Severus Tobias Snape's Teaching Concept

Small paws grasped the stack of parchments tenaciously. Or maybe this  velen was written with neat, strict and slender letters, similar to stubborn soldiers who stand their ground until death? For the narrative, this does not matter much, unlike the fact that the owner of the clawed limbs stole this stack into the territory of his living space, where an ordinary wizard cannot reach. To your burrow, where the Raccoon, and it was his playful paws that squeezed the manuscripts, kept everything that became dear to his animal heart. The beady eyes looked at the title page very seriously, as if the animal really understood a word about these symbols.

Severus Tobias Snape's Teaching Concept

Dated: 01.09.1995 (the first of September one thousand nine hundred and ninety-fifth year).

Edited by: Lucius Abraxas Malfoy, Chairman of the Board of Trustees of Hogwarts School; Marlin Knights, reporter of the Daily Prophet newspaper.

According to Professor Snape, learning is the kind of activity when only with the full dedication of the two sides of the pedagogical process (i.e., and the teacher and the student) the achievement of the goal is noted: the student's knowledge of the subject. Professor Snape also notes "that even in a head full of nonsense, like Quidditch" (here we took the liberty to quote the highly respected Professor S.T. Snape) it is possible to invest certain KSAs (approx. editor's note: knowledge, skills and abilities), if you become a kind of measure of the highest evil for the student". The professor kept statistics for many years of his work, revealing the relationship between motivation to learn and hatred for the teacher of the subject. The results of this study were published in the journal "Potions Today — Christmas release 1994". Experimental application of the concept began literally from the first days of Professor S.T. Snape's work at Hogwarts school. Next, we want to introduce the reader to the basic principles of Professor S.T. Snape's independently developed concept: — training at an ultra-high level of complexity; — stimulating the weakest students for the purpose of their self-improvementby instilling fear on the part of the discipline teacher; — encouraging the strongest students is inappropriate; — students should be aware of the danger of discipline; — students should be aware of the whole learning process; — students should think creatively in the process of independent work; — the teacher should help students to form a sense of responsibility for his work; — the teacher should help students to form a sense of the insignificance of their existence. Professor S.T. Snape pays a huge share of attention to learning at an ultra-high level of complexity. He believes that only with this approach it is possible to guarantee compliance with the following principles of his concept. The professor also noted that with such an approach, all the students' strengths and all their potential are realized. Stimulating the weakest students with the aim of their self-improvement through fear. The professor devoted a lot of time to the issue of instilling fear on the part of the discipline teacher. Mr. Snape was guided by such bestsellers of the magical world as "Understand for 394 pages", "A cauldron full of strong and hot cappuccino" and, we cannot but note in the publication the hit sales of "Flourish and Blotts": "80 ways to teach a dumbass elementary counting". This principle proved to be effective. Almost every one of the four dozen test subjects has gone a long way from complete ignorance of the discipline to relative knowledge and understanding of what, why, why, at what temperature and "why did your potions give up at all" (quote from N. Longbottom, who wished to remain unknown, but unworthy of this). Encouraging the strongest students is impractical — this is exactly what distinguished and still distinguishes Professor S.T. Snape from colleagues. Crowds of conceits puffed, grimaced with discontent, cooked perfect decoctions, but no one received due attention and respect. The author of the concept argued that encouraging such students is the first step towards destroying all the talents of students. Students' awareness of the whole danger of discipline is the very first thing that the author of this concept gave himself to. Only through a sense of fear "these lazy and stupid" (quote of the much-respected S.T. Snape) students could learn the full danger of the subtle and precise art of potion making. Here requires accurate calculation, a cool head and skillful hands, which the professor achieves in his classes. Stimulating the weakest students with the aim of their self-improvement through fear. The professor devoted a lot of time to the issue of instilling fear on the part of the discipline teacher. Mr. Snape was guided by such bestsellers of the magical world as "Understand for 394 pages", "A cauldron full of strong and hot cappuccino" and, we cannot but note in the publication the hit sales of "Flourish and Blotts": "80 ways to teach a dumbass elementary counting". This principle proved to be effective. Almost every one of the four dozen test subjects has gone a long way from complete ignorance of the discipline to relative knowledge and understanding of what, why, why, at what temperature and "why did your potions give up at all" (quote from N. Longbottom, who wished to remain unknown, but unworthy of this). Encouraging the strongest students is impractical — this is exactly what distinguished and still distinguishes Professor S.T. Snape from colleagues. Crowds of conceits puffed, grimaced with discontent, cooked perfect decoctions, but no one received due attention and respect. The author of the concept argued that encouraging such students is the first step towards destroying all the talents of students. Students' awareness of the whole danger of discipline is the very first thing that the author of this concept gave himself to. Only through a sense of fear "these lazy and stupid" (quote of the much-respected S.T. Snape) students could learn the full danger of the subtle and precise art of potion making. Here requires accurate calculation, a cool head and skillful hands, which the professor achieves in his classes.  Creative thinking in the process of independent work is permissible only for those who have learned the art of potion making at least a little higher than the stupid mechanical slicing of uneven portions of ingredients. Creativity in potions is permissible, but only for literate people. "There are textbooks for limited sloths" (quoted by S.T. Snape). Professor Snape helps students develop a sense of responsibility for their work from the first to the seventh year. How many pets have perished in order to achieve this necessary quality! Poor Mr. Longbottom's Trevor... But he remained alive, although he had a very brief conversation with our reporter. "I just fucked up!" — a quote from Trevor, Mr. N. Longbottom's toad. The formation of a student's sense of the insignificance of his existence is the basis of Professor S.T. Snape's activity! Only in this way is the mastery of his students in such a difficult art of potion making achievable. Only with this attitude, students of the Hogwarts school can count on a passing score from such a strict teacher. This concludes our brief methodological material. The Raccoon sniffed sweetly, closing his eyes. His paws lay on top of the document, not allowing a random guest to pick up "this charm". Let the owner run around his little room, in which there was not even anything to play with, and look for his stupid papers.