Abstract
The individualization of instruction and upbringing requires a knowledge of the characteristics of the student's personality, knowledge that the teacher needs in order to create optimal conditions for the schoolchild's development. From olden times one of the most widespread methods of fixing individual-psychological characteristics of students has been to compile characterizations [kharakteristiki]. Observing the student and interacting intensively with him, the teacher correlated his observations in a characterization. By examining these characterizations, another teacher could gain an understanding of his charges more quickly than without such characterizations, establish contact with them, and map out his pedagogical objectives. A well-written characterization helps to avoid many errors, while a poor one (that is, one compiled in a biased manner or structured on an erroneous interpretation of the student's behavior) can make a new educator's relations with his class difficult if he examines the characterizations prior to establishing direct contacts with the students. It is not for nothing that so many directives have been written on how to compile characterizations in order to improve them.
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