone is what is allowed to the child at his own discretion or desire. For example, what toys to play with, what toys to give to friends, with whom to play and be friends...
- The yellow zone is activities in which the child is given relative freedom. For example, you can sit down for homework (homework) whenever you want, but finish your work by 20:00 pm...
- The orange zone is the child’s actions that, in general, are not welcomed by us, but due to special circumstances are now allowed. For example, a child is scared by a bad dream, and the mother (father) is next to him in his room until he calms down. You should not be afraid of such exceptions if they are truly rare and justified. Children are very grateful to their parents for their willingness to meet their special request. They are then even more willing to follow the rules in normal situations.
- Red zone – actions that are not acceptable under any circumstances. You cannot insult and physically harm parents and others, play with fire, break things... This list grows up with the child and brings him to serious moral standards and social prohibitions.
Discipline is not a means of education. A regime is, in turn, a certain system of means and methods that help educate.
The result of education is discipline.
