Through teacher''S research activity

the article demonstrates the advantages of neuropedagogical approach in teaching school students. The discussed approach helps teachers adjust teaching methods to capabilities and opportunities of a modern child. Neuropedagogy is an evolving scientific field and its advancement requires additional research. The author emphasizes the importance of teacher’s research activity in the system of continuing education to make right methodological decisions. The article presents the key ideas of the author's research from the perspective of neurosciences related to pedagogy, professional methodological literature, and the author's personal experience of teaching at an Estonian school with Russian as a working language. An experimental group was chosen among the first-graders of the school for neuropsychological diagnosis of brain organization. The author's research is based on the present-day neurophysiology and neuropsychology development in the field of the study of functional hemispheric brain asymmetry. The author used the following techniques: the Annett Hand Preference Questionnaire, the methods of identifying motor and sensory asymmetries proposed by B.Ananyev, A. Luria, N. Bragina and T.Dobrokhotova. The paper presents the data obtained during the author's experiment. In the framework of neuropedagogy the author proposes a pedagogical system of synthesized teaching, taking into account intrinsic mental characteristics. The emphasis is placed on methodological aspects of synthesized teaching of children with different laterality in the same class and during the same lesson. The paper proves consistency of the author's innovative idea on the example of the development of linguistic competence among first-graders. The author comes to the conclusion that educational management with regard to neuropedagogy and other related sciences is feasible for a modern teacher and researcher. The key points of the article may be used to improve methodology of teaching at primary school.