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E.g.: Academic skills: reading, logic, critical thinking, math; interpersonal communication: speech: listening, talking, nonverbal communication; literacy: writing, reading; motor skills: walking, craft, sport; creativity, innovation: music, arts, and crafts; skilled labor: innovation skill; miscellaneous: charisma, perception, persuasion, empathy, procedural memory, knowledge, expertise, fluency, profession, theory of multiple intelligences, thinking and intelligence, IQ. Self-awareness – is the capacity for introspection and the ability to reconcile oneself as an individual separate from the environment and other individuals. Self-awareness, though similar to sentience in concept, includes the experience of the self, and has been argued as implicit to the hard problem of consciousness. Selfishness – denoting the precedence given in thought or deed to the self, i.e., self interest or self concern. Self-management – the solution of questions of activity of the educational organization and (or) primary collectives their members within the powers delegated by heads. Self-organizing – processes of regulation spontaneously proceeding in human society at the basis of which customs, traditions, features of leadership, norm of the informal relations, subcultural features and other social and psychological phenomena lie. Shatsky Stanislav Teophilovich (1878–1934) – Russian and Soviet pedagogue. S.T. Shatsky's pedagogical activity began with attempt of creation of private school, but he was refused, therefore in 1905 among children and teenagers of working suburbs of Moscow the children's clubs together with the architect I.V. Zelenko and other teachers created first in Russia. In 1906 they organized the society «Setlement» which in 1908 was closed by police for socialism promotion among children, and Shatsky was arrested. Since 1909 child labor and rest directs society. In 1911 he organized a colony «Vigorous life». From 1919 to 1932 according to A.V. Lunacharsky's proposal he directed work of the first experimental station on national education. In 1932– 1934 he directed the Central experimental laboratory and, at the same time, since 1932 to the sudden death he was the director of the Moscow conservatory. His words are «My pedagogical belief grew from denial of how I was taught and brought up». Practical work with children was based on the 67