The Past: "Bad grades are harmful in every way." Tsiolkovsky and school grades

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In 1897, I began studying mathematics at a state real school. The teachers were unhappy that I hadn't had a single bad grade all year. This experience became an important part of my educational path and shaped my attitude toward learning and mathematics in general.

In 1898, I was offered a physics teaching position at the local diocesan girls' school. I accepted and, a year later, left the district school entirely. At first, I only had a few lessons, but soon added mathematics classes. Working with older girls turned out to be much easier, as they develop faster than boys. At this school, I wasn't penalized for good grades and wasn't held accountable for low scores.

Once, I mistakenly gave a student's work an A, but I decided not to discourage her and didn't cross out the grade. The next time I asked her about the assignment, she again gave an A. I noticed that low grades negatively impact student motivation and can be detrimental to their overall development. As a person with disabilities, I felt comfortable at this educational institution because special supervision was provided during lessons. However, after 1905, this supervision system was significantly weakened, but even under these conditions, I continued to successfully complete the curriculum.

K. E. Tsiolkovsky, an outstanding Russian scientist and founder of cosmonautics, in his book "Features of My Life," shares important moments from his biography and reflections on science and the future of humanity. In this work, he describes his path to scientific discoveries and the development of space technologies, and also emphasizes the importance of knowledge and education for personal and societal progress. Tsiolkovsky emphasizes the importance of dreams and the pursuit of knowledge, which became the foundation of his scientific work. His ideas continue to inspire new generations of researchers and scientists, contributing to the development of space science and technology. Reading "Features of My Life" allows you to delve into the worldview of one of the greatest minds of his time and understand how his achievements changed ideas about space and the future of humanity.

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Konstantin Eduardovich Tsiolkovsky (1857–1935) was an outstanding scientist and educator who earned his living by teaching. In his spare time, he pursued science, particularly researching issues related to astronautics and physics. Before the Revolution, Tsiolkovsky taught mathematics and physics at district schools in Borovsk and Kaluga, as well as at the diocesan school for girls, established for clergy. After the Revolution, he continued his teaching career at the labor school, where he passed on his knowledge and inspired a new generation of students. Tsiolkovsky left a significant legacy in the fields of science and education, and his work became the foundation for further research in astronautics.

He strove to teach complex subjects in a way that would be understandable and interesting to all children. His goal was to convey the essence of each topic to each student. According to the recollections of former students, the first lesson would begin with these words: "Remember, I will always ask you questions: why, why, what are the reasons behind this or that phenomenon?"

In his pedagogical notes, Konstantin Eduardovich emphasizes the importance of focusing on weak students when assessing the class's knowledge, rather than the strongest. He argues that this approach helps teachers avoid overly optimistic views of their students' achievements, which can negatively impact the learning process. By paying attention to each student, teachers contribute to a more effective development of the educational process and an increase in the overall level of knowledge in the class.

One of E. M. Tsiolkovsky's students, Lyubimova, shared her memories of his unique approach to teaching. If a student was underperforming, he used a method in which the lagging student was assigned to one of the best. Tsiolkovsky tasked her with explaining the material, helping her understand unfamiliar topics, and preparing her for a quality answer. He would give his tutor high marks for a successful answer from a struggling student. This method not only contributed to improved academic performance but also developed collaboration and mutual support skills among students.

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