The work of the class teacher is its main functions. Functions and main activities of the class teacher in primary school
COURSE WORK
"FUNCTIONS AND MAIN ACTIVITIES OF THE CLASS TEACHER"
Introduction
Class leadership as an independent pedagogical phenomenon in our country has a short (slightly more than 70 years), but rich history. The most fruitful for the development of class leadership were the 50-80s. 20th century It was during this period that such brilliant scientists as N.I. Boldyrev, O.S. Bogdanova, A.I. Dulov, I.S. Maryenko and others, developed and tested a holistic theory of class management. The ideas of these outstanding teachers remain in demand at the present time; they are developed, improved, corrected from today's positions.
Essence, tasks and content of the work class teacher changed according to the social order. So, in the “Regulations on the class teacher”, approved by the Ministry of Education of the RSFSR in 1947, it is written: “The main task of the class teacher is to unite the students of the class into a friendly, purposeful, hard-working student team in order to successfully resolve the educational and educational tasks assigned to the school ". The Pedagogical Dictionary of 1960 states that “a class teacher is a teacher in a Soviet school who, along with teaching, common work on the organization and education of the student team of a certain class.
In the post-Soviet period, the essence of the activity of the class teacher is changing: “A class teacher in a comprehensive school Russian Federation- a teacher involved in organizing, coordinating and conducting extracurricular educational work. In the 90s. 20th century experiments are being carried out Scientific research to search for various options for organizing the work of a class teacher in a modern school (Waldorf, freed options, etc.). Of particular importance are the studies and publications of N.E. Shchurkova.
To the fundamentally important developments of N.E. Shchurkova can be attributed to the definition of the content of education (in accordance with the program of education of schoolchildren), a new vision of the place and role of the class teacher in the educational process (the class teacher as the "central person of the educational process"), consideration of the technology of his activity.
The theoretical value of the work lies in the fact that this work expands and deepens the existing ideas about the objects under study.
Target research - the organization of a holistic pedagogical process and the implementation of its management.
Subject research - tracking the results, prospects for the development of the pedagogical process.
An object research - the class teacher as the organizer of the pedagogical process and the concept of education.
To achieve this goal, it is necessary to solve the following tasks:
1. Analysis of the literature on the organization of the pedagogical process and its management.
2. Planning, selection and development of methods and diagnostics of the classroom management.
3. Tasks educational - educational process in the class team.
4. Processing of research results.
The following methods were used during the study:
– visual,
– verbal,
- practical,
- conversation,
- testing.
1. Activities of the class teacher
educational class teacher
Implementation of the model of the class teacher of the XXI century. involves the implementation of certain tasks, goals and content of the activity of the class teacher.
The purpose of the activity of the class teacher is the organization of a holistic pedagogical process and the implementation of its leadership.
The defining component of the pedagogical process is the goal as an ideal, mental anticipation of the results of activity, which is concretized in certain historical conditions. We regard the comprehensive harmonious development of the personality as an ideal. However, from the point of view of the reality of the goal, we put forward the versatile development of the personality as the basic goal. This goal is specified and concretized in the general task of the staff of the educational institution. At the same time, it is aimed at the integrity of the individual, achieved through the implementation of the functions of a holistic pedagogical process.
Based on the general goal of education and training and the general task of the staff of the educational institution, the teacher puts forward a specific task, the setting of which is influenced by the personality of the student or the team (through the level of upbringing, education, development) and the environment (through the microenvironment). It is precisely with the formulation of a specific task that the cycle-impulse of the pedagogical process begins.
The setting of the task is followed by the corresponding activity of the teacher, which is built (in accordance with the situation) as direct and indirect, direct and indirect influences using various forms, means and methods. The activity of the teacher is directed directly to the personality of the student (educate), to the organization of the activity of the educated person, to relationships and communication, to circumstances and conditions, to organizing the life of students as a whole.
All external influences affect inner world personality, in which there is a certain struggle of old stereotypes with the new influences of the teacher. A modern child, exposed to the influences of the environment, often does not understand the good and important intentions of an adult towards him and considers them as an encroachment on his freedom and independence, on his interests. Only when the goals, objectives, meaning and values of the life of an adult and a child coincide, achieved by the skillful influence of the teacher, does an adequate reaction of the educated person to the actions of the teacher take place: the goal (tasks) of his own activity is formed. The goal, certain motives generate (excite) action. In activity, the development of the personality takes place, according to the actions of the educated person, we judge the degree of implementation of the specific task set. It should be noted that the reaction to the effects exerted occurs primarily in the field of feelings (one or another relationship is detected). The situation is more complicated with the formation of consciousness and behavior. In each case of non-compliance with the expected results, the teacher establishes the reasons for the deviation from the plan and makes adjustments to his activities, creates conditions for the child's activities in order to obtain the desired result. The main thing at the same time is the spiritual community of the teacher and student (educator and pupil, adult and child), “in which it is forgotten that the teacher is a leader and mentor. If the teacher has become a friend of the child, if this friendship is illuminated by a noble passion, an impulse towards something bright, reasonable, evil will never appear in the heart of the child ... Education without friendship with the child, without spiritual communion with him can be compared with wandering in the dark.
Many cycles-impulses, organized in the pedagogical process on the basis of mutual respect, mutual exactingness, mutual responsibility, lead to the realization of the goal.
According to M.A. Polovtseva, the basis of the activity of the class teacher is the approach of "meeting - interpenetration - interaction" of traditional and innovative (old and new, time-tested and created today). Its essence, in our opinion, lies in the fact that, by changing the present, not to “cross out”, not to deny positive experience, but to organically integrate it with the new, urgent, necessary, dictated by requests modern society. Only ensuring unity between the past and the future creates a solid foundation for the realization of the goal (tasks) of a holistic pedagogical process. This approach will allow to a large extent solve the problems of "fathers and children", the contradictions between traditional teachers and teachers seeking to introduce elements of the new into their activities, the problems of teaching and educating children from different social strata, values and ideals, etc.
The essence of the activity of the class teacher lies in the coordination of external influences exerted on a particular student, as well as in the organization of upbringing, educational, developing outside learning activities in class. Hence, there are four main functions of the class teacher: coordinating, educational, developing and educational.
The areas of work of the class teacher are education in the learning process; extracurricular educational activities at school; out-of-school educational activities through interaction with the student's family, children's and youth organizations and associations, institutions of additional education.
At the same time, in each type of activity, the class teacher focuses primarily on the formation, adjustment (if necessary), development of relations that develop among the participants in a holistic pedagogical process. It is the relationships that make up the content of education and are the focus of the pedagogical activity of the teacher, it is the degree of formed relationships that serves as the leading indicator of the effectiveness of his educational efforts.
The system of educational work of the class teacher – this is a set of his successive actions, arranged in a certain way during the school year and adequate to the goal.
In my opinion, the conditions for the success of the class teacher are:
- a qualitatively new level of professional readiness, which implies the presence of co-adaptation skills, research competence, professional mobility, competitiveness, communication skills (in the aspect business communication);
- motivation of his activity, focused on the result, and not on the process;
- the possibility of independence and creativity;
- the need to build (design) and implement the system of work of the class teacher;
- performance appraisal.
1.1 Functions of the class teacher
The teacher, as the head of the class team, implements his functions in relation to the entire class as a whole and to each student individually. The class teacher solves the educational tasks in accordance with the age of the children and the relationships within the class, while taking into account the individual characteristics of each student.
The main criterion for the effectiveness of the class teacher is to promote the self-development of the individual, the implementation creativity, ensuring social protection, creating necessary conditions to intensify the efforts of children to solve their own problems.
The range of functional duties of the class teacher at the school includes:
1. Analytic function
– Analysis and evaluation of the student's personality.
– Analysis and assessment of the level of upbringing of schoolchildren.
– Study and analysis of the state and conditions of family education.
– Study and analysis of the formation and formation of a classroom team, adolescent groups, associations that ensure the socialization of each child.
– Study and analysis of educational influences environment students of a class, group, association.
2. Predictive function
- Presentation of the image of the desired result of educational activities
– Predicting levels individual development child.
– Building a model of an educational subsystem that takes into account the mission of an educational institution, accepted values, an educational concept, and resource opportunities.
- Building a hierarchy of near and far goals for the activities of the children's community and individual students.
3. Organizational and coordinating function
– Ensuring communication between the educational institution and the family, establishing contacts with parents (legal representatives of students), providing assistance to them (personally, through a psychologist, social educator, teacher of additional education).
– Conducting consultations, conversations with parents (legal representatives) of students.
- Interaction with teachers working in the classroom, the implementation of educational activities through the holding of "small teachers' councils", pedagogical councils, thematic meetings.
- Stimulation and consideration of the various activities of students, including in the system of additional education for children.
- Keeping documentation (class journal, personal files of students, work plan, observation diaries).
– Regulation of interpersonal relationships between children
– Establishing an optimal teacher-student relationship,
promotion of a general favorable climate in the team.
- Helping students build relationships with others.
– Joint correction of the behavior of socially maladjusted children and adolescents with a social pedagogue and psychologist.
1.2 Main activities
Working with students
The activity of the class teacher usually begins with studying the class and each student individually.
The success of the educational activity of the class teacher largely depends on his deep penetration into the inner world of children, on understanding their experiences and motives for behavior. To study how a student lives, what are his interests and inclinations, especially his will and character traits, means finding the right path to his heart, using the most appropriate methods of pedagogical influence.
N.K. Krupskaya, in her article “On Educational Work,” wrote that teachers often forget the basic provisions of pedagogy: in order to educate a child, one must know the children very well in general and those children whom one educates in particular. Without such knowledge of the children, it is impossible to truly organize not only educational, but also educational work; without the knowledge of the children, it is easy to slip into the path of a template, leveling in the approach to children.
Knowing the characteristics of students, their interests and inclinations, their level of upbringing, it is easier to draw up a purposeful and effective plan for educational work.
Sometimes class teachers mistakenly believe that an individual approach is required in relation to difficult students, to violators of the rules of conduct. Undoubtedly, they need special attention. But the rest should not be forgotten. Behind external well-being sometimes negative traits are hidden. It is necessary to promote the full development of positive qualities in all students.
A.S. Makarenko, being a consistent supporter of the education of the individual, in and through the team, at the same time pointed out the need to take into account the individual characteristics of the pupils. In the article "The Purpose of Education" he wrote: "No matter how whole a person appears to us in the order of a broad abstraction, people are still very diverse material for education ...".
The study of students achieves its goal and gives the desired results, provided that it meets a number of requirements:
1. The study of students serves to improve the quality of their education and training. On the basis of systematic study, one can creatively approach the choice of the most effective forms and methods of educational influence on the primary team and on its individual members. It is important to organize educational work with students, taking into account their characteristics.
2. The study of students is combined with the educational impact on them. The class teacher “projects” the development of positive qualities and overcoming negative traits in the character and behavior of schoolchildren.
3. The study is carried out systematically and systematically.
4. The study of students is carried out in the natural conditions of their life and work.
5. When studying, the class teacher uses a variety of methods and techniques. It is important, on the basis of the study, to outline ways to overcome negative qualities and consolidate positive traits in the character and behavior of the student.
6. The study involves familiarization with the conditions of life and life.
7. It is necessary to study not individual traits, but the personality as a whole.
8. When studying, you should focus on positive, not on negative traits character and behaviour.
Thus, compliance with these requirements will significantly increase the effectiveness of studying students.
Realizing their functions, the class teacher selects the forms of work with children. It is possible to distinguish between forms by type of activity - educational, labor, sports, artistic; according to the method of influence - direct and indirect.
By the time of the form can be divided into:
– short-term (from several minutes to several hours);
– long-term (from several days to several weeks);
- traditional (regularly repeated).
By the time of preparation, we can talk about the forms of work carried out with students without including them in the preliminary work, the preparation of students.
According to the subject of the organization, the classification of forms can be as follows:
– organizers of children are teachers, parents and other adults;
– activities are organized on the basis of cooperation;
- the initiative and its implementation belongs to the children.
According to the result, all forms can be divided into the following groups:
– result – information exchange;
- result - production common solution;
- the result is a socially significant product.
According to the number of participants, the forms can be:
- individual (educator - pupil);
- group (teacher - a group of children);
- mass (educator - several groups, classes).
Individual forms permeate all extracurricular activities, communication between teachers and children. They operate in group and collective forms and ultimately determine the success of all other forms. These include: conversation, intimate conversation, consultation, exchange of opinions, implementation of a joint assignment, individual assistance in specific work, joint search for a solution to a problem, task. These forms can be used individually, but most often they accompany each other. Teachers in individual forms of work face one of the most important tasks: to unravel the student, to discover his talents, to discover everything valuable that is inherent in his character, aspirations, and everything that prevents him from expressing himself. Each needs to be interacted with differently, each needs its own specific, individualized style of relationship. There are great educational opportunities in individual forms of work. A heart-to-heart conversation can be more useful for a child than a few collective activities.
Group forms of work include case councils, creative groups, self-government bodies. In these forms, the teacher manifests himself as an ordinary participant or as an organizer. Its main task is, on the one hand, to help everyone express themselves, and on the other hand, to create conditions for obtaining a tangible positive result in the group, significant for all members of the team, other people. The influence of teachers in group forms is also aimed at the development of humane relationships between children, the formation of their communication skills. In this connection an important tool is an example of a democratic, respectful, tactful attitude towards the children of the teacher himself.
The collective forms of work of teachers with schoolchildren include, first of all, various cases, competitions, performances, concerts and others. Depending on the age of students and a number of other conditions in these forms, teachers can play a different role: a leading participant, an organizer, an ordinary participant in an activity influencing children by personal example, a novice participant influencing schoolchildren by a personal example of mastering the experience of more knowledgeable people, adviser, assistant to children in the organization of activities.
When attempting to classify the forms of educational work, one should also keep in mind that there is such a phenomenon as the mutual transition of forms from one type to another. Thus, those considered more often as events can become a collective creative activity if these forms are developed and carried out by the children themselves.
Some teachers get satisfaction by working according to other people's scenarios. At the same time, the use of a ready-made script is in most cases not only useless, but also harmful. In this situation, the teacher (organizer) imposes on the participants of the work an event invented by someone, oriented towards someone. At the same time, it becomes the object of other people's intentions, puts the participants in the work being done in the same objective position, which hinders the manifestation and development of creative abilities, independence, deprives them of the opportunity to manifest and satisfy their needs.
For a humanist teacher, it is obvious that it is not advisable to build work with children according to other people's scenarios. However, one cannot deny the possibility of using descriptions of forms of educational work that have already been created and tested in practice. This is especially necessary for novice organizers of educational work, both for teachers and for the children themselves, who, getting acquainted with the experience of others, can choose for themselves ideas and ways of organizing activities. In such a search, a new form can be created that reflects the interests and needs of teachers and children. Only this can justify the publication of developments and scenarios of various events in the pedagogical literature.
You can borrow ideas, individual elements of the forms used in practice, but for each specific case, its own, quite specific, form of work is built. Since each child and children's association is unique, therefore, the forms of work are unique in their content and construction.
Interaction of the class teacher with subject teachers.
The class teacher and subject teachers ensure the integrity, purposefulness of the pedagogical process in the classroom. In working with the student team and individual students, all teachers solve common educational and educational tasks: development cognitive activity creativity, independence, responsibility, etc.
The effectiveness of this work largely depends on the coordination of actions of teachers working with students of a particular class.
Each teacher is interested in professional and educational results, which can be improved by combining or coordinating their efforts with the actions of colleagues. The center of this coordination and organization of the educational process is the class teacher, who, in cooperation with subject teachers, solves the following tasks:
- the study of the personal characteristics of teachers, their capabilities in organizing educational work with children;
- study of the features of the teaching activity of the teacher of his contacts, relations with children;
- regulation of relations between class teachers, between teachers and children, between teachers and parents;
– definition of common goals, organization joint activities upon their achievement;
- pedagogically expedient use of the capabilities of teachers in organizing educational work with children and parents.
The class teacher organizes the work of all teachers to substantiate the general goals and objectives in working with student collective and individual students, determine the ways, basic pedagogical means to achieve the intended, involve class teachers in extracurricular educational work, coordinate the actions of teachers in conducting training sessions, in work with groups and individual students.
The basis of interaction between the class teacher and class teachers is:
- mutual awareness of children, their relationships, organization and results of the educational process;
- mutual assistance, mutual support in solving complex problems;
– interest in the successful work of the class and each student;
- joint search for ways to solve pedagogical problems, joint efforts, joint work on the implementation of the planned tasks;
- a joint analysis of the work done, the pedagogical problems being solved, the results obtained;
- joint determination of prospects in the work of the class team, individual students.
At first glance, the implementation of all these joint actions may seem unrealistic, but a lot is carried out by the class teacher and teachers in everyday communication and requires the most time, which pays off with a significant increase in the quality of pedagogical work. At the same time, both sides, helping each other, help themselves.
The class teacher organizes the study of students of their educational opportunities, learning ability, upbringing. Together with teachers, he can draw up and draw up various diagnostic cards. Evaluation of a number of educational abilities in children is carried out by parents, children and teachers. In this case, it is important to compare, analyze various data, and familiarize teachers with the results. On the one hand, the class teacher uses various information that he receives about children from teachers in his activities, takes it into account when organizing educational work; on the other hand, it enriches teachers' ideas about the child, offering them unknown data that can regulate the actions of the teacher, his methods of working with the student.
It is advisable to involve teachers in the selection of methods for studying children and the team, the effectiveness of the educational process, since teachers can supplement their content, having their own problems in working with the class. It would be right to coordinate with teachers the entire process of pedagogical diagnostics, especially since some issues can and should concern educational process, improving its effectiveness by teachers and their relationship with children, teaching individual subjects.
The class teacher introduces teachers to the results of studying children and the class team, involving both the class team and teachers working in the class to discuss the program of pedagogical assistance to the child and his family. He organizes, together with subject teachers, the search for means, ways to ensure the success of the child in educational activities, his self-realization in the classroom and after school hours.
The class teacher systematically informs teachers about the dynamics of the child's development, his difficulties and achievements, about changes in the situation in the family. In case of difficulties associated with learning, seeks to involve teachers in a discussion of ways to overcome these difficulties and helps teachers to correct their actions. It is necessary to acquaint teachers with the peculiarities of the mental development of children with developmental disabilities, with the special abilities of pedagogical influence on them.
The class teacher regulates the relationship between teachers and parents of the child. He informs teachers about the state of the pupil, the characteristics of the family, organizes meetings of parents with subject teachers in order to exchange information, assist parents in organizing homework with students.
One of the forms of interaction between the class teacher and subject teachers, which ensure unity of action and contribute to the development of common approaches to raising a child, is a pedagogical council. Here a comprehensive view of the child is formed. Everyone who works with a student receives information about his mental, physical, mental development, his individual abilities, opportunities and difficulties. Teachers analyze the results of observations of the student, exchange information, agree on ways to solve problems that arise, distribute functions in working with the child. So, for example, in a number of schools, at the end of the quarter, a pedagogical council is held with the participation of all teachers to provide pedagogical support to students who experience difficulties in learning to communicate with peers; an analysis of these difficulties is carried out, ways of correcting the activities of teachers in relation to each student are determined, a program of action for the rehabilitation of adolescents is outlined, the role of each teacher is determined, especially those who have a special personal influence on the child.
It is useful to organize visits to classes, followed by a discussion of the actions of teachers in relation to a particular child and ways of interaction between teachers and the team.
The main form of work with subject teachers is individual conversations. They should be planned so as not to miss an important stage in the organization of the teacher's work with the child and to prevent possible difficulties and conflicts. It is important to conduct such conversations as joint reflection, a joint search for a solution to a particular problem. In some cases, it may be necessary to organize individual consultations between teachers and specialists.
Forms of interaction between the class teacher and teachers can be very diverse. Much depends on personal contacts, interest in the success of both interacting parties.
Working with parents and the public
In order for the work with parents to have the greatest effect, it is necessary to use various forms of communication with them. For some class teachers, this connection is limited to holding parent-teacher meetings at the end of the academic quarter based on the results of academic performance and calling the parents of underachieving or unruly students to school. In this case, class teachers do not know well the home conditions of their students and do not always act in concert with their parents.
An important part of the practical activity of the class teacher in maintaining contact with the family is regular personal visits to students at home. This is the most common and effective form of individual work with parents. The class teacher visits the families of his pupils, studying on the spot not only living conditions, but also the nature of the organization of family education. An experienced mentor can tell a lot about the atmosphere at home, the relationship between family members. It is extremely important to observe the following rules when visiting a student at home:
- do not go uninvited, try to get invitations from your parents by any means;
- show high tact in a conversation with parents, always start with praise and compliments;
- eliminate complaints about the student, talk about problems, suggest ways to solve them;
- talk in the presence of students, only in exceptional cases require a confidential meeting;
- do not make claims to parents;
- in every possible way emphasize your interest in the fate of the pupil;
- put forward joint projects, agree on specific joint cases.
Unfortunately, it is unprofessional work with parents that most often undermines the authority of the teacher and the school. Parents will strive for cooperation and subsequent contacts, only seeing the interest of the class teacher in the fate of their children.
L. Kamil very successfully touched upon the topics of the relationship between the family and the school. “When something wrong happens to the guys and they start looking for the reasons for this, some argue: it’s the school’s fault, it should take care of everything, it has the main role in education. And others, on the contrary, believe that the school basically still teaches, and the family should educate. I think both of them are wrong. Speaking figuratively, the family and the school are the shore and the sea. On the shore, the child takes his first steps, receives the first lessons of life, and then an boundless sea of knowledge opens before him, and the school lays the course in this sea. This does not mean that he should completely break away from the shore - after all, long-distance sailors always return to shore, and every sailor knows how much he owes the shore.
The family provides the child with, as it were, primary equipment, primary preparation for life, which the school still cannot give, because direct contact with the world of loved ones is necessary, to which the child from the very first years gets used and with which he takes into account. And only then a certain sense of independence is born, which the school should not suppress, but support.
Every family is big and complex world. Each of them has its own habits, traditions, their relationship. All this must be well understood, to identify the strengths and weaknesses in the upbringing of children. The study of intra-family relations, of course, is a complicated matter, but necessary. Without this, it is difficult to give specific advice to parents.
By regularly visiting the student's family, the class teacher accumulates valuable material, studies the relationship between children and parents. At the same time, he strives for parents to become the closest assistants to the school in shaping the moral qualities of students. Unfortunately, they do not always support the requirements of the school, the class teacher.
Usually class teachers write down in their diary the date of visiting the family, the content of the conversation with the parents, indicate what advice was given.
When they visit again or when meeting with parents at school, they find out how these tips are carried out, what changes have occurred in the behavior of students.
However, the class teacher cannot always visit the family. Then parents invited to the school for a conversation. Such meetings allow us to resolve together many complex issues of upbringing and education. During individual conversations with parents, the teacher finds out the living and working conditions of schoolchildren, discusses specific cases of their behavior, and outlines ways to eliminate shortcomings in educational activities.
Parents should be invited not only after the student has violated discipline or began to study poorly. Sometimes he behaves well, studies well, but the class teacher needs to agree on the organization of extracurricular reading, on involving him in some kind of socially useful work.
Some schools have regular days open doors or parenting days. On these days, parents will be able to come to school and talk about the progress and behavior of their children. The class teacher gives pedagogical councils about education in the family, helps to create a more rational mode of the student, recommends pedagogical literature.
The class teacher needs to inform parents not only about the educational affairs of children, but also about relationships in the class team. It is important, together with parents, to look for ways to consolidate positive qualities in schoolchildren and overcome shortcomings in their behavior. Some class teachers also use this form of communication with the family, like texting with parents. It allows you to inform them about the progress and behavior of students. This form of communication with the family is usually practiced in rural schools, where parents live at a great distance from the school and it is difficult to maintain direct contact with them. However, even in urban schools, correspondence helps to better understand the conditions of life and homework of schoolchildren and facilitates educational work with them.
A student diary is also used for correspondence with parents. Class teachers make brief notes in it about the student's attitude to educational and social duties, about violations of discipline and order. Parents review and sign the diary.
A very important form of communication between the class teacher and the family is - great parent meetings. They are held at the beginning of the school year and at the end of the academic quarter to familiarize parents with the tasks and state of educational work in the classroom. They discuss the most important issues of raising children at school and in the family. A well-prepared and skillfully conducted meeting helps to better organize the education of children. It is important to acquaint parents with best practices in family education, to help them understand difficult questions raising children.
The class teacher, having scheduled the day of the meeting, visits some families and, in preliminary conversations with parents, outlines questions that interest them.
In rural schools, where children from different villages study, meetings are held at the place of residence of the parents.
1. The goal must be clearly formulated (“If you don’t know where to sail, then no wind will be fair.” Seneca).
2. It is advisable to invite a specialist: a psychologist, a social pedagogue, a narcologist.
3. You should be introduced to the literature on the topic of the meeting.
4. It is necessary to think over the preparatory stage (before the meeting, propose questions for discussion, conduct a questionnaire for a class hour, parent meeting, etc.).
5. Forms of work should be active (“involve me and I will understand”): group work, business games, etc.
6. Think over the organization of reflection (formulate questions; phrases that need to be completed).
7. The room must be ventilated, think about how it is more convenient to place the meeting participants, how to arrange delivery; Get your pencil and paper ready.
8. Remember that at such a meeting you can not talk about the progress and behavior of individual students, create a trusting, not accusatory atmosphere.
9. Remember that parents should definitely learn something good about children.
10. Don't forget to thank everyone at the meeting.
It is useful for adults to hear the opinion of children, to see their growth, and it is important for children to be heard (at home they can brush it aside). The meeting is a common thing. Therefore, there are topics for joint conversation and discussion. Let's remember Japanese wisdom: “A bad owner grows weeds, a good one grows rice. The wise man cultivates the soil, the far-sighted educates the worker.” It seems to me that at parent-teacher meetings held together with students, we educate future parents. Students see different options for adult behavior, have the opportunity to choose their own style of behavior. It is good if the topic of the meeting is prompted by parents and children.
In order to promote pedagogical knowledge, talks and lectures for parents on pedagogical topics . Their content depends on the requests and interests of parents, on the specific tasks of education and training.
Conversations and lectures achieve their goal, provided that they are held regularly and according to a specific program. Currently, this form of work is not practiced by class teachers.
Communicating with parents, the class teacher outlines an asset that provides him with daily assistance in the upbringing and education of schoolchildren. Many parents often visit the school, take an active part in holding parent meetings, conferences on the exchange of experience in family education. From them, the parent asset gradually develops.
Relying on the assets of parents, class teachers conduct educational work with families that need pedagogical assistance. Activist parents can have a social impact on fathers and mothers who are irresponsible in raising children.
Most authors of various publications note only the negative role of contradictions between teachers and parents. These contradictions are considered as a factor preventing the full cooperation of the school and the family in the education of students. But Litarova and Aksyuchenko see them as the leading driving force development of active interaction between the teacher and parents in the interests of shaping the personality of the child.
Relations "teacher - parents" can exist and be formed in a certain way and without direct contacts of their participants, i.e. indirectly. The link in this case is the child. However, the lack of contacts is fraught with a number of negative consequences, namely:
- in the absence of any contact between the teacher and the parents, their actions become fragmented and inconsistent, which is detrimental to the education and upbringing of the child;
- the ideas of the teacher and parents about each other in this case are formed only from the words of the student, and therefore often become distorted;
- there are feelings of mutual or one-sided dissatisfaction, neglect, hostility, which leads to conflicts.
Differences in the views, actions of the teacher and parents are generated by different reasons. Some contradictions are due to the difficulties and complexities of the process of education and training. Other contradictions in the system of relations "teacher - parents" can be caused by the cultivation of various types of relationships with children in the family and school. So, it happens that the relationship between family members is based on purely human feelings, and the relationship between teacher and student, teacher and parents is purely official, businesslike.
The next group of contradictions is related to the different levels of pedagogical training of the parties. The pedagogical activity of a teacher is of a professional nature, and the educational activity of parents is determined on the basis of their worldly ideas. This contradiction highlights the task of equalizing the level of pedagogical knowledge of the teacher and parents. It may help to solve it:
- organization of pedagogical general education (pedagogical academies for parents, workshops);
- conducting surveys, testing, surveys;
- exchange of positive experience of raising children in the family;
– analysis of pedagogical situations;
- Inclusion of parents in the real life of the class.
The following contradictions in the system of relations "teacher - parents" can be caused by differences in the awareness of the parties about the child. Their resolution through direct contacts enables both the teacher and the family to take a fresh look at the developing personality of the student, to find new ways of interacting with the child.
To avoid these contradictions, the teacher will be helped by a survey on the following moral standards:
- a sense of responsibility to the parents of students for the education and upbringing of their children, for their psychological and pedagogical competence;
- active and constant search for pedagogical contacts with parents (rather than turning to them only in cases where their help is needed);
- respect for parental feelings, avoidance of careless and unreasonable assessment of the abilities of children and their behavior;
- tact and reasonableness when presenting the necessary requirements to the parents of students (at the same time, it is important not to shift your responsibilities to them);
- patience when receiving critical comments from parents addressed to them, taking them into account in the process of professional self-development.
It is fundamentally important that the initiative and choice of the algorithm for resolving emerging contradictions should belong to the teacher as a more professionally trained subject of the pedagogical process.
The work of the class teacher with the public is an important direction in his activity.
It is important to take care of the proper organization and activities of children as early as possible. A.S. Makarenko, addressing his parents, said: “What a person will be, mainly depends on how you make him by the 5th year of his life. If you don’t educate properly before the age of 5, then you will have to re-educate. And the re-education of children is a more complicated and more difficult matter than their upbringing. Therefore, from the first years of children's lives, it is important to form positive qualities in them, accustom them to work, and comprehensively develop their abilities.
Public organizations can provide serious assistance in this. They help to use their free time correctly, to overcome the neglect of schoolchildren who are left without the supervision of their elders after school. The class teacher, with the help of the public, can conduct excursions and other events, equip rooms for preparing homework in club rooms or house administrations. Thus, under the public(social) upbringing is understood as upbringing carried out in the system "man - man", i.e. through direct human relations, as well as public funds, organizations, societies, associations, etc., specially established for this purpose.
The most important areas of public work in raising children are monitoring the behavior of schoolchildren outside school hours, involving them in a variety of socially useful activities, individual assistance in the successful completion of homework, helping families in eliminating the causes of pedagogical neglect of schoolchildren, assisting in the upbringing and re-education difficult teenagers, organization of sports and cultural work at the place of residence.
Class teachers need to maintain close contact with public organizations and seek their assistance and support as often as possible.
The class teacher helps to organize trips to theaters, museums, excursions to enterprises, where students get acquainted with different professions, see the environment in which people of a particular profession work.
The class teacher also involves the active parents in the public upbringing of their children.
Thus, by involving the public in the upbringing of children, the class teacher significantly expands the scope of his educational influence. He finds many allies and helpers in a difficult and responsible business - in raising children.
Working with teachers within the framework of the method association
The next direction in the work of the class teacher is work with teachers in the framework of the methodological association of class teachers.
Methodical associations are created if three or more teachers of this profile work in a school, and are subject-based, for teachers primary school, educators of extended day groups, class teachers, leaders of club associations. Note that the issues of educational work in grades 1-4 are considered at meetings of methodological associations of primary school teachers; problems of increasing the educational effectiveness of lessons - at meetings of subject methodological associations.
All class teachers (tutors) of grades 5-11 are members of the method association of class teachers (tutors). If the school has a sufficiently large number of classes-sets, 2 methods of combining class teachers can be created: middle and senior levels. Meetings of methodological associations are held 4 times a year, sometimes more often, but not more than once a month.
At the head of the methodological association is its chairman, elected by the members of the association for a period of 1 year and approved by the school's teachers' council and the order of its director. The chairman should be an experienced teacher: most often one of the class teachers becomes the chairman, sometimes the deputy director for educational work. The duties of the head of the methodological association include: drawing up a work plan for the year (together with the members of the association and the deputy director), holding meetings, interacting with other methodological associations, organizing exhibitions, summing up the work, maintaining documentation.
The activities of the methodological association of class teachers are diverse, but all of its content is subordinated to solving the problems of improving educational work with children. At the meetings of the association, issues of increasing the theoretical and methodological levels of organizing educational work are considered, modern concepts, advanced pedagogical experience, regulations. On the basis of a diagnostic study, the state of educational work in the school as a whole, in separate classes, parallels, the level of upbringing of children is discussed. Class teachers get acquainted with the methods of analysis, goal-setting, planning the activities of the class team. There is an exchange of experience, the development of methodological recommendations for certain areas of activity of class teachers.
It is obvious that the activity of the methodological association is not limited to holding its meetings. Open events are organized throughout the year. extracurricular activities, affairs; members of the association meet with their colleagues from other schools, together with all the teachers of the school participate in discussions on the problems of education. The closer the content of the work of the method of association is to the specific conditions of a given school, the more diverse the forms of organization of its activities, the greater the effectiveness should be expected.
Documentation work
Along with working with students, parents, subject teachers and the public, the class teacher maintains psychological and pedagogical documentation.
The work of the class teacher begins with the study of the class team. To do this, he explores various techniques. After the class teacher uses diagnostic methods for studying students and the entire team, he must draw up a document - a characteristic of the student.
The scheme of the psychological and pedagogical characteristics of the student's personality is:
Characteristic
student _______ class _______ school _______ city _______
1. General information about the student:
- age, physical development, health status;
- living conditions and life in the family, family composition, parents' occupations;
- most important facts biographies that may have influenced the student's development.
- the general orientation of the personality (personal, public, business);
- the moral development of the student, views and beliefs, aspirations, dreams.
3. Character, temperament, features of the emotional-volitional sphere:
- strong-willed character traits;
- manifestation of the prevailing character traits in various activities.
4. Abilities and features cognitive activity:
– teaching and activities;
- features of the perception of the attention of the student, observation;
- the development of figurative and abstract thinking.
6. Analysis of family relationships.
In addition to compiling the characteristics of a particular student, the class teacher compiles a description of the entire class:
- how many excellent students;
- who is included in the class asset;
- how many children are in the main group, and how many in the special;
- Are there children from incomplete families;
– general assessment of the class (strong, medium, weak).
It is also the duty of the class teacher to check the diaries of students.
Scheme for studying student diaries:
1. Appearance diaries (the correctness of filling out the passport and other details of the diaries, the culture of keeping a diary, cleanliness and accuracy, literacy of entries in the diaries.).
2. Completeness of homework records for all students in all subjects.
3. Efficiency of grading in the diary of students for written work, oral answers.
4. Correspondence of grades in the class journal and in the diaries of students.
5. Accounting and registration in the diaries of absenteeism and lateness of students.
The next document that the class teacher works with is the class journal.
Scheme of studying the class magazine:
- external design, culture and correctness of journaling. Filling in all details of the journal;
– implementation of the practical part of the program: excursions, subject lessons, creative, laboratory and practical work, demonstrations, experiments, etc.
– a system of written works and grading;
– accounting of attendance of lessons, classes;
- the volume, nature, differentiation of homework;
- a system for testing students' knowledge (current accounting of knowledge, skills, thematic accounting, accumulation of grades; control over the knowledge of underachievers, repeaters);
- the correctness of the design of entries in the journal about the lesson passed.
The main task of the class teacher is to draw up a plan of educational work. It contains the following items:
1. Characteristics of the class.
2. Educational tasks for certain period corresponding to the age and characteristics of this class.
3. Work with the student team (calendar of the main educational events recorded in the matrix).
4. Work with subject teachers working in the classroom, with a school psychologist, possibly with a social pedagogue.
5. Work with parents of students.
The class teacher, in my opinion, is the leading, key figure in organizing a holistic pedagogical process in a particular class. He is its leader and coordinates the actions of all objects - subjects participating in it. Hence the purpose of the activity of the class teacher is the organization and management of a holistic pedagogical process.
The methodological basis of the activity of the class teacher is the approach of "meeting - interpenetration - interaction" of the old and the new, traditional and innovative.
The main functions of the class teacher's activity - coordinating, educational, developing and educational - are realized through such types of work as pedagogical monitoring, design, organizational and gnostic activities.
The implementation of these activities is considered through the prism of business, professional (possibly personal) relationships with students, subject teachers, a psychologist, a social pedagogue, a counselor (if any), with students' parents, with employees of additional education institutions, with leaders of children's and youth organizations and associations.
2. Analysis of the educational work of the class teacher
In accordance with the goal of educating students of school No. 6, formulated in the program documents of the school, in the 2008–2009 academic year, the following tasks were set for educational work with students in grade 5:
AT areas of moral education: the formation of a system of values for each of the students, which would serve as a guideline in solving specific moral problems; increasing the tolerance of students; formation in schoolchildren of an objective approach to themselves and to others; development of independence and responsibility of students for their actions;
strengthening the civic position of schoolchildren; the formation of cultural norms in the field of interaction between people of different sexes, ages,
nationalities and social groups:
- in the field of intellectual education: increasing the prestige of intellectual activity; the formation in schoolchildren of the ability to use in practice the existing subject, supra-subject and organizational skills in changing conditions;
- in the field of aesthetic education: formation of criteria for aesthetic evaluation of works of art among schoolchildren; revitalization of students in the field literary creativity; expanding the communicative space by including children in the discussion of works of art;
– in areas of physical culture: active involvement of students in the sports and recreational activities of the school, ensuring high performance and minimizing absenteeism due to illness.
To solve the tasks set during the year, the main forms of work were used:
1.Cool hours and parent meetings: “Charter of the school. The culture of behavior at school”, “The laws by which we live”, “These days the glory will not cease”, “Day of consent and reconciliation”, “I” in the world of people. People who are nearby”, “Let's talk about friendship”. “Friends of my child. Who are they, what are they?”, “How to develop a child’s efficiency?”, “Bad habits of a child. How to resist them?
2. Preparation and holding of class holidays by the children themselves: “Birthday of the class”, “New Year's light”, “April 1. Day of all laughs.
3. Participation of children in school-wide and extracurricular activities: a concert for Teacher's Day, work on school site, "Young talents of the school", subject weeks, congratulations to veterans, poster competition.
4. Individual conversations with children and parents: “Hour of Revelations” for children and “Hour of Communication” for parents.
5. Carrying out and participation in children's cognitive and intellectual games "Around the World", "Golden Fleece".
6. Trips to a circus, a zoo, a visit to a museum, a children's library.
7. Tourist walk around the favorite places of our city.
The most effective forms of work with children turned out to be: student reports, interview method, mini-film, classroom printed edition, holidays, KVN, photo exhibition. During class hours, it was possible to organize not only a discussion, but also a frank exchange of views on the problems that arise in the classroom. Sharp discussions arose, during which the schoolchildren participating in them were forced to clearly formulate their ethical and aesthetic positions, thus clarifying them for themselves. Difficulties are also connected with the fact that schoolchildren do not have enough life experience to understand many serious problems.
It is necessary to provide for such means of organizing further work that will allow children to take an active part in it.
a) Forms of interaction with parents. The following forms of work with parents were used: parent meetings, individual consultations, holidays together with children, the Crazy Hands contest. It was proposed to help the class in collecting information about their city, about the professions of moms and dads, and drawing up a pedigree.
b) A very important point is the creation class traditions. Such a tradition is the "Birthday of the class", which is celebrated on September 1 (the children themselves chose this date). The first congratulations from the parents, the class teacher.
First gifts: holiday treat from parents. Competition for the best emblem, class motto, "Scenes from school life" and gifts from children to the class (drawings, poems, photos in a class album.).
The New Year is traditionally celebrated.
The competition program was fun and provocative.
Educational tasks and activities arising from them for the 2009-2010 academic year.
1. To acquaint students with the experience and traditions of previous generations to preserve the health of the nation; to form in students a culture of maintaining and improving their own health.
2. Create conditions for the advancement of students in intellectual development.
3. To form a culture of communication among students in the "Teacher - Student" system,
"Student-Student", "Adult - Child".
4. To form in students an adequate moral attitude towards people around them; inculcate an awareness of the value of human life.
5. Use non-standard creative forms of extracurricular activities, taking into account the age characteristics of students; to study the individual interests and needs of students in extracurricular activities; constantly demonstrate the achievements, results, abilities of students in leisure activities to parents, teachers, peers; instill interest in art, develop aesthetic perception; develop the ability to adequately assess their results and be fair in relation to other people's achievements; use active forms of extracurricular activities based on the age characteristics of students.
6. To form tolerance among students, to form a humanistic worldview, awareness of their rights and the rights of other people; develop patriotic feelings; form a civic position; to cultivate respect for their homeland, culture, traditions.
7. Organization and joint leisure activities for children and parents; organization of psychological and pedagogical education of parents through a system of parent meetings, thematic and individual consultations, conversations; creating conditions for favorable interaction, overcoming conflict situations among private participants in the educational process of teachers, children and parents; organization of purposeful education of parents on the issues of upbringing.
8. Study the group of students, use active forms of educational activities, cooperate with the school psychologist; create a favorable atmosphere for communication.
2.1 Parent meeting. Let's talk about friendship
Friends are known in trouble, true friends are known in joy.
folk wisdom
Friendship is the consonance of souls in the unity of destinies.
Eastern wisdom
Meeting tasks:
1. To form in parents an understanding of the importance of friendship in the life of a child.
2. Contribute to the formation of parents' interest in class affairs and relationships in the children's team.
Conduct form: fire of friendship.
This parent meeting is appropriate to coincide with the spring break, when you can go out into the countryside. A clearing and a place for a fire are prepared in advance. The glade can be decorated with colorful flags that children can make from colored paper. On the flags, you can write various wishes to your friends. At the end of the meeting, you can offer to give flags with wishes to your friends.
If it is not possible to meet all together in nature, you can hold this meeting in a classroom or in assembly hall schools. But the form of the meeting must be preserved.
To do this, a simulated fire is created on the stage, and everyone sits down in a circle.
Preparatory work for the meeting:
1. Questioning of children and parents.
Student survey №1 .
Do you have friends?
Who do you consider your best friend?
Why do you consider this person your best friend?
Do your parents know who your best friend is?
– Do they know him?
Does your friend visit you at home?
How often do you see him?
- How do your parents feel about your meetings?
Do your parents have good friends?
Are you familiar with them?
What is your opinion about them?
Questioning students №2.
Continue the offer:
1. A friend is someone who…
2. The best friend is the one who…
3. I worry when my friend…
4. I rejoice when my friend…
5. I am pleased when my friend ...
6. I feel bad when my friend…
7. I would like my friend to…
8. I would not like my friend ...
9. When I grow up, I want my friend…
10. When I grow up, I do not want my friend ...
Questioning of parents №1.
Do you know your son or daughter's friends?
How long have they been friends?
Are you satisfied with this friendship?
Do you consider this friendship equal?
: - Does your child's friend visit you at home?
What do you think about it?
Does your child know your friends?
How does he feel about them?
- What would you like to change in your child's communication with his friends?
Questionnaire for parents №2
Continue the offer
1. We know that our child's friends are…
2. If our child's friends come to our house, then ...
3. If our child asks for a meeting with friends, then we ...
4. If our child invites his friend to spend time with us, then we ...
5. If we don't like our child's friend, then we...
2. Exhibition of essays "My friend" or competition of students' stories "The history of our friendship"
There is a competition of essays and stories about the friendship of children in the class. All children's work is done in big book titled "Incredible Stories of Friendship". This book is published and at the meeting all the guys who have written their work receive this book as a gift.
3. Preparation of surprises "Gift for a friend."
The guys prepare surprises for their friends, they take into account their interests, desires, hobbies.
4. Competition of proverbs and sayings about friendship.
For the assembly, the guys prepare proverbs and sayings about friendship. They look for them in dictionaries, books. The materials collected will remain in primary school as a teaching aid for the teacher's work.
5. "Pantry of friendship." Photo collage telling about family friends.
The guys are preparing a photo - a collage that tells about the friends of their parents, about friends of their family.
Proceedings of the meeting
While everyone is seated, the song "About Friendship" sounds.
I. Opening speech of the class teacher
It's great that we are all here today. It's great that we all got together again - moms and dads, girls and boys. The topic of our conversation today is about friendship.
What does the word "friendship" mean? (The guys give their explanations of the word friendship).
Then the class teacher suggests recalling proverbs and sayings about friendship.
- And what unites all the proverbs and sayings about friendship? (The guys name the arguments: the ability to be needed, useful, disinterested, etc.)
The song of V. Vysotsky from the movie "Vertical" sounds.
– Who can be called your friend? (Children give arguments and read out their essays about friends.)
P. Survey analysis The class teacher continues his speech and gives examples of the opinion of the guys about friendship (based on the materials of the survey).
Do your family, your parents have many friends? (The guys answer the question and do it with their collages.)
Why does folk wisdom say: A friend is known in trouble, a best friend in joy? (Children and parents express their opinion. They give examples from life to support this statement.)
The class teacher tells the children and parents a parable and asks to confirm it with a proverb that is often used in speech.
“A long time ago there lived a rich man in the mountains. He had a huge flock of sheep and as many friends.
One day, trouble came to his house. Thieves broke into his sheepfold one night and stole all the sheep. When the next morning the owner came to the sheepfold to drive his flock to pasture, not a single sheep was there. The owner of the sheepfold sighed heavily and began to cry. All his many years of work was in vain, and the family became impoverished overnight.
Soon the whole district knew about the misfortune that had befallen the owner of the sheepfold. Another day passed and at dawn the owner saw a cloud of dust on the road. It kept getting bigger and bigger. Soon he could see the people in the dust cloud. These were his friends. Each of his friends did not go empty-handed, but led a small flock of sheep. When they all entered his courtyard, he realized that his friends had come to help him. Since then, his herd has become several times larger than before. Every morning when he went to drive out his herd, he remembered the eyes of his friends who saved the life of his family.”
Question to the class: What proverb was mentioned at the beginning of the parable? (Do not have a hundred rubles, but have a hundred friends).
Question to parents: Can you give examples of this kind in order to confirm that this is exactly what happens in life? (Parents tell interesting stories from their own friendship).
Question to the class: What can kill a friendship? (Children answer the question and give their arguments.)
III. Analysis of poems by S. Mikhalkov "Good friends"
The children read poems by roles, play them in the form of small scenes.
Boy Misha toils -
Misha stutters.
Like others - pure, clear,
He cannot speak.
And asking him in vain
Repeat what he says.
It's not easy for him
All words starting with the letter "ka"
But the guys don't laugh
Friendship is great.
- You, Mishutka, do not get lost!
Take an example from others!
Just take heart
And speak bolder!
Misha spoke a word
And you can't see another...
But my friends are ready
If necessary, wait!
How to save friendship? (Parents and children jointly develop rules for maintaining friendship and write them down on a large scroll prepared in advance.)
IV. Meeting results
Giving souvenirs to friends.
V. Reflection of the meeting
2.2 Classroom hour. "Memory can be developed"
Target: expansion of students' ideas about the possibilities of human memory and methods of rational memorization. Tasks:
1. Equipping students with heuristic and practically significant information about the mechanisms of memory.
2. The study of rational memorization techniques.
3. Identification by schoolchildren of their own problems that hinder the mastery of these techniques.
Conduct form: oral journal. Preparation stage
1. Collection and synthesis by the teacher, students and parents of extensive information on the topic of the meeting.
2.Search for training exercises to develop rational memorization skills.
3.Material support of the class hour:
"Pages" oral journal. They are performed on a sheet (or sheets) of drawing paper. On each of them is the name of the logical stage of the discussion and symbolic drawings that emotionally “color” its content.
Page 1. Isn't human memory a miracle!
Page 2. Memory and talent.
Page 3. Learning to remember.
Page 4. Let's sum it up.
Implementation stage
Classroom teacher: It happens to hear from you: "I have a bad memory" or even: "I have no memory." Of course, this is an exaggeration. But imagine for a moment a man who has indeed lost his memory. What would he lose by doing so? Absolutely everything! Suppose the memory loss occurred on the street when he was walking to school. First of all, such a person would not reach the goal of his path, and if he were led there, he would not know what to do there. He would forget himself, what his name is, where he lives. I would forget my native language and would not say a word. Moreover, I could not make a single movement, take a step, reach out my hand for a glass of water, as the memory for movements would disappear.
Why do you think to have good memory- it is important? (judgment guys)
That's right, a good memory reduces the preparation of "lessons and frees up a lot of time. So, today we'll talk about the possibilities of human memory. Our meeting was prepared by many guys (names names), their parents, and all of you helped them. Opens the first page of the oral journal (last name, student's name).
Page 1. “Isn't human memory a miracle!”
First student: The greatest miracle in the world is the human brain with its amazing resources, and among them is the ability to remember what you see and hear. Human memory is a door open to a person's past, yesterday and far away. “Remembrance silently develops its long scroll in front of me,” wrote A.S. Pushkin.
Our memory is also a mystery to ourselves: why do we remember one thing and forget the other; why a seemingly trifling event crashes into our brain and persists for a long time, while another, undoubtedly important, evaporates from memory.
Question to the guys: What, in your opinion, interferes with quick memorization? (Answers guys).
Second student: The success of memorization largely depends on the concentration and attention of a person. No wonder they say: "Attention is the cutter of memory: the sharper it is, the deeper the traces." One of the reasons that a person has forgotten some facts, words or thoughts is inattention to them at the moment when he perceived them, spoke about them or thought.
I suggest you focus on the table (comes to the board), it contains tips for developing attention (simultaneously voices):
Advice on developing each quality of attention
Do not overload your attention while doing large amounts of
items on the table
Work "blocks": 20 - 30 minutes of classes and a short rest
Diversify the types of tasks
Practice: Speak and write at the same time
Do not abuse the TV, computer.
And now I propose mindfulness exercise, which you can successfully repeat at home, with a friend, parents, brother, sister. If there are several of you, you can compete.
Now I will open a row of ten pictures on the board (options: geometric figures, numbers, letters, symbols) arranged in a certain order. You have the same tables on your tables, but they lie in random order. I open the row hidden on the board for 10 seconds, and then close it again. Your task is to reproduce it in the same sequence. (Performing the exercise. Good result - 7 - 8 figures).
Page 2. Memory and talent
Third student: According to contemporaries, the generals J. Caesar and A. Macedonian knew by sight and by name all their soldiers - up to 30 thousand people! The philosopher Seneca was able to repeat 2,000 unrelated words heard only once. The great physician, philosopher and mathematician Ibn Sina (Avicenna) spent several years in his youth reading books from the huge library of the Bukhara ruler. When it burned down a few years later during the war, the scientist dejectedly repeated that, unfortunately, he managed to read only 10 thousand volumes and besides them he could not restore anything from memory. In Khorezm, Avicenna received 40 scribes from the shah to help, and each began to dictate the text of the lost book. Thus, the priceless treasures of the library were restored.
Does a talented person always have a good memory? Not at all. Among the greats there were people with a weak memory. For example, the physicist Michael Faraday could not do without notes and notes. Conversely, many people with unique memory abilities were otherwise no different. But all scientists agree that memory can and should be developed.
Page 3
Classroom teacher:“Rather, the brain rusts from disuse than from overload,” one of the greats wittily remarked. It turns out that each of us is able to assimilate the information contained in millions of volumes of the Russian State Library. How to develop this ability, because sometimes it is difficult for us to learn even a short poem?
Fourth student: First, scientists say that the real "mother of learning" is not repetition, but application. It is better to read a text twice and repeat it twice than to read it eight times without repeating it.
Secondly, it is important to make information interesting. If the material is boring, but you still need to remember it, wit can come to the rescue. For example, you can draw comic illustrations to the text.
Thirdly, if the text is "long", then it should be divided into parts and study each part separately. The plan for the text is very helpful.
Fourth, starting to study the topic, you should not immediately read the textbook. It is better to first remember everything that is already known, albeit with errors and omissions.
Teacher: And the main thing in memorization is to understand the meaning of what should be learned. I offer you an exercise that will show you how accustomed you are to doing this. The essence of the exercise is as follows, now I will read the text, you will listen to it carefully. Then, from the list of proverbs written on the cards that are on each table, you will choose the one that, in your opinion, reflects main point read. So, we started.
The lion found a sleeping hare and was about to devour it, when he suddenly saw that a deer was running past. The lion left the hare and chased the deer, and the hare woke up from the noise and ran away. The lion chased the deer for a long time, but could not catch it and returned to the hare: but he saw that he was not there either, he said: “It serves me right: I released the prey that was already in my hands, and chased with empty hope.”
The dog remembers who feeds it.
You chase after the edge - you will lose the loaf.
The hare is afraid of himself.
If you chase big, you won't see small.
A hen cackles in one place and lays eggs in another.
The lion is scary, the monkey is funny.
If you chase two hares, you won't catch one.
Teacher: I would like to ask, dear guys, do you have your own secrets of quick memorization, what helps you? (Children make judgments)
Teacher: But the guys in the comic plot have the following memorization secrets (A group of students comes to the blackboard).
Scene "Repetition – mother of learning"
First student: My friends, all this is, of course, good, but there is one problem that occupies me all the time. For example, everyone knows that there is always not enough time for the exam.
Second student: There is not enough money.
Third: Exactly! Have you thought about this problem too?
First: Of course! And they came up with something! In general, there is one way ... If you know it, there will definitely be enough time!
Third: How is it? What is this method?
First: You need to study two subjects at the same time!
Third: Two? Is it possible?
First: Of course! You just need to do both! And learn at the same time. Aloud. Let's say I'm literature, and he's geometry. Then each one learns one subject with his eyes, and another with his ears!
Third: Well, well ... Can't you learn anything with your feet?
Second: Are you laughing? Now look! I took geometry. (To the first) Take your literature.
First: “Gogol's immortal comedy Dead Souls gives us a whole gallery of satirical images. Chichikov and Manilov, Korobochka and Sobakevich - all this ... "
Second: “... geometric shapes. Triangles, squares, rhombuses, trapezoids…”
First: “They all make us laugh. We find it funny when we…”
Second: "We draw a circle of large diameter, and we get ..."
First: “Sobakevich! We laugh heartily at Plyushkin. After all, Plyushkin is ... "
Second: "... a perpendicular dropped from the top of the triangle to its base"
Third: Plyushkin - perpendicular? Hee… (Ironically) Don't you think that you are too modest: in your wonderful way, you can learn not two, but many more subjects! Let me try it with you. (Picks up a textbook.) What is this - "Zoology"? Excellent! Let's continue with your method...
First: “But Gogol not only laughs - he exposes. Here is the same Sobakevich. In essence, it is…”
Third: "Elephant. Representative of the family of mammals, proboscis order. He lives…"
Second: “... at an angle of thirty degrees. Figures are not only flat, but also voluminous. For example…"
First: "Box. A box is not a nickname, it is a surname ... "
Second: “To calculate the volume of this figure, you need to know its height and width. Let's multiply them and get ... "
The first “Portrait of Manilov. Gogol's Manilov is outwardly even handsome ... "
Third: "Huge ears, trunk, tusks ..."
First: “But Manilov is a contemplative, he does nothing, but…”
Third: "Easily tamed by a man and can carry stones and other burdens ..."
First: “And Plyushkin? This is the embodiment of greed…”
Third: “It feeds on hay, branches, bran. He loves brooms very much ... "
First: “And now, Chichikov wants to be like such people. The fact of low origin gnaws at him.
Third: "His progenitor was a mammoth ..."
Second: I listened - was Chichikov's dad a mammoth? No, this is mom - a mammoth, and dad - papont, probably ... Some kind of nonsense ...
Third: Exactly - nonsense. And remember, friends, in only one case will it take little time to prepare for exams, if you study all year not in order to pass the exam and forget, but in order to apply your knowledge all your life.
Page 4. Let's sum it up.
Classroom teacher: The possibilities of human memory are truly endless. But, as we have seen today, we need to work on it, overcoming laziness and passivity. It's not easy, but how do you start to respect yourself! It is from such small victories that character is formed. So, we conclude the meeting, and I propose an "open microphone" for an exchange of impressions. A "chain" of judgments of the guys follows. Reflection on what was heard allows the teacher to assess how productive the dialogue was.
Conclusion
And so, we traced the main directions of the work of the class teacher and proved how great his role is in the life of every student. It depends on the effectiveness of the work of the class teacher how the student will be able to solve the problems that have arisen before him, what attitude he will have towards life, etc. Therefore, a properly organized educational activity of a class teacher is the basis for achieving the highest results in the education of a cultural and moral personality.
But time is changing. The requirements for the school, students and teachers are becoming different. However, the importance of the role of the class teacher is not reduced. Today it performs 3 functions: organizes a variety of activities in the classroom, takes care of the development of each child, helps children in solving problems.
In contrast to the school of the 1970s and 1980s, when education was mainly associated with outside influence, the position of class teachers is currently changing. Most of them understand education as the creation of conditions for the development of the internal potential of the child. Hence the change in the system of work.
Individual work with children, affecting the foundations of the physical and mental development of each child, is becoming more and more priority. There is a shift in emphasis in the work of the class as a whole. First of all, attention is paid to the emotional support of groups within the class, the creation of a positive psychological climate in the classroom, the development of self-government, the creation of conditions that allow each child to reveal himself in relation to others, and the inclusion of students in a system of real relationships.
Many class teachers talk about expanding the range of their current activities at school. This was a consequence of the destruction of the activities of children's organizations, the fragility of family ties, the alienation of children and adults, as well as the fact that most children's out-of-school institutions became paid and for many children, especially from low-income families, they became inaccessible.
In most cases, the vacuum that has arisen can be filled only by the work of the class teacher. Moreover, not only kids and teenagers require attention, but also older students who are on the verge of an independent life.
Despite this, becoming a good class teacher is not easy. But every teacher can become one under the condition of hard work on himself and a conscientious, loving attitude to the task assigned, in the presence of high moral qualities. In the memory of schoolchildren, labor affairs, exciting excursions and trips, school evenings and merry Christmas trees, bright reports and heated debates on exciting issues often come up. Heart-to-heart conversations with the class teacher, his friendly support in difficult times are not forgotten either. Many students do not cut ties with their favorite class teacher after graduation. They write letters to him, ask him for advice, share their joys, their achievements and successes in work, in their personal lives.
Thus, not all class teachers are pessimistic about their activities.
Bibliography
1. Boldyrev N.I. Classroom teacher. - M., 1978. - 271 p.
2. Boldyrev N.I. Methods of work of the class teacher: a manual on a special course for students of ped. institutes. - M., 1984. - 271 p.
3. Druzhinin I.N. The cares and joys of the class teacher. - M., 1978. - 262 p.
4. Stefanovskaya T.A. Classroom teacher. - M., 2006. - 11–14 p.
5. Krupskaya N.K. Selected pedagogical works. Ped. soch., volume 3. - M., 1965. - 312 p.
7. Kassil L.N. Towards each other // See the future. - M., 1985.
8. Class teacher. Teaching aid/ Ed. M.I. Rozhkov. - M., 2001. - 256 p.
9. Litavarova N. Vnuchenko V. Contradictions in the process of cooperation between teachers and parents and the main ways of their resolution and education of schoolchildren. - 2003. - No. 1.
10. Makarenko A.S. Methodology for organizing the educational process. Op. Volume V. - M., 1978. - 265 p.
11. Makarenko A.S. The problem of school Soviet education. Op. Volume VI. - M., 1982. - 280 p.
12. Stefanovskaya T.A. Classroom teacher. - M., 2006. - 3 p.
13. Salyakhova L.I. Handbook of the class teacher - M. 2007. - 22 p.
14. Stepanov E. Form, structure and content of the plan of educational work // Education of schoolchildren. - 2003. - No. 7.
15. Timofeeva I. School council // Education of schoolchildren. - 2002. - No. 2.
16. Shakurov R.Kh. Socio-psychological foundations of management: Leader and teaching staff. - M., 1990. - 287 p.
COURSE WORK
"FUNCTIONS AND MAIN ACTIVITIES OF THE CLASS TEACHER"
Introduction
Class leadership as an independent pedagogical phenomenon in our country has a short (slightly more than 70 years), but rich history. The most fruitful for the development of class leadership were the 50-80s. 20th century It was during this period that such brilliant scientists as N.I. Boldyrev, O.S. Bogdanova, A.I. Dulov, I.S. Maryenko and others, developed and tested a holistic theory of class management. The ideas of these outstanding teachers remain in demand at the present time; they are developed, improved, corrected from today's positions.
The essence, tasks and content of the work of the class teacher changed depending on the social order. So, in the “Regulations on the class teacher”, approved by the Ministry of Education of the RSFSR in 1947, it is written: “The main task of the class teacher is to unite the students of the class into a friendly, purposeful, hard-working student team in order to successfully resolve the educational and educational tasks assigned to the school ". The Pedagogical Dictionary of 1960 states that “a class teacher is a teacher of a Soviet school who, along with teaching, carries out general work on organizing and educating a student team of a certain class.”
In the post-Soviet period, the essence of the activity of the class teacher is changing: "A class teacher in a general education school of the Russian Federation is a teacher who organizes, coordinates and conducts extracurricular educational work." In the 90s. 20th century experiments, scientific research are being carried out to find various options for organizing the work of a class teacher in a modern school (Waldorf, freed options, etc.). Of particular importance are the studies and publications of N.E. Shchurkova.
To the fundamentally important developments of N.E. Shchurkova can be attributed to the definition of the content of education (in accordance with the program of education of schoolchildren), a new vision of the place and role of the class teacher in the educational process (the class teacher as the "central person of the educational process"), consideration of the technology of his activity.
The theoretical value of the work lies in the fact that this work expands and deepens the existing ideas about the objects under study.
Target research - the organization of a holistic pedagogical process and the implementation of its management.
Subject research - tracking the results, prospects for the development of the pedagogical process.
An object research - the class teacher as the organizer of the pedagogical process and the concept of education.
To achieve this goal, it is necessary to solve the following tasks:
1. Analysis of the literature on the organization of the pedagogical process and its management.
2. Planning, selection and development of methods and diagnostics of the classroom management.
3. The tasks of the educational - educational process in the class team.
4. Processing of research results.
The following methods were used during the study:
– visual,
– verbal,
- practical,
- conversation,
- testing.
1. Activities of the class teacher
educational class teacher
Implementation of the model of the class teacher of the XXI century. involves the implementation of certain tasks, goals and content of the activity of the class teacher.
The purpose of the activity of the class teacher is the organization of a holistic pedagogical process and the implementation of its leadership.
The defining component of the pedagogical process is the goal as an ideal, mental anticipation of the results of activity, which is concretized in certain historical conditions. We regard the comprehensive harmonious development of the personality as an ideal. However, from the point of view of the reality of the goal, we put forward the versatile development of the personality as the basic goal. This goal is specified and concretized in the general task of the staff of the educational institution. At the same time, it is aimed at the integrity of the individual, achieved through the implementation of the functions of a holistic pedagogical process.
Based on the general goal of education and training and the general task of the staff of the educational institution, the teacher puts forward a specific task, the setting of which is influenced by the personality of the student or the team (through the level of upbringing, education, development) and the environment (through the microenvironment). It is precisely with the formulation of a specific task that the cycle-impulse of the pedagogical process begins.
The setting of the task is followed by the corresponding activity of the teacher, which is built (in accordance with the situation) as direct and indirect, direct and indirect influences using various forms, means and methods. The activity of the teacher is directed directly to the personality of the student (educate), to the organization of the activity of the educated person, to relationships and communication, to circumstances and conditions, to organizing the life of students as a whole.
All external influences affect the inner world of the individual, in which there is a certain struggle between old stereotypes and new influences of the teacher. A modern child, exposed to the influences of the environment, often does not understand the good and important intentions of an adult towards him and considers them as an encroachment on his freedom and independence, on his interests. Only when the goals, objectives, meaning and values of the life of an adult and a child coincide, achieved by the skillful influence of the teacher, does an adequate reaction of the educated person to the actions of the teacher take place: the goal (tasks) of his own activity is formed. The goal, certain motives generate (excite) action. In activity, the development of the personality takes place, according to the actions of the educated person, we judge the degree of implementation of the specific task set. It should be noted that the reaction to the effects exerted occurs primarily in the field of feelings (one or another relationship is detected). The situation is more complicated with the formation of consciousness and behavior. In each case of non-compliance with the expected results, the teacher establishes the reasons for the deviation from the plan and makes adjustments to his activities, creates conditions for the child's activities in order to obtain the desired result. The main thing at the same time is the spiritual community of the teacher and student (educator and pupil, adult and child), “in which it is forgotten that the teacher is a leader and mentor. If the teacher has become a friend of the child, if this friendship is illuminated by a noble passion, an impulse towards something bright, reasonable, evil will never appear in the heart of the child ... Education without friendship with the child, without spiritual communion with him can be compared with wandering in the dark.Many cycles-impulses, organized in the pedagogical process on the basis of mutual respect, mutual exactingness, mutual responsibility, lead to the realization of the goal.
According to M.A. Polovtseva, the basis of the activity of the class teacher is the approach of "meeting - interpenetration - interaction" of traditional and innovative (old and new, time-tested and created today). Its essence, in our opinion, lies in the fact that, by changing the present, not to “cross out”, not to deny positive experience, but to organically integrate it with the new, vital, necessary, dictated by the demands of modern society. Only ensuring unity between the past and the future creates a solid foundation for the realization of the goal (tasks) of a holistic pedagogical process. This approach will largely resolve the problems of "fathers and children", the contradictions between traditional teachers and teachers seeking to introduce elements of the new into their activities, the problems of teaching and educating children from different social strata, values and ideals, etc.
The essence of the activity of the class teacher lies in the coordination of external influences exerted on a particular student, as well as in the organization of upbringing, educational, developmental extracurricular activities in class. Hence, there are four main functions of the class teacher: coordinating, educational, developing and educational.
The areas of work of the class teacher are education in the learning process; extracurricular educational activities at school; out-of-school educational activities through interaction with the student's family, children's and youth organizations and associations, institutions of additional education.
At the same time, in each type of activity, the class teacher focuses primarily on the formation, adjustment (if necessary), development of relations that develop among the participants in a holistic pedagogical process. It is the relationships that make up the content of education and are the focus of the pedagogical activity of the teacher, it is the degree of formed relationships that serves as the leading indicator of the effectiveness of his educational efforts.
The system of educational work of the class teacher – this is a set of his successive actions, arranged in a certain way during the school year and adequate to the goal.
In my opinion, the conditions for the success of the class teacher are:
- a qualitatively new level of professional readiness, which implies the presence of co-adaptation skills, research competence, professional mobility, competitiveness, sociability (in the aspect of business communication);
Classroom teacher- a teacher, designed to coordinate the educational and educational activities of one class, form a student team and organize various types of activities of this team. The primary school teacher is also the class teacher. The activity of the class teacher is determined by a special provision in which his main functions: cognitive-diagnostic, organizational-stimulating, unifying and rallying, coordinating and personality-developing. Let's consider each of them in more detail.
Cognitive-diagnostic function is to constantly monitor, analyze and take into account the moral and physical condition class students. The class teacher must monitor the level of upbringing of students and correct the shortcomings of education, be aware of the state of health of children in a given period of time. Unlike subject teachers, the class teacher has the opportunity to deeply understand psychological characteristics personality of each student of the class entrusted to him. Analyzing and processing this information, the class teacher should bring it to the attention of other teachers working in the class in order to achieve the best learning effect and the possibility of implementing an individual approach.
Organizational and stimulating function is to involve students in extracurricular activities. Participation in such activities is not mandatory, but it plays a significant role in shaping the personality, broadens one's horizons, helps to acquire new skills and abilities, discover new interests and abilities, etc. In this regard, it is necessary to organize extracurricular activities in such a way in such a way that the students strive to take part in it, show activity in its organization and preparation. To do this, everyone needs to be given a certain place in the implementation of this type of activity, each student must feel involved in the common cause, clearly understand his role and responsibilities, then he will have a sense of usefulness and necessity. It is important to select duties in such a way that they are feasible and interesting for the student, and coincide with the direction of his inclinations and abilities. In addition, it is necessary to strive for the aesthetic design of various holidays, together with the children to develop interesting scenarios, taking into account the needs and interests of students that are appropriate for their age. Every time you need to come up with something new, while developing and preserving the already formed and beloved traditions of the class.
Unifying and rallyingfunction. This function is to form a healthy, regularly functioning student team. The class teacher should strive to develop friendly, collaborative relations between the children, encourage them to the unity of the main goals and aspirations, take care of each other, take responsibility for the state of the class team, respond to individual manifestations of its members. At the same time, the class teacher is obliged to monitor all internal relations that arise in the team in order to prevent the formation of negative groups, the suppression of others by some students. In order to avoid negative manifestations in the team, it is necessary to conduct various joint activities more often, thereby developing the interests of students in a positive direction.
coordinating function. The class teacher must coordinate the efforts of teachers and parents of the class to achieve a unified approach to the upbringing and education of students, eliminating possible contradictions and creating as many opportunities as possible for an individual approach. To do this, parent meetings, pedagogical councils are arranged and individual conversations are held with parents and teachers. Where possible, parents should be involved in various types extracurricular activities. Disadvantages of home and self-study are compensated by organizing home reading, various assignments and assignments for students.
Personal development function. Pedagogical impact on students should contribute to the development of their personal qualities. This task is the responsibility of the class teacher. This requires a thorough study of the personality of each student and the creation of conditions for its full development, the provision of assistance and support from teachers, parents and the student team. The duties of the class teacher in this matter include the following:
1) studying the personalities of students;
2) monitoring the progress of students, regulating the amount of homework;
3) clarification and control of compliance with the rules of conduct;
4) holding class meetings;
5) involvement of students in all types of extracurricular activities (hobby circles, work activities, charitable assistance);
6) active participation in the management of educational activities at the school, making proposals on the methods of education adopted at the school;
7) work aimed at establishing a unified approach to the education and training of students;
8) establishing and maintaining contacts with parents and families of students;
9) keeping personal files of students.
The work of the class teacher is complex and diverse, therefore, it requires a highly qualified teacher, a creative approach and personal interest in the successful development of each student in the class and the student team as a whole.
2.21. A variety of modern technologies of educational work with younger students and their characteristics.
The technology of education (educational technologies) is a system of methods, techniques, procedures of educational activity developed by science and selected by practice, which allow it to appear at the level of mastery, in other words, guaranteed to be effective and of high quality. " How?" - the fundamental question of technology in the field of education. Education technology includes a certain sequence of procedures:
Definition of a clear specific goal: a goal in technology is a hypothetical idea of the entire technological project.
Development of a "package" of theoretical foundations: the implementation of certain theoretical ideas about the process of education, i.e. certain pedagogical concepts.
Step-by-step, step-by-step structure of activity: educational situations (preparatory, functional, control, final) act as stages.
Analysis of the results (monitoring - correction - reflection).
The effectiveness of educational technologies should be assessed by how much it changes the child's attitude towards himself, how it affects
"I am a concept" and how it contributes to the self-determination of the individual.
Dozens of options for classifying educational technologies are described in modern pedagogical literature: V.P. Bespalko, M.V. Klarin, F.A. Mustaeva, L.E. Nikitina, I.P. Podlasy, G.K. Selevko.
Educational technologies are classified:
By philosophical basis: materialistic; pragmatic; humanistic, anthroposophical.
According to the scientific concept: behavioral; activity; interiorization, neurolinguistic programming.
Signs of educational technologies:
The technology is developed for a specific pedagogical concept and is based on a certain methodological position of the author;
The technological chain of pedagogical actions, operations, communications is built in accordance with the target settings, which have the form of a specific expected result;
The technology provides for the interconnected activities of the teacher and students, taking into account the principle of individualization and differentiation, dialogical communication;
Elements of pedagogical technology should guarantee the achievement of the planned results by all students;
Diagnostic procedures are an organic part of pedagogical technologies.
An example of educational technology is the technology of organizing a “success situation” (ideas by N.E. Shchurkova):
Cultivating a mood of benevolence;
Removal of fear of activity; hidden help;
Advance payment of the child (the term of A.S. Makarenko), i.e. announcement of its merits;
Strengthening the motives of activity;
Pedagogical suggestion;
Pedagogical assessment.
Technological algorithm of educational activities:
Goal definition;
Content building;
Event preparation;
Holding an event;
Analysis of the results of the event.
The main functions and content of the class teacher in a modern school.
The combination of the words "class teacher" is understandable both to those who have already graduated from school and to those who are still studying in it. It often happens that all memories of the school are somehow connected with the name of the class teacher, who is the closest and direct teacher and mentor of students, organizes and directs educational process in the classroom, unites the efforts of teachers, parents and society. Its activities organically combine ideological and educational, organizational and administrative functions. The class teacher takes care of the comprehensive development of children, collectivism, diligence, education, improving the quality of knowledge, strengthening discipline and order in the classroom.
Classroom teacher - teacher who organizes educational work in the class assigned to him . It is he who interacts directly with both students and their parents.
Now Availableseveral types of class guide
:
a subject teacher who simultaneously performs the functions of a class teacher;
a class teacher who performs only educational functions (a released class teacher, he is also called a class teacher).
The official status of the class teacher largely determines the tasks, content and forms of his work.Educational tasks, content and forms of work of the class teacher cannot be uniform
. They are determined by the needs, interests, needs of children and their parents, the conditions of the class, school, society, and the capabilities of the teacher himself. The position of the class teacher in the children's team is variable. It is determined, first of all, by the type of joint activity: in academic work the class teacher, as a teacher, is the organizer and leader of children's activities; in extracurricular work, it is important for the teacher to take the position of a senior comrade, an ordinary participant.
Since the activities of the school are regulated by its Charter, the activities of the class teacher are also based on this document.
Functions of the class teacher.
As essential functions the class teacher are the following: cognitive and diagnostic, organizational and stimulating, unifying and rallying, coordinating and personal development.
1.
Cognitive diagnostic function
is associated with the need to comprehensively study the characteristics of the development and behavior of students and determine the level of their upbringing in order to take these features into account in the process of extracurricular work and implement an individual approach to their education and upbringing. The class teacher needs to know the state of health of students and physical development, the conditions of home education, the nature of their learning and upbringing, interpersonal contacts and participation in organized activities, manifested inclinations, abilities and interests, attitude to educational work and the dynamics of progress. The specified data must be brought to the attention of the teachers working in the class so that they take them into account in the process of teaching and educational activities.
2. Organizing and stimulating function
is due to the fact that the participation of schoolchildren in extracurricular activities is, to a certain extent, a voluntary matter. It is incompatible with either coercion or strict regulation of students' activities, the main thing here is the ability of the class teacher to organize extracurricular work in such a way that it captivates students with high content, variety and freshness of forms, and a constant search for new approaches to its implementation. Even the most traditional types of work (for example, New Year's Eve, birthday parties, class hours, etc.) need to be done in a new way each time, giving them bright, colorful forms.
3. Uniting-rallying function
It follows from the fact that an effective factor in education is the cohesion of students, a healthy psychological microclimate in the classroom, comradely communication, caring for each other, and the influence of the student team. At the same time, it is necessary to prevent the appearance of negative groupings in the classroom, creating conditions for exciting joint activities of students.
4. Coordinating function
the class teacher is due to the fact that, since several subject teachers work in the class, it becomes necessary to coordinate their pedagogical efforts in teaching and educating students, coordinating their activities and implementing a unified approach to children. Similar work it is also necessary to carry out with the parents of students and involve them in joint educational work with the school. Shortcomings in the home teaching of students, and various deviations in behavior, and the activation of extracurricular reading, etc. can act as problems for such work.
5. Personal development function
. Its implementation requires giving the ongoing educational work an effective pedagogical influence on the development of personal qualities of students: stimulating their need-motivational sphere, educational and cognitive activity, moral and aesthetic formation, development of creative abilities and inclinations, etc.
The considered functions determine the content of the activity of the class teacher .
Directions of work of the class teacher.
The main task of the class teacher – create conditions for the free development of the physical and spiritual strength of students, guided by the interests of children and their age needs . The class teacher should be aware of the problems of the physical and psychological health of their students and do everything possible so that parents and students can talk about their problems without fear.
In their activities, the class teacher can use four areas in working with students and their parents .
First direction - the problem of physical health of students , since success in studies and general development depend on health. To ensure the normal physical health of students, the class teacher works on the following points: educating children under the Health program, involving physical education teachers and parents in this type of activity, conducting cool events aimed at students' awareness of self-assessment of health, the involvement of medical specialists in educational work with parents and the students themselves.
Second direction – communication . Communication is an impact that determines the maximum development of the child's personality (ethical education aimed at the formation of universally recognized values)
third direction – This is the cognitive sphere of a child's life. . Protecting the student in this area means explaining to all subject teachers the individual characteristics of the student.
Fourth direction – this is family in which the student grows, is formed, is brought up. The main thing in the work of the class teacher with parents is to ensure the unity of the requirements for the upbringing of students from the family and the school, to create normal conditions for their home teaching and to direct the educational activities of the family. The class teacher must remember that by educating a student, he influences the educational potential of the family. The object of professional attention is not the family itself and not the parents of the child, but family education. It is within this framework that his interaction with his parents is considered. The teacher needs to know what is the scope of the material well-being of the child, his way of life, traditions and customs of his family. Consequently, the class teacher implements the function of parental education (information about the educational function of the school, about the methods of education, the goals and objectives of the student's personal development for a given period, the spiritual development of the child, about the features school activities student, relationships in the classroom, identified abilities).
The educational work of the class teacher is carried out according to plan. The work plan of the class teacher is a concrete reflection of the upcoming course of educational work in its general strategic directions and the smallest details. Hence the expediency of an organic combination of a long-term plan of educational work and plans for specific educational measures. It is better when the class teacher has a long-term work plan for the entire academic year, and then consistently develops detailed plans for the academic quarters.
Rights and obligations of the class teacher.
The class teacher is an administrative person.He has the right:
receive information about the mental and physical health of children;
monitor the progress of each student;
control the attendance of children's classes;
coordinate and direct the work of teachers of this class (as well as a psychologist and a social pedagogue) in a single direction;
to organize educational work with students of the class through the holding of "small teachers' councils", pedagogical councils, thematic and other events;
submit proposals agreed with the class team for consideration by the administration, the school council;
invite parents (or persons replacing them) to the school; in agreement with the administration, apply to the commission for minors, the psychological, medical and pedagogical commission, the commission and councils for family and school assistance at enterprises, resolving issues related to the upbringing and education of students;
get help from teaching staff schools;
determine an individual mode of work with children (freely, i.e. based on a specific situation);
to refuse assignments lying outside the scope of the content of his work.
The class teacher has the right to conduct experimental work on the problems of didactic (to develop an author's program in his subject, if he is also a subject teacher) and educational (to develop a program of educational work) activities.
The responsibilities of the class teacher are as follows:
organization in the classroom of an educational process that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;
assisting the student in solving acute problems (preferably in person, a psychologist can be involved);
establishing contacts with parents and providing them with assistance in raising children (personally, through a psychologist, social pedagogue;
comprehensive study of students;
clarification and implementation of the rules of student behavior;
daily monitoring of student progress, monitoring their homework, as well as regulating the amount of homework;
periodic holding of student meetings in the classroom;
involvement of students in circle work;
organization of socially useful labor;
assistance in the work of voluntary children's and youth organizations and associations.
For a pedagogically competent, successful and effective performance of their duties, the class teacher needs to know well the psychological and pedagogical foundations of working with children, to be informed about the latest trends, methods and forms of educational activities, to know modern technologies education.
MBOU "Bolsheignatovskaya secondary school"
Prepared by: 1st grade teacher Chernousova V.A.
The class teacher always played very important role in the history of the Russian school, because it is he who has a huge impact on the formation of the personality of schoolchildren, the disclosure of their creative and intellectual potential. And also a good class teacher will always protect the rights and interests of children, building the educational process on the principles of humanistic pedagogy. The class teacher will help the student to become a Human if his activity is of a developing nature. Read our article about the content of the work of a class teacher.
Functions and duties of the class teacher
What is the importance of a classroom teacher? He is the main organizer of the educational and pedagogical process at the school; an official appointed by the principal of the school in order to organize educational work with students.
Today there is several types of classroom management:
- subject teacher who simultaneously provides classroom guidance
- a class teacher who is exempt from other activities and performs only educational work with class students
- curator in the class who oversees a specific set of work in the class
- a tutor who patronizes a class or guides students in their performance of a particular activity.
Functions of the class teacher:
- upbringing
- organization of all kinds of activities in the classroom, contributing to the comprehensive development of students, the formation of their personality, the harmonious existence of the children's team
- coordination aimed at positive interaction of all participants in the educational and pedagogical process (teachers, students, parents)
- management that contributes to the control of the dynamics of the development of the personality of students and the student team.
The class teacher is a person who has certain rights and responsibilities:
- be informed about the health status of each student
- Monitor student progress and attendance
- interact with the school administration, teachers, teachers of circles and sections, a librarian, a school psychologist, health workers, special services for children, parents of students
- conduct educational work with class students in different directions and using different methods
- facilitate the consideration by the school administration of proposals agreed in the class
- get help from the school staff
- conduct individual work with students and their parents
- not accept assignments that are not related to his direct duties
- conduct experimental research work on topical issues of pedagogy
- organize educational activities that will be optimal for the development of students' personalities
- help each individual student solve problems
- provide assistance to parents of students on educational issues.
"Advice. A good class teacher must have a deep enough knowledge of the basics of child psychology and pedagogy, as well as regularly update their knowledge of the latest trends in the field of education.
Work system
Recently, one of the main requirements for the organization and implementation of competent professional activity class teacher - conducting work of a systemic type both with the class and with each student individually. Such work should be aimed at developing the individuality of each student and, thanks to this, the uniqueness and success of the whole class. The most important task of the class teacher is to take care of mutual understanding between him and the students, a favorable socio-psychological climate in the student team.
The class teacher leads systemic work based:
- educational program (concept) adopted in an educational institution
- analysis of performance results, as well as positive and negative manifestations of life
- pedagogy
- actual tasks of education
- the principle of tolerance.
“Do you know that a good class teacher will build the educational process, taking into account the level of education of students, their social and financial situation, family circumstances?”.
The system of work of the class teacher comprises:
- analytical, prognostic, organizational activities in the field of education;
- control over everyday life class
- use of modern methods of educational work.
Introducing both well-known and innovative methods and forms of work with pupils, the class teacher must understand that the more of them and the more interesting they are for students, the better. These can be conversations and discussions, discussions and debates, games and trainings, excursions and interesting meetings, competitions and tournaments, different forms socially useful and creative work, etc.
The successful work of the class teacher also implies a close relationship with the parents of the students. Parents can be contacted using the following forms:
- Parent meeting
- joint events for students and parents (holidays, competitions, games, tournaments)
- parent lectures on topical issues of pedagogy.
Watch the video in which the class teacher shares his experience in conducting educational work
What should be a class teacher
The class teacher is, first of all, a professional pedagogical employee who is for students:
- spiritual model of human culture
- protector against immorality
- the initiator of the rallying of the student team
- factor in the development of individuality and self-expression of each student
- child assistant
- consultant on everyday situations of schoolchildren
- a person who helps the student to comprehend the socio-economic and political life societies
- career guidance consultant
- coordinator of the joint efforts of teachers, parents, society for the upbringing of the student
- a person who positively influences the moral and psychological climate in the student team.
- Communicate effectively with students, teachers and parents.
- Respect children, supporting their initiative, developing their sense of responsibility.
- Correctly understand and implement the goals of education.
- Plan your activities.
- Organize educational activities.
- Use techniques psychological diagnostics students, skillfully use their results in their work.
- Implement moral and aesthetic technologies in pedagogical process aimed at developing the spirituality of students.
self-education
“Do you know that the essence of self-education lies in the ability to organize independent work to improve oneself, including professionally?”.
The class teacher can improve the level of education using such forms:
- Refresher courses, conferences, seminars.
- Independent educational work.
Choosing the topic of self-education, the class teacher should develop work algorithm which should include:
- Choice of subject.
- Defining the goals and objectives of the work, highlighting the object and subject.
- Detailed study of literary sources on selected topics.
- Development of a consistent action plan.
- Practical use of the results of their experiments and experimental activities.
- Analysis of the work carried out, formulation of conclusions, recommendations, directions for further activities.
- Preparation of work and presentation of the report to the teaching staff.
Documents of the class teacher
The ability of the class teacher to work with information, systematize and store it is also important.
The general list of documents of the class teacher:
- Annual plan for educational work.
- Entering information into class journal.
- Parent information table.
- List of members of the parent committee.
- Brief description of the content of parent-teacher meetings (protocols).
- The schedule and content of the lessons of teachers of various subjects (in order to study educational moments).
- Scenarios of educational events, class hours.
- Diagnostic methods.
- Information about conducting individual work with problem students.
- class pass.
- Journal of briefings on safety and traffic rules.
- Reports on educational work.
- Information about the attendance of students, their progress, diligence, state of health.
- Information about extracurricular activities of students.
- Personal files of students.
The class teacher today is a thinking teacher, constantly developing, looking for answers to questions that concern students and their parents. Such a person is open to new things, is able to positively influence, shape their souls, lead to the light.