Tmodruk lecture "main characteristics of the activities of the class teacher." Activities of the class teacher in a modern school

Introduction

Chapter I Class teacher in a modern school

1.1 Class teacher at school, the specifics of his work

1.2The main functions and responsibilities of the class teacher at school

1.3 The purpose of training and education of the class teacher

1.4Education methods for the practical work of the class teacher

1.5 Mastery

1.6 Forms of work of the class teacher

1.7 The system of work of the class teacher and its main directions

1.8 Pedagogical tasks of the class teacher

1.9 The educational process and its patterns

1.10 Professional suitability of the class teacher

1.11 Teaching skill

Chapter II . Organizational and pedagogical work of the classroom

head

2.1 The work of the class teacher in the study of students

2.2 Supervision of the class teacher for students

2.3 Team building

17 Innovation

Chapter III . The work of the class teacher in creating and educating the student body

3.1 Creation of the student team

3.2 The work of the class teacher to improve academic performance, labor and moral education of students

Chapter IV . Work of the class teacher with teachers and parents

4.1 Work of the class teacher with teachers

4.2 Work of the class teacher with parents

4.3 Planning the class teacher of educational work.

Maintain class documentation

Conclusion

Literature

Introduction

The main structural element in the school is the classroom. It is here that cognitive activity is organized, social relations between students are formed. Representational functions in school self-government bodies are also most often performed on behalf of the class. In the classes, care is taken for the social well-being of students, the problems of students' leisure, primary team building are solved, and an appropriate emotional atmosphere is formed. For each class, starting from IV, one of the teachers successfully working in this class is attached by order to the school. This is the class leader.

The purpose of my term paper is to demonstrate the work of the class teacher in the classroom. What duties, functions he performs, the content and forms of organizational work. The class teacher performs by no means the last role in the school team.

For the first time, the position of a class teacher (group leader) was introduced in the 30s. Before this, educational work in groups was carried out by teachers. The first instruction on group leaders was approved by the People's Commissariat of Education of the RSFSR in 1931. After the groups were renamed into classes, group leaders began to be called class teachers. In 1960, the Regulations on the class teacher of an eight-year and secondary comprehensive labor polytechnic school with industrial training were adopted. Currently, the guiding document for classroom management is the methodological letter from the USSR Ministry of Education “On the work of the classroom teacher” (1975).

The pedagogical process in the classroom is aimed at the comprehensive development of schoolchildren. Each teacher and class activist performs a certain part of the overall task. Their collective work needs guidance to make it more focused and to prevent duplication and gaps. Therefore, the main role of the class teacher is to organize, stimulate and coordinate all educational influences in the assigned class. As part of his activities, he implements an integrated approach to educational work with students.

Using accessible and correct means, the class teacher coordinates the educational work of teachers teaching in the classroom; forms a team of students and directs its work; coordinates the joint activities of teachers and students; carries out extracurricular educational work on its own, involving all teachers and outside specialists; organizes and regulates multilateral connections of the class with the outside world.

The content of the class teacher’s work is determined by the general tasks of communist education. Relying on a pioneer detachment or a Komsomol organization, the class teacher forms in students a Marxist-Leninist worldview and communist morality, their active life position, instills in schoolchildren a love of knowledge, work and prepares them for conscious self-determination. An important role of the class teacher is to instill in schoolchildren a responsible attitude towards learning and the ability to learn independently. It has considerable opportunities for developing aesthetic interests and artistic taste among students. His pedagogical duty is also to take care of preserving and strengthening the health of students. The special role of the class teacher is to, by improving the pedagogical culture of students’ parents, achieve unity in the educational activities of the school and family.

Thus, the class teacher acts both as an organizer of educational activities and as a mentor to students.

The class teacher is a professional teacher, a spiritual mediator between society and the child in mastering the culture accumulated by humanity, organizing a system of relationships through various types of educational activities of the class team; creating conditions for the individual self-expression of each child and the development of each personality, preserving the uniqueness and revealing of his potential abilities, protecting the interests of childhood.

A good teacher is, first of all, a highly moral person. He is honest and fair, decent in all his thoughts and actions. Such a mentor knows and understands the spiritual world of his students, lives with their joys and sorrows, values ​​their trust, is always delicate and tactful in dealing with them, is not vindictive, patient and easy-going. He loves and deeply respects each of his students, is attentive, caring, and friendly.

Chapter I .

Classroom teacher

in a modern school

1.1. Class teacher at school, the specifics of his work

The class teacher is the closest and direct teacher and mentor of the students. He organizes and directs the educational process in the classroom, unites the educational efforts of the teacher, parents and society, and is responsible for organizing educational work in his class. The activities of the class teacher organically combine ideological, educational, organizational and administrative functions. The class teacher cares about the all-round development of children, about collectivism, hard work, education, improving the quality of knowledge, strengthening discipline and order in the classroom.

The main activity of the class teacher is to educate students and unite them into a friendly team. Of course, his focus is on issues of educational work and increasing the level of knowledge. But he approaches their solution primarily as an educator. It helps teachers to improve the quality of teaching.

The class teacher only partly directly organizes children's life and activities. A significant role in this sense is played by parents, subject teachers, mentors, masters, heads of clubs, sections, studios who organize everyday life, educational and socially useful work, social activities, tourism, local history, technical and artistic creativity of schoolchildren. The class teacher is responsible for the content of the educational process, its compliance with the goals of humanistic democratic education and the active participation of children in it. This requires diagnostics, a fairly complete awareness of the teacher about the child’s participation in various activities, his relationships in groups, the nature and content of communication, emerging needs and interests, incentives and motives for behavior. Based on information received from the children themselves, from the immediate organizers of their lives, the class teacher monitors the state of educational relationships, gives advice, and makes pedagogical adjustments throughout life.

The work of the class teacher is a purposeful, systematic, planned activity, built on the basis of the educational program of the entire educational institution, analysis of previous activities, positive and negative trends in social life, based on a person-oriented approach, taking into account the current tasks facing the teaching staff of the school and the situation in the classroom, interethnic, interfaith relations. The teacher also takes into account the level of education of students, the social and material conditions of their life, and the specifics of family circumstances.
The activities of the class teacher are primarily aimed at working with students in their class. It forms the motivation for learning of each individual child, studying his age and individual characteristics for the development and stimulation of cognitive interests; through various forms and methods of individual work, it creates favorable conditions for the development of citizenship, ideological culture, creative work skills, creative individuality, the successful entry of a child into society, and the formation of a democratic culture in the system of classroom self-government.

The most important functions of the class teacher include: developing the cognitive interests and abilities of schoolchildren, their professional guidance, and caring for the health of students. The class teacher organizes timely assistance to lagging students, organizes the work of the class team in socially useful work, in the most important school-wide events. He also interacts with children on the basis of respect and mutual understanding. The class teacher is a member of the teaching staff. He carries out organizational and educational work not alone, but under the guidance of the school principal and his deputies, in close contact with other teachers. But compared to other teachers, he communicates more often and more with students. His communication with them does not stop after the call. He also acts as a teacher after school. The educational work of the class teacher is not limited to the school. He maintains close contact with his family. In the process of education, the class teacher reaches every student. In any class, including the most organized and disciplined, daily educational work is needed, aimed at developing positive qualities and overcoming negative ones. As already mentioned, the class teacher, compared to other teachers, communicates more with the family. He informs parents about the educational work and behavior of schoolchildren, and together with them outlines ways of working together to educate them.

Among the main personality traits of a class teacher, first of all, we should mention such qualities as communicative ideology, social activity, and moral maturity. These qualities, of course, are necessary for every teacher. But it is especially important for the class teacher to have them. After all, he educates his students not only with words, but also with personal examples and his behavior. Of no small importance for the class teacher are such personality traits as passion for the profession, a humane attitude towards children, and high demands on himself and his students. The class teacher also needs such qualities as communication, friendly disposition, and politeness in communication. The success of a class teacher’s work also depends on his or her information knowledge and skills. It is especially important to have the ability to clearly, expressively, and logically express your thoughts, to be able to convince, and to attract people to yourself. The main qualities required by a class teacher include tact, restraint and self-control, responsiveness, observation, sincerity, resourcefulness, accuracy and external neatness. The success of a class teacher’s work largely depends on his ability to have a number of applied, creative skills: the ability to sing, play musical instruments, dance, draw, and read expressively. The class teacher is the closest mentor to the students in his class. It is designed to organize the lives of schoolchildren and manage their development. His honorable work is the direct education of children and youth, the formation of a cheerful, hardworking, physically and morally healthy generation.

The class teacher sets and implements uniform educational tasks. Thus, he strives to teach children to be hardworking, organized, and truthful. But the ways, means and methods of achieving these tasks may be different depending on the individual characteristics of the students. Some need to be rewarded in a timely manner, others need to be skillfully punished for violating the rules of behavior. And for this you need to study them deeply and comprehensively. The class teacher needs to know well about his students, understand them, and be able to organize useful educational and social activities taking into account their individual characteristics and interests. Knowing your students well will help address behavioral deficiencies.

The effectiveness and quality of the educational activities of the class teacher largely depends on systematic work to improve their qualifications. In order to educate students well, they themselves need to be well-mannered and highly educated, constantly replenish and improve their knowledge and pedagogical skills. The most important form of advanced training for a class teacher is self-education. The systematic work of the class teacher to improve their qualifications ensures their constant movement to the heights of pedagogical excellence.

However, today the functions of class teachers, the content of their work, the range of their powers and responsibilities, and the variable forms of solving pedagogical problems by them are still not clearly defined. In this regard, the problem of ensuring optimal performance of the class teacher is relevant.

To organize extracurricular educational work in middle and high schools, class teachers are appointed from among the most experienced teachers. Their necessity is due to the fact that in these classes the teaching and educational work is carried out by several teachers, whose activities require some coordination.

The class mentor, teacher and educator in one person is the main character in the system of Waldorf pedagogy. The core idea of ​​his activity is an individual approach, as a result of which he must, by identifying inclinations, abilities, types of perception and thinking, formulate a curriculum for each student. The class teacher has been teaching general education subjects for eight years and ensures that students interact with other teachers and parents. The task of Waldorf pedagogy is the “art of awakening” the creative natural abilities of a person, the education of a free, spiritually developed personality.

In addition, many types of extracurricular work, such as the creation and education of a student body, the organization of socially useful work, and numerous types of moral, artistic and aesthetic activities of students, are not directly the responsibility of substitute teachers and are assigned to the class teacher.

The institute of class teachers in our school has its own history. BEFORE 1917, in gymnasiums and other secondary educational institutions of the Russian Empire there was a position of class teacher, to which full-time teachers were appointed, responsible for the education of students and supervising their behavior. The position of assistant class teacher, or class supervisor, was also established, who monitored the behavior of students in the classroom and outside the school (on the streets, in theaters, in private apartments, etc.).

In a unique form, this institute also exists in modern schools in some foreign countries. In Belgium, for example, teachers are not involved in the education and discipline of students. Their responsibility is to ensure that students have a complete knowledge of the subject they teach. Everything else is the responsibility of the teachers. They keep order in the classroom and conduct extracurricular activities. Young people are most often hired for this position, since in Belgian schools the majority of teachers are women.

The class teacher is a teacher who organizes, coordinates and conducts extracurricular educational work in the class assigned to him.

The main task of the class teacher is to coordinate all educational influences on schoolchildren in order to develop their personality by including them in a variety of activities and relationships.

He solves problems in accordance with the specifics of the students’ age and the relationships that have developed in the class. Relationships with each student are built by the class teacher, taking into account his individual characteristics. The activities of the class teacher are based on the needs of each specific class group, each specific child, and the main thing in it is to promote the self-development of the individual, the realization of his creative potential, ensuring the active social protection of the child, creating the necessary and sufficient conditions for intensifying the efforts of children to solve their own problems.

1.2. Main functions and responsibilities of the class teacher

At school

The functions of the class teacher are determined by the need to create conditions for the child’s existence in a general education institution for his successful life, promoting the versatile creative development of the individual, spiritual formation, and comprehension of the meaning of life. The class teacher, receiving and processing information about his students, their psychophysical development, social environment, family circumstances, controls the progress of the holistic educational process, the process of developing the personality of each child, his moral qualities; analyzes the nature of the impacts exerted on him; coordinates the educational activities of each student and the entire class team, self-determination, self-education and self-development of the student, the formation of the class team, the development of the creative abilities of students, relationships with other participants in the educational process. The class teacher performs several functions. Consider the most important functions of the class teacher.

The most important functions (from the Latin functio - performance, duty) of the class teacher are the following: cognitive-diagnostic, organizational-stimulating, unifying-unifying, coordinating and personal development. Let us briefly consider the essence of each of them.

A) Cognitive-diagnostic function(from Latin cognitio - knowledge, cognition; diagnos - definition). It is associated with the need for a comprehensive study of the characteristics of the development and behavior of students and determining the level of their upbringing in order to take these characteristics into account in the process of extracurricular work and implement an individual approach to their training and education. 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 educational ability, interpersonal contacts and participation in organized activities, demonstrated inclinations, abilities and interests, attitude to academic work and the dynamics of academic performance. The specified data must be brought to the attention of teachers working in the classroom so that they appropriately take them into account in the process of teaching and educational activities.

b) Organizing and stimulating function. It is due to the fact that the participation of schoolchildren in extracurricular activities is to a certain extent voluntary. 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 celebrations, class hours, etc.) each time need to be carried out in a new way, giving them bright, colorful forms.

V) Uniting function. This function follows from the fact that an effective factor in education is the unity of students, a healthy psychological microclimate in the classroom, friendly communication, caring for each other, and the influence of the student body. At that time, it is necessary to prevent the emergence of groups with a negative orientation in the classroom, creating conditions for exciting joint activities among students

G ) Coordinating function class teacher. It is due to the fact that, as noted above, the need to coordinate their pedagogical efforts in teaching and educating students, coordinating their activities and implementing a unified approach to children. Similar work should also be carried out with the parents of students and involve them in joint educational work with the school. Problems for such work may include shortcomings in students’ home education, various behavioral deviations, increased extracurricular reading, etc.

d) Personal development function. Its implementation requires giving the ongoing educational work an effective pedagogical influence on the development of students’ personal qualities: stimulating their need-motivational sphere, educational and cognitive activity, moral and aesthetic formation, development of creative abilities and inclinations, affirmation of dignity in interpersonal communication, etc.

The implementation of these functions is associated with the fulfillment by the class teacher of a number of duties assigned to him.

These include:

a) comprehensive study of students;

b) explanation and implementation of rules of conduct for students;

c) daily monitoring of students’ progress, monitoring their homework, as well as regulating the amount of homework;

d) periodically holding student meetings in the classroom;

e) involving students in circle work;

f) organization of socially useful work;

g) providing assistance in the work of voluntary children's and youth organizations and associations.

Main responsibilities class teacher are determined by the Charter of the secondary school. These responsibilities include close cooperation with other teachers, the student committee, the pioneer detachment and the Komsomol organization, with teachers of the extended day group, as well as family and school assistance councils in enterprises and institutions; providing timely educational assistance to students; carrying out activities to promote the health of students; organization of socially useful work for pupils; maintaining established documentation (drawing up a work plan for the quarter, preparing a class journal, monitoring the diaries of class students); providing school management with information about academic performance; student attendance and behavior.

The class teacher works under the direct supervision of the school principal and his deputies. They also provide him with the necessary organizational and pedagogical assistance.

1.3.The purpose of training and education of the class teacher

The goal of training and education should not be the acquisition of knowledge as a set of knowledge, facts, theories, etc., but a change in the student’s personality as a result of independent learning. The task of school and education is to provide an opportunity for personal development and self-development, to promote the search for one’s individuality, and to help a person move toward self-actualization.

Managing the student body of a class and coordinating the activities of teachers working with a given class, the class teacher takes a dual position. On the one hand, he is a representative of the school administration, and on the other, he represents the interests of the students of his class in the course of management activities.

A teaching in which the student is interested, where there is not just an accumulation of facts, but a change in the student, his behavior, his “I - concepts”. Rogers called teaching “meaningful for a person” and believed that this is the only way it can be. He defined the following conditions under which it could take place:

1. During the learning process, students solve problems that are interesting and significant to them.

2. The class teacher feels congruent with the students, i.e. shows himself to be the person he is, expressing himself freely.

3. The class teacher shows an unconditional positive attitude towards the student, accepts him as he is.

4. The class teacher shows empathy for the student, the ability to penetrate his inner world, understand him, look through his eyes, while remaining himself.

5. The class teacher plays the role of an assistant and stimulator of meaningful learning, must create psychological comfort and freedom for the student, i.e. teaching should be student-centered, not subject-centered. Within the framework of humanistic pedagogy, the educator must encourage students to make a moral choice by providing material for analysis. Educational methods include discussions, role-playing games, discussion of situations, analysis and resolution of conflicts.

For parents and teachers, scientists of the humanistic school offer the following techniques in communicating with a child: “I statements”, active listening, unconditional love for the child, positive attention to him, eye contact, physical contact.

The following patterns of education can be distinguished: .

1. The upbringing of a child as the formation of socio-psychological new formations in the structure of his personality is accomplished only through the activity of the child himself. The measure of his efforts must correspond to the extent of his capabilities.

2. Any educational task is solved through active actions: physical development - through physical exercises,

Moral - through constant focus on the well-being of another person, intellectual - through mental activity, solving intellectual problems.

4. it is difficult and violated to maintain the proportional relationship between the efforts of the child and the efforts of the class teacher in joint activities: at the initial stage, the share of the class teacher’s activity exceeds the child’s activity, then the child’s activity increases, and at the final stage the child does everything himself under the control of the class teacher.

A good teacher feels the limits of his own participation in children’s activities, knows how to step into the shadows and recognize children’s full right to creativity and free choice.

Only in conditions of love and security does a child freely and freely express his or her relationships and develop favorably. Therefore, upbringing includes in its content a demonstration of love towards the child, the ability to understand, help the child, forgive his mistakes, and protect him;

The organized activity must be accompanied or crowned with a situation of success that every child must experience.

As L.S. pointed out. Vygotsky, “from a scientific point of view, a teacher is only an organizer of a social educational environment, a regulator and controller of its interaction with each student.”

Success situation- this is a subjective experience of achievement, the child’s internal satisfaction with his participation in the activity, his own actions and the result obtained. Positive reinforcement is the most common condition for creating a situation of success.

Education should be hidden; children should not feel like the object of pedagogical moral teachings, and should not be constantly aware of their susceptibility to thoughtful pedagogical influence. The hidden position of the class teacher is ensured by joint activities, the class teacher's interest in the child's inner world, providing him with personal freedom, and a respectful and democratic style of communication.

The integrity of the individual prescribes to the class teacher the integrity of educational influences.

Methods of educational influence- these are specific ways of influencing the consciousness, feelings, behavior of pupils to solve pedagogical problems in joint activities, communication between pupils and the teacher.

1.4. Educational methods for the practical work of the class teacher

The class teacher studies schoolchildren using various methods. The most important of them are the following: daily observation of the activities and behavior of students in the process of classes and extracurricular work, individual and group diagnostic conversations, studying the results of students’ activities, visiting them at home, a natural experiment, rating and the method of competent assessments. How to use them in the process of educating schoolchildren? Daily observation of student behavior and activities.

The essence of this method is to observe students in various conditions of educational and extracurricular work, to identify the peculiarities of their attitude to the performance of school duties, character traits, culture of behavior, etc. To make general conclusions on these issues, you need to have facts and examples that characterize stable, rather than random, phenomena. For example, when observing one or another of the students, the class teacher notices that during lessons he cannot restrain himself and behaves restlessly, during breaks he runs screaming along the corridor, pushes his friends, etc. It is logical to conclude that he is insufficiently disciplined. If teachers complain about a student that he cheats on his homework or does not complete it at all, it must be assumed that he requires constant attention and help in improving his homework. The class teacher should accumulate such observations and factual material not only on the students’ academic performance, but also on their moral manifestations, attitude towards socially useful activities, state of health and physical development, behavior in free time, etc.

Individual group diagnostic conversations with students, teachers and parents. With their help, the class teacher has the opportunity to find out how a particular student feels about his studies, what he is interested in and occupied with outside school hours, and what difficulties he experiences in mastering knowledge. In intimate individual conversations, students talk about their successes and failures in their studies, the nature of their relationships with classmates, etc.

Study of student performance results. The school holds various competitions, exhibitions, and gives homework. The schoolchildren themselves show creativity and make various crafts. The class teacher often gives them various assignments. As a result, it turns out that some schoolchildren love to draw, others study mathematics with enthusiasm, others are engaged in collecting, others devote their leisure time to making various models, etc. Based on the results of these various activities, the class teacher can judge not only the hobbies, but also the inclinations and abilities of the students, make predictions about their development, establish contacts with teachers and parents on these issues, so that they take all this into account in their work.

Visiting students at home. This method allows you to accumulate ideas about how a particular student lives and works at home, how he follows a routine, what the atmosphere is in the family, how he fills his free time, who he is friends with, etc. Contacts with parents, their opinions, requests, complaints, etc. are very important here. All this provides material for further improvement of extracurricular activities.

Natural experiment. Its essence lies in the fact that children are involved in some activity, and the teacher observes their behavior not in artificially created conditions, but in the process of normal work and thus studies their characteristics. For example, the class is assigned to finish cleaning an area of ​​the school yard that they started earlier. But since there is not much work there, the class teacher invites those who wish to take part in it. And suddenly it turns out that some of the students, who are usually praised for their good studies and social activity, do not express a desire to take part in the work. Noticing this, the class teacher concludes that with these students it is necessary to intensify the work to instill in them hard work. Such “natural situations” when studying students can include a discussion at a meeting about the bad actions of individual students, when it is necessary to show integrity and exactingness towards a friend, etc. This is where the class teacher sees who has these qualities and who does not .

To study schoolchildren, class teachers also use the methods of rating and competent assessments. Their essence was discussed in the chapter in which the methods of pedagogical research were revealed. Here, it must be said that they allow one to accumulate material about the characteristics of students’ behavior, their characters, interests, creative abilities and inclinations.

Studying schoolchildren is a continuous process. The class teacher not only pays attention to the characteristics of the behavior, character and various activities of his pupils, but also to the changes that occur in their development. That is why, using the methods discussed above, the class teacher also determines the dynamics that characterize the level of education of schoolchildren and predicts further collective and individual work in the class. All this requires that it constantly records and accumulates data on student learning results and analyzes them in depth. A.S. Makarenko considered it necessary for the teacher to keep a diary of studying students, regularly recording the most important facts of their behavior, seeing the trends in their development and, on this basis, predicting and designing educational work.

The following classification of methods is most suitable for the practical work of a class teacher:

education:

Methods of persuasion, with the help of which the views, ideas, and concepts of those being educated are formed, and information is quickly exchanged

(suggestion, narration, dialogue, evidence, appeals, persuasion);

Methods of exercises (tames), with the help of which the activities of the pupils are organized and their positive motives are stimulated (various types of tasks for individual and group activities in the form of assignments, demands, competitions, showing samples and examples, creating situations of success);

Methods of assessment and self-assessment, with the help of which actions are assessed, activities are stimulated, and help is provided to students in the self-regulation of their behavior (criticism, encouragement, remarks, punishment, situations of trust, control, self-control, self-criticism.

1.5. SKILLS

The next step in the professional growth of a class teacher is mastery. Pedagogical skill as a qualitative characteristic of the teaching and educational activities of the class teacher is nothing more than the educational and educational skill brought to a high degree of perfection, which is manifested in the special polishing of methods and techniques for applying psychological and pedagogical theory in practice, which ensures high educational effectiveness - educational process. As we can see, mastery differs from ordinary pedagogical skill in that it is a more advanced level, a high degree of refinement of the teaching and educational techniques used, and often their unique combination. There may also be certain creative elements in it, but they are by no means obligatory. The main thing in it is the perfect implementation and implementation in practice of psychological and pedagogical theory and best practices in educational work, which contribute to the achievement of high performance in training and education.

Of course, in order to develop pedagogical skills, the class teacher, as already noted, must have the necessary natural abilities, a good voice, hearing, external charm, etc. However, despite the importance of these natural data, which contribute to successful teaching activities, acquired qualities almost play a decisive role. A.S. Makarenko emphasized that pedagogical skills can and should be developed.

“I am convinced,” he wrote, “that teaching education is as easy, perhaps, as teaching mathematics, as teaching reading, as teaching to be a good miller or turner, and I taught.

What does this kind of study consist of? First of all, in organizing the character of the teacher, nurturing his behavior, and then in organizing his special knowledge and skills, without which no educator can be a good educator, cannot work, since he does not have a voice, he does not know how to talk with a child and does not know in what cases how to speak. A teacher who does not have facial expressions, who cannot give his face the necessary expression or control his mood cannot be a good teacher... A teacher must behave in such a way that every movement educates him, and must always know what he wants in this moment and what he doesn’t want.”

Mastery also includes those pedagogical improvements that are carried out by the class teacher (teacher), drawing the necessary conclusions from the shortcomings, mistakes and achieved successes, enriching his methodological arsenal.

1.5. Form of work of the class teacher

The forms of work of the class teacher are determined based on the pedagogical situation that has developed at school and in a given class, traditional educational experience; the degree of pedagogical influence is the level of development of students’ personalities, the formation of the class team as a group in which the development and self-determination of adolescents occurs. The number of forms is endless: conversations, discussions, games, competitions, hikes and excursions, competitions, socially useful and creative work, artistic and aesthetic activities, role-playing training, etc. At the same time, the most important task remains updating the content of educational activities that contribute to the emotional development of the student, his speech, and intellect; developing skills of a critical attitude towards information, including audiovisual.

A special place in the activities of the class teacher is occupied by the classroom hour - a form of organizing the process of direct communication between the teacher and students, during which important moral, moral and ethical problems can be raised and resolved.

The class teacher approaches the choice of forms of work creatively, taking into account the living conditions of the school, the capabilities and characteristics of children, the content of children's life, which must be comprehended, analyzed, generalized and adjusted together with the children. The forms he plans, “classroom hours” of various contents, are designed to cover the entire holistic educational process with analysis, to crystallize its leading ideas in the minds of children, to help evaluate emerging ideals, value orientations, tastes, and to express a fundamental attitude towards the superficial, alien, and harmful.

Let us consider in general terms the essence and structure of the most relevant forms of work of the class teacher.

"Hour of Knowledge and Belief" is dedicated to the analysis of students' worldviews, political, moral, aesthetic ideals, and value orientations. Taking into account the educational material mastered by schoolchildren, knowledge of current socio-political events, new phenomena in science and art, the class teacher and the children determine the topic of the interview, discussion, debate. The teacher himself and all students prepare on the chosen topic. Schoolchildren make messages, ask questions, express judgments and beliefs. During the discussion, the class teacher shares his thoughts. In the final part of the “Hour,” he expresses his judgments, assessments of the children’s knowledge, considerations, views, beliefs, gives them a clear idea of ​​what they have learned well, what to work on, what moral and aesthetic views need to be rethought. Today, when a revaluation of many values ​​is taking place in politics, economics, social sciences, and art, all this analytical and evaluative work of the educator takes on a special meaning and significance.

During "Hours of Labor" children actively discuss issues of restructuring the economic life of the country that are understandable to them, as well as the practice of their own labor relations in the team. The “hour of labor” can turn into a kind of production meeting, at which issues of organizing the work of high school students, the quality of products, the attitude of the children to the work, and the distribution of earned funds are discussed. If the “Hour of Labor” on general economic issues can be organized as a seminar, then on labor relations in a team - as a meeting or meeting dedicated to pressing current issues, contradictions and conflicts.

"Team Hour" » is a unique form of class meeting. It poses and comprehends current problems in the life of school and class groups, the state of self-government, the fulfillment of public orders, collective relations, and the behavior of individual children. Together with the active members of the class, the teacher identifies a pressing topic and studies the state of affairs. All the guys specially prepare for performances: they study positive experiences and disadvantages. During the “hour,” a free discussion is held, the main conclusions and decisions are formed, and topics and questions are put forward for the next “Collective Hour.” When the “Collective Hour” is held as a reporting general meeting, those authorized and responsible for the types of activities give answers: headman, cultural organizer, hozorg, fizorg, wall newspaper editor, tourist organizer. The results of competitions, school duty, organizing self-care, evenings, hikes, physical education and sports events are also discussed. During all discussions, the class teacher expresses his opinion in a tactful, unobtrusive manner. The final moment of the “team hour” is the expression of public opinion: the adoption of an agreed decision, appeal, recommendations, wishes.

"Hour of Creativity" organized as a summing up of the work of class students in circles, choreographic, and visual arts. Music studios, art schools, technician and youth stations, clubs, as well as at home. It provides an opportunity for each child or group of children to express themselves, show what they are capable of, hear opinions about the results of their creativity, learn something new about themselves and assert themselves. This allows the class teacher to actively influence the spiritual world of children, the formation of their artistic and aesthetic ideas, worldview beliefs. “Hour of Creativity” is best organized thematically: devoted entirely either to scientific and technical creativity; or the report of a class vocal-instrumental ensemble; or poetry; or an exhibition of drawings, applied products, collections; or creative games. In advance, the class teacher and the children agree on the topic of the “hour” and prepare for it. In its general structure, the obligatory elements are: a) display of skills, crafts, models, drawings - everything created independently; b) discussing the results of creativity, expressing assessments, advice, judgments, recommendations for further improvement of skills, abilities, mastery.

"Family Hour" content is aimed at understanding the experience of family life. Schoolchildren discuss examples of the lives of families in which outstanding personalities grew up. Interesting people, their own parents, speak to them, and the children themselves talk about their attitude towards fathers and mothers, other family members, towards household work, towards spiritual communication in the family. It is important for the class teacher to understand what ideas about life they draw from the family, how they compare them with those acquired at school, in public organizations, and from media sources. A class hour can also be devoted to street problems. Children should be given the opportunity to actively discuss their lives in the yard, in an informal group. How much time do the guys spend on the street, who are they friends with, what do they play, what is the atmosphere, the content of relationships and communication.

Thus, the class teacher, through the main forms of his work with children, turns into the brain-political-synthetic center of the education system. He provides the child with decisive pedagogical assistance in understanding the process of his own life and activity, which turns him into an active and conscious subject of education.

1.7.System of work of the class teacher and its main

directions

Success in the work of a class teacher largely depends on its planning and systematicity. The activities of the class teacher are part of the overall educational process. Therefore, it is important to coordinate it with all other parts of school work, focusing on the school-wide annual plan.

The organizational and pedagogical work of the class teacher includes constant study of students, activities to organize and format the group of students, as well as joint work with the pioneer detachment or Komsomol group and parents of students.

This work, in accordance with the recommendations of the “Approximate content of education for schoolchildren,” provides for the formation of a communist worldview and morality, labor education and career guidance, the development of a responsible attitude to learning and educational skills, legal, aesthetic and physical education.

The system in the work of the class teacher presupposes an appropriate combination of forms and methods of education with the organization of practical activities of schoolchildren. The class teacher, as a rule, works with the same students for several years. Therefore, the logic in educational activities should be traced not only by month, but also by academic year.

The main directions of the class teacher are:

1. Study of students and class staff: obtaining demographic, medical, psychological and pedagogical data (family, social and financial status, health status, level of development, education and training, individual characteristics, etc.)

2. Setting educational goals ("prospects") common to the class or individual groups, students of the class.

3. Planning of educational work - drawing up a plan for working with students, teachers, parents, containing a list of tasks and cases for solving them.

4. Organizing, conducting and adjusting various types of activities in accordance with the assigned tasks and the planned plan: conducting classroom hours, collective creative activities, excursions, hikes, evenings, parent meetings, etc.

5. Organization of work with parents of students: systematic information about the progress and behavior of students, visiting students at home, carrying out pedagogical education of parents, involving parents in educational work with students.

6. Analysis and assessment of the results of education: observation, questionnaires and other methods that allow you to judge the results and set new tasks.

1.8. Pedagogical tasks of the class teacher

One of the most important tasks of the class teacher is systematic work with the class staff. The teacher humanizes the relationships between children in the team, promotes the formation of moral meanings and spiritual guidelines, organizes socially valuable relationships and experiences of students in the classroom community, creative, personally and socially significant activities, and a system of self-government; creates a situation of security, emotional comfort, favorable psychological and pedagogical conditions for the development of the child’s personality, and contributes to the formation of students’ self-education skills. His work is aimed at the formation and manifestation of a unique individuality, the “face” of the class community. At the same time, the class teacher takes care of the position and place of the class in the school community, promoting inter-age communication.

According to V.A. Slastenina, a teacher involved in the educational system by the very logic of reality, is faced with the need to solve binary groups of pedagogical problems. This:

* analytical-reflective tasks, i.e. tasks of analysis and reflection of the holistic pedagogical process, its elements, emerging difficulties, etc.;

* constructive and prognostic tasks, i.e. the task of building an integral pedagogical process in accordance with the general goal of professional pedagogical activity, developing and making pedagogical decisions, predicting the results and consequences of decisions made;

* organizational and activity tasks - tasks of implementing various options for the educational process, combining diverse types of pedagogical activities;

* evaluation and information tasks, i.e. the tasks of collecting, processing and storing information about the state and prospects for the development of the pedagogical system, its objective assessment;

* correctional and regulatory tasks, i.e. tasks of correcting the course of the pedagogical process, establishing the necessary communication connections, their regulation and support.

The complete presence of these tasks in the consciousness and activity of the teacher determines the level of his subjectivity in the educational system.

Another important task of the class teacher in ensuring the integrity of the educational process is coordinating the activities and establishing relationships between the four leading teams: children's educational, teachers working with the class, parents and labor (base enterprise). In the children's team, the class teacher promotes the organization of student self-government, the establishment of business relationships of responsible dependence, and the development of relationships based on interests. He interacts with children on the basis of respect, mutual exactingness, attentiveness, empathy, mutual assistance and fairness. The class teacher exchanges information with the team of teachers working in the classroom, agrees on common actions, requirements and joint forms of work. Interactions with the parent team are based on the exchange of information, unity of requirements, the implementation of parent pedagogical universal education, and the participation of parents in certain forms of pedagogical work with children. Relations with the workforce are organized as patronage, business and free communication.

Direct communication with children, ideological, spiritual and value influence on them requires the class teacher to pay increased attention to the mental experiences and states of children, the formation of their ideals, views, beliefs, personal qualities and individual abilities. A child is formed as a personality and individuality when teachers strive to translate external socially valuable stimuli into internal motives of his behavior, when he himself achieves socially valuable results, while showing determination, will and courage. The educational effect is great when education, at each stage of age development, develops into self-education, and the child turns from an object of education into its subject. The mechanism of such transformation is children’s understanding of the process of their own life activity: awareness of its goals, requirements, prospects; knowledge in its process of one’s strengths and capabilities; overcoming (self-determination) one’s weaknesses and implementing self-education. The class teacher, who together with the students analyzes social life, the process of their formation as individuals, the formation of their worldview, creative abilities, appears before them as a thinker who helps them actively participate in the formation of their own personality, development and organization of behavior.

1.9.The educational process and its patterns

First pattern: V The upbringing of a child is carried out only on the basis of the activity of the child himself in his interaction with the surrounding social environment. At the same time, the harmonization of the interests of society and the personal interests of students when determining the goals and objectives of the pedagogical process is of decisive importance.

Any educational task must be solved through initiating the child’s activity: physical development - through physical exercises, moral - through constant focus on the well-being of another person, intellectual - through mental activity, etc.

When talking about a child’s activity, we must imagine that it significantly depends on his motivations. Therefore, the teacher must first of all rely on the needs and motives of the child, determine what is most important for the child at the moment.

Second pattern determines the unity of education and education. Education is aimed at creating a general human culture. At the same time, the development of the individual occurs, acquiring social experience, forming a complex of necessary knowledge and spiritual abilities. Considering the process of education and upbringing as a single one, it is necessary to highlight the specifics of these two social and pedagogical phenomena. By forming knowledge, a person develops; As he develops, he strives to expand the scope of his activities and communication, which, in turn, requires new knowledge and skills.

This approach requires constant correction of the content of both educational and extracurricular activities of students.

Third pattern presupposes the integrity of educational influences, which is ensured by the unity of declared social attitudes and real actions of the teacher (the absence of such unity is characterized by the fact that he states one thing and does another, calls for activity, but shows passivity, etc.), the consistency of the pedagogical requirements imposed on the child by all subjects of education students.

At the same time, pedagogical regulation of social interaction is carried out, meaning the direct and indirect influence of teachers on the system of relations of children in the social microenvironment both in an educational institution and outside it. This influence is aimed at the realization of personally significant goals in joint activities and students’ mastery of a system of social roles and ways of behavior, taking into account their age subculture.

The essence of the integrity of the educational process is the subordination of all its parts and functions to the main task: the formation of an integral person (the development of the child’s individuality and his socialization). This approach to organizing educational work presupposes the implementation of the following conditions:

· at the level of the teaching staff, each teacher must work for a common goal: not to contribute to the achievement of a common goal, but to ensure it;

· secondly, to comprehensively solve the problems of training, development and education in each lesson, system of lessons so that each part (lesson) works for the whole (process);

· thirdly, to ensure the unity of upbringing and self-education, education and self-education. In this case, it is necessary to establish connections between the elements of the pedagogical system. They are information connections (exchange of information), organizational and activity connections (methods of joint activities), communication connections (communication), management and self-government connections.

The implementation of this pattern presupposes the interaction of social institutions in the organization of educational work aimed at the development of the essential spheres of a person. These spheres characterize the way of life, the harmony, freedom and versatility of a person, his happiness and well-being among people.

The listed patterns determine the principles of the educational process and express the basic requirements for the content, definition of forms and methods of educational work.

The principles always correspond to the goals and objectives of education, in accordance with the possibilities of achieving them.

1.10.Professional suitability of the class head

Any professional activity requires a certain inclination from a person, the necessary physical and mental data, as well as appropriate personal development. For example, when selecting for a summer job, vision, hearing, reactivity of the nervous system, ability to withstand heavy physical activity, etc. are tested. A person will not be enlisted in the navy if he is not able to withstand sea motions. When appointing many leadership positions, a person’s organizational skills and abilities and his communication skills are taken into account. In the absence of mercy and high morality, a doctor is not able to properly perform his duties. No less important is a person’s professional suitability for teaching and educating people. No wonder the outstanding Russian chemist D.I. Mendeleev wrote:

“It is necessary to call for pedagogical work, as for maritime, medical or the like, not those who seek only to ensure their own lives, but those who feel a conscious calling to this work and to science and anticipate their satisfaction in it, understanding the general national need "

A person’s professional suitability is nothing more than a necessary set of abilities, physical, neuropsychic and moral qualities that are required to master certain job functions and successfully operate in a particular area of ​​production or spiritual life. Therefore, it cannot be reduced only to the sum of knowledge, skills and practical dexterity that are acquired during professional training. You also need, as noted above, an inclination to work, the presence of certain natural abilities and moral qualities.

Professional suitability for pedagogical activity is associated with a person's physical and mental health, the ability to withstand the effects of strong stimuli, show restraint, etc. Personal qualities that characterize suitability for teaching activities also include: a tendency to work with children, sociability (the desire and ability to communicate with other people), tact, observation, developed imagination, organizational skills, high demands on oneself. All this is quite amenable to medical and psychological-pedagogical diagnostics, certain testing. Unfortunately, when enrolling students in pedagogical institutes and pedagogical departments of universities, there is no provision yet for determining their professional suitability; everyone who passes the necessary entrance exams is enrolled. That is why many teachers who are obviously professionally unsuitable end up in schools, which has a sharp negative effect on the education and upbringing of students.

1.11.PEDAGOGICAL SKILL

There is simply a skilled class teacher (educator) who conducts training and education at the usual professional level, and there is a class teacher who demonstrates pedagogical skills and achieves high results in his work. Many class teachers, in addition to mastery, enrich the methods of teaching and upbringing. And there are class teachers - innovators who make real pedagogical discoveries, pave new paths in teaching and upbringing, enriching pedagogical theory.

What is the essence of these characteristics of the activities of class teachers and what are the indicators of their professional growth?

The pedagogical skill of a class teacher should be understood as a level of professionalism that includes a thorough knowledge of his academic subject, good command of psychological and pedagogical theory and the system of teaching and educational skills, as well as fairly developed professional and personal qualities, which in their totality allows for sufficiently qualified training and education of students.

The French physicist Pascal correctly noted: “The student is not a vessel that needs to be filled, but a torch that needs to be lit.”

Pedagogical skill is the basis of the professionalism of the class teacher, without which it is impossible to work at school. It is based on sufficient theoretical and practical training of the class teacher, which is provided in pedagogical educational institutions and continues to be polished and improved at school. So, the class teacher needs to know how to prepare for classes, correctly determine the structure, content and methodology of conducting individual stages of the lesson, use the most important techniques for creating problem situations, maintain the attention and discipline of students in the classroom, combine various forms and methods of testing and evaluating knowledge, conducting frontal and individual work with students, etc. Somewhat simplifying the matter, we can say that the system of this knowledge, skills and abilities is to some extent determined by the normative courses of psychology, pedagogy and private methods that are studied in pedagogical educational institutions and in the pedagogical departments of universities. Unfortunately, it cannot be said that all class teachers have a good command of these normative courses, which, of course, has a negative effect on their pedagogical activity.

II chapter

Organizational and pedagogical

class teacher's job

2.1 The work of the class teacher in the study of students

The modern class teacher is a subtle psychologist and a skilled teacher. Possessing theoretical knowledge and pedagogical intuition, he easily comes into contact with teachers and students, skillfully organizes joint activities in and out of school, has the art to directly and indirectly control the thoughts, feelings and will of schoolchildren. He is a researcher and organizer, a social activist, a person passionate about science, sports, technology or art. He readily gives all the wealth of his soul to his students.

The best human and professional qualities of a class teacher's personality are successfully formed in a young teacher through active study at a university and through self-education.

“If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects too.” This is a statement by K.D. Ushinsky is a rule for every class teacher. A teacher is a practical psychologist. To work successfully, he constantly studies his students.

The study of students requires knowledge of the psychological properties of the student’s personality, as well as mastery of the principles and methods of pedagogical research. Unlike educational theorists, the class teacher studies his students for purely practical purposes: to know better in order to educate better.

To obtain objective data about the intelligence, character, health and other properties of a schoolchild, the class teacher fulfills the following basic requirements: studies the student in a natural setting, in unity with the conditions of his life; constantly takes into account individual and age-related changes; studies the student holistically, in all his manifestations; studying, educating - educating, studying.

The program for studying the student’s personality includes, first of all, familiarization with the conditions of his life in the family: what is the composition of the family, its material security, family traditions, family relationships, conditions for study, etc. The class teacher is also interested in the health of the parents, the possibility of a hereditary predisposition of children to diseases, the type of upbringing, and the family environment.

Another important issue is the student’s attitude towards others - parents, teachers, classmates and others. It should be noted how respectful, polite or rude he is, inclined to idealize people or criticize them, more demanding of himself or of people, with whom and how he is friends, open or secretive, inclined to rule or obey.

It is necessary to establish his attitude to learning and work: does he study conscientiously or dishonestly, what subjects does he like, how systematically does he study, does he help his classmates study better, how is independence developed, etc., how does he feel about physical labor, what kind of work does he prefer, is he hardworking or lazy? ; how he treats tools and materials, how thrifty and careful he is in his work.

The success of learning largely depends on the student’s talents and abilities. Therefore, it is important to determine what abilities he has, what type of thinking and memory he has; is he observant, quickly or slowly learns educational material, does he have imagination and wit; what interests you during extracurricular hours, how you spend your leisure time.

A special issue for studying a schoolchild is his attitude to social work: what assignments he carries out and how; how developed is initiative, responsibility, and sense of duty.

1. Features of the general properties and qualities of a person - the orientation of the person, his moral qualities, character, temperament and abilities:

2. Features of individual mental processes - features of perception and attention, psychomotor features, features of thinking, memory, emotional-volitional features. Studying the student’s orientation will answer the question: “What does he want? "; studying his abilities - to the question: “What can he do?”; character study - to the question: “Who is he?”

Student learning is not an end in itself. It enables the class teacher to predict the development of the student, to anticipate and prevent his difficulties in learning, to create the most favorable conditions for his development. The knowledge of the peculiarities of the mental development of the student is needed by teachers who teach him, and parents.

The class teacher also studies the team of his class, the characteristics of which usually open the work plan. The main indicators of upbringing and maturity of the team are organization, cohesion, the presence of a healthy public opinion, the humanity of intra-collective relations.

As already noted, the conduct of educational work is unthinkable without knowledge of the age and individual characteristics of students. Ignorance of these features often causes serious miscalculations and pedagogical errors.

Experience in practice

I . A young mathematician who had just been assigned to the school conducted classes in the 7th grade, where he was also entrusted with class leadership. He called one of the students to the board and asked him to solve the problem. It turned out that the seventh grader was having difficulty. The teacher decided to help him and began asking leading questions. But the student was silent. It seemed to the teacher that he could not solve the problem, and invited him to sit down. But, before reaching his desk, the seventh-grader turned to the teacher and said with resentment: “But I know how to solve the problem ...” The teacher showed reasonableness and with an affectionate voice returned him to the blackboard. The seventh grader completed the task quite independently, albeit slowly. So, with his remark, he helped the teacher correct the mistake he had made. It turned out that he was a good student, but with slow thinking. The young teacher did not know about this and encouraged him to hurry.

There are students who do not show proper diligence in their work and cannot force themselves to do their homework. The educational work and behavior of a student are affected by the conditions of family upbringing, health status, the influence of those contact groups with whom he is in constant communication, etc.

II . History teacher of the 10th secondary school in Gomel K.F. Zotova drew attention to the fact that when presenting new material orally in grades V-VIII, most students did not learn it directly in class. Then she somewhat restructured the methodology of her work on new material: after explaining, she began to practice selective reading of the textbook by schoolchildren and, as a matter of self-control, encourage them to answer the questions placed in it. The use of this technique turned out to be very useful: students began to learn new material directly in the classroom.

Pedagogical creativity is characterized by significant specificity. The concept of “creativity” is associated with the creation of “new cultural and material values”, independent creative activity in various fields of productive labor, science and culture.

The situation is similar with the pedagogical creativity of the class teacher (teacher). It is characterized by the introduction of certain methodological modifications, rationalizations of methods and techniques of teaching and education into educational activities without any disruption of the pedagogical process.

2.2.Observation of students by the class teacher

The objectivity of identifying the level of education of a schoolchild and student group depends on the correct use of a variety of research methods. Observation occupies an important place among them. This is a specially organized perception of manifestations in the behavior and life of the individual and the team. First of all, it is important to understand what to study, what to observe, and how to record the results of observation. Observation can be continuous or selective. During continuous observation, the class teacher records everything that can be observed in the behavior, statements, and emotional reactions of the students. During selective observation, individual processes and phenomena are noted, for example, relationships between boys and girls, the presence of social work teachings in a student, etc.

Observation must be planned and systematic. It is important to outline an observation plan, which includes not only the program, but also the sequence, time and place of observation. Systematic observation presupposes the regularity of its implementation.

Observation is usually carried out in natural conditions of training and education, in various types of student activities. By observing students in their lessons and the lessons of other teachers, the class teacher identifies the characteristics of their cognitive activity, their attitude to the academic subject, their interests and abilities, skills and abilities in educational activities, volitional qualities, etc.

To identify the views, beliefs and ideals of schoolchildren, their answers and statements in literature lessons, social history lessons, as well as class hours and debates are of great importance.

The individual and the team are most clearly manifested in difficult conditions - when performing complex complex work, on a hike, etc. In these situations, the class teacher should be especially attentive.

A very valuable form of summarizing the results of studying schoolchildren are “Pedagogical councils” - meetings of class teachers, held under the guidance of the class teacher. They discuss the characteristics of the class and individual students, collectively identify the reasons for the lag in learning or shortcomings in the behavior of certain students and outline measures for an individual approach to them.

A common form of recording the results of studying students is the pedagogical diary of the class teacher, which is used in compiling the characteristics of students and the class team.

2.3.Team building

Successful education of students is unthinkable without a cohesive, pedagogically controlled primary team, such as a class, a pioneer detachment, a Komsomol group.

The education of the individual in a collective is the leading principle of socialist pedagogy. The primary team is a great educational force, as it is able to satisfy the spiritual needs of adolescents and high school students in communication, self-affirmation, and self-expression. The team gives each student the opportunity to acquire the necessary experience of social life and develop their best individual qualities.

The team, as a living social organism, is born, develops, lives. In the creation, rallying and the entire life of the primary team, the main role belongs to the class teacher. Guided by the general theory of the team, he begins to unite students with the organization of their activities.

The teacher sets a goal for the class that is socially significant and attractive for students, and opens up for them the prospect of an interesting and meaningful life together.

At the same time, the class teacher helps students create bodies of intra-collective self-government. At first, having previously familiarized himself with the students personally and using documents, he can himself appoint students responsible for this or that work (class leader, duty officers). Together with the counselor, he prepares schoolchildren for the elections of the pioneer activists.

This short organizational stage is followed by the identification of class assets and the formation of all self-government bodies in the primary team.

The team unites through joint activities and communication. In it, first of all, business relations arise - relations of responsible dependence. They are the main ones in the team. But soon interpersonal friendly relations between students, based on the mutual interest of schoolchildren, also develop. Gradually, another type of interpersonal relationship arises - selective relationships between friends in the class in accordance with personal sympathies.

The class teacher supports, stimulates and quietly corrects all types of relationships in the class, keeping in mind their core - the students' business connections.

The asset is relatively stable, but the class teacher creates the conditions for a systematic change of assignments for students in self-government, so that diligence and leadership skills are formed in unity.

So, the team is formed in active relationships. It matures most intensively in creative, problem-based activities, when schoolchildren do not just complete this or that task, but jointly solve complex but feasible problems. Makarenko insisted that the team be consistently presented with increasingly complex and exciting tasks. The team, in his opinion, lives in the joy of tomorrow.

The life of a group of students is decorated with traditions. The class teacher helps schoolchildren gradually establish their own traditions: celebrate significant dates, hold evenings of favorite heroes, writers, celebrate students’ birthdays, etc.

Class traditions should not run counter to school-wide traditions, but complement them. The traditions of the school bind primary groups with spiritual threads.

The regulating and disciplining factor in the upbringing of A.S. Makarenko called public opinion. The generally accepted judgments, assessments and attitudes towards moral values ​​recorded in public opinion act as general requirements for the individual.

The formation and management of this real force of education, however, presents considerable difficulties. Teenagers' value judgments are often based primarily on feelings and are not sufficiently realized. In addition, they sometimes develop latently, imperceptibly, but once they take root, they are firmly held in the minds of schoolchildren. An example of negative public opinion in schoolchildren is the so-called psychology of a C student - a deliberate overestimation of a C student.

The formation of a positive public opinion occurs mainly through collective discussion of common problems, the results of work performed, and the behavior of individual team members. An indispensable condition for success in this work is a trusting and respectful relationship between the participants in the discussion, as well as psychologically subtle assessments of people’s actions when striking examples worthy of admiration arise. As a result, the student chooses the type of appropriate behavior.

The formation of public opinion is actively promoted by a cool wall newspaper and intelligently designed visual materials. A wall newspaper is an expression of collective thought, a promoter of high moral principles and norms. The class teacher directs the work of the editorial board to ensure that the wall newspaper reflects the exciting problems of the class. stimulated the collective life and activities of students.

A.S. Makarenko put forward the idea of ​​security in collectivist education. He wrote that not a single student, no matter how small and weak or new to the team, should feel isolated and defenseless. This, in particular, is the humanism of collectivist education.

The team must not only protect, but also elevate the student’s personality, satisfying his need for recognition, the desire for self-affirmation among his peers through his deeds for the common benefit. The task of the class teacher is to help the student take the best position for him in the team. And the class team is called upon to identify and develop such qualities of adolescents that would help them become more active, more self-confident and more businesslike. Taking into account the student’s personal interests and capabilities, the class staff entrusts him with social work and teaches him to perform it successfully. Public recognition of success stimulates the best manifestations of the student and inspires new achievements.

The demands of the primary team on the student are combined with the education of schoolchildren to be friendly, attentive and sensitive in their relationships with each other. V.A. In this regard, Sukhomlinsky wrote: “The sensitivity and care shown by the teachers leaves an indelible mark on the soul of the pupil. But even stronger is the sensitivity and caring of the team. The teacher’s task is to ensure that every child experiences a feeling of gratitude to the team for their sensitivity and help in difficult times.”

The class teacher organizes communication between students in various forms, promotes their mutual interest and spiritual mutual enrichment. This is achieved by encouraging student cooperation in carrying out common tasks, stimulating voluntary mutual assistance in learning, and encouraging friendships that do not go beyond collective goals. At the same time, relying on collective opinion, the class teacher prevents and suppresses the emergence of nicknames, gossip, and unhealthy groups.

2.4. INNOVATION

The highest level of professional activity of a teacher is pedagogical innovation. “Innovation is new in the creative activity of people; activity of innovators. This concept itself comes from Lat. novator, which means an innovator, a person, ideas, techniques in a particular field of activity.

This definition fully applies to pedagogical innovation. It organically includes the introduction and implementation of new, progressive ideas, principles and techniques into the process of teaching and upbringing and significantly changes and improves their quality.

Let's look at an illustrative example:

The teacher Igor Petrovich Volkov (Reutovo, Moscow region) showed himself as an innovator, who developed a methodology for “creative tasks” for middle and high school students. Its essence lies in the fact that the teacher gives students many creative tasks, which include working with paper, cardboard, wood, metal, plastic, creating drawings and paintings, trying one's hand in literature, sculpture, etc. The performance of these tasks is voluntary, and each student chooses a task to his liking in accordance with his inclinations. Getting involved in the work, they gradually determine their interest, develop their abilities and talents. For each student, a “Creative Book” is started, in which the work performed is recorded and from which one can more or less probably judge their inclinations and creative inclinations and carry out further work on their development. This technique is truly innovative.

An innovation was the introduction in the school of a method of problem-based learning or the presentation of the material being studied in enlarged blocks (V.F. Shatalo and others), which significantly reduces the time for studying academic subjects. This seriously changes the technology of education. Thus, innovation in pedagogical work is a real discovery, an important invention, which is a teacher’s life feat. That is why there are not so many real innovative teachers. But the main thing is that when a teacher treats his work conscientiously and creatively, masters best practices, new psychological and pedagogical ideas, and is in continuous search, he will not only achieve success in teaching and education, but also improve himself, moving from one step to another in your professional growth.

Only a loving teacher can be a favorite teacher.

All this must be carefully studied and known in order to successfully carry out educational work.

The work of the class teacher in creating and educating the student body

3.1.Creation of a student team

Only by uniting students into a friendly and efficient team can they be successfully trained and educated. The main issues of the methodology for organizing and educating the student body are covered in detail in a special chapter on this topic. Therefore, here we should touch upon only some of the features of the class teacher’s work in this direction.

The creation of a student body, like education in general, must begin with getting to know the students. When starting to work with a class, the class teacher needs to look through the students’ personal files, talk with teachers, analyze the class journal for the previous school year and get a general idea of ​​the performance, positive aspects and disadvantages of the class in order to determine a more correct approach to organizing educational activities. work.

Of great importance in creating a team is the skillful presentation of pedagogical requirements for students from the very first days of classes. For this purpose, the class teacher usually holds a special meeting at the very beginning of the school year. At this meeting, he thoroughly introduces students to the most important school rules and explains to them how they should behave in lessons and breaks, do homework and participate in the social life of the class. Presenting demands at the very beginning of the school year encourages students to analyze their behavior and experience internal contradictions between the existing and required level of behavior, which ultimately stimulates their work on themselves.

A necessary prerequisite for the formation of a student team is the organization of self-government in the classroom and the education of activists.

The active members usually include the best students who study well and are respected among their peers. Activists need to be regularly briefed and assisted in solving the challenges ahead. It is necessary to explain in detail what responsibilities are assigned to the class leader and the heads of various commissions. But this is not enough. The practical assistance of the class teacher in the work of the asset is important. Therefore, it is necessary to teach activists to develop planned activities, help them distribute public assignments and give advice when certain difficulties arise.

Intimate individual conversations are of great importance in the work of the class teacher with activists. In the process of such conversations, the class teacher learns a lot about the class, about the relationships between students, as well as about the difficulties that activists face in their activities, and has the opportunity to promptly support their mood, encourage them with good advice and sensitivity.

Finally, when working with activists, it is necessary to exercise tactful control over the fulfillment of their duties. The well-organized work of self-government creates effective support for the efforts of the class teacher to improve the educational process in the classroom and unite the student team.

Perhaps the most important thing in educating a student body is the ability of the class teacher to organize meaningful extracurricular activities so that students are passionate about practical matters, so that they are always faced with inspiring tasks and prospects. That is why experienced class teachers think a lot about how, from the first days of working with the class, to involve students in practical extracurricular activities and to arouse interest in them. The children participate with interest in group walks, hikes around their native land, various excursions, socially useful work, etc.

EXPERIENCE IN PRACTICE

This is how one of the class teachers of the 11th secondary school in Gomel began his work with fifth-graders. On the first day off after the start of the school year, he organized a collective hike-walk into the forest with a visit to the site of the former partisan camp. The children admired the gilding of autumn, picked mushrooms, listened to the class teacher's informative story about the military exploits of people during the Great Patriotic War. The walk interested everyone, and the fifth-graders returned home cheerful, joyful, full of exciting impressions. Then the guys, at the suggestion of the class teacher, decided to establish patronage over the neighboring kindergarten and began to prepare toys and souvenirs for the kids. This work required the distribution of responsibilities, the search for the necessary materials, the preparation of a small amateur concert. The next event is preparing an evening of fairy tales, etc. In the process of joint practical activities, business relations were established between the students, responsibility for the assigned work was formed, the abilities of each fifth-grader were revealed, and most importantly, comradely unity was strengthened, the spirit of collectivism was born.

The organization of interesting practical cases for students creates the basis for the accumulation of positive traditions in the classroom, which in turn contributes to the enrichment of the life of the team and its development. Such traditions are the exchange of memorable souvenirs with their successors before the end of the school year, labor holidays, sporting events repeated from year to year, exhibitions of handicrafts, etc.

These are some of the features of the class teacher’s work in creating a student team. At the same time, a variety of work is being carried out on the comprehensive education of students and, in particular, on improving academic performance, moral and aesthetic education, as well as developing diligence.

The methods and forms of education of a tolerant personality used by the class teacher have their own specifics in the implementation process, depending on the age stage of the students’ development. The class teacher needs knowledge of the characteristics of a child’s development at various age periods of development and consideration of both age-related and individual characteristics of children in the process of forming the child’s attitude towards perception, attitude and action in the surrounding social reality and in relationships with other people based on such personal qualities as empathy, benevolence, authenticity, acceptance of feelings, confrontation and self-knowledge.

3.2.The work of the class teacher to improve academic performance,

labor and moral education of students

The work of the class teacher to improve student achievement is of a specific nature. It includes the following areas.

First of all, the class teacher uses the class team to increase the requirements for students in matters of study and discipline. For this purpose, special meetings are held at which the state of educational work in the class is analyzed and reports from individual students are heard on their compliance with the rules of conduct.

A significant place in the work to improve academic performance is occupied by explanatory conversations about the responsibilities of schoolchildren in learning, about the culture of mental work, as well as monitoring their homework. At the same time, the class teacher is obliged to develop the curiosity of students. He introduces them to the achievements of science and technology, conducts excursions to scientific laboratories and production facilities, promotes scientific and technical literature, and involves students in club activities. The task of the class teacher is to notice in time the student’s lag in learning, find out the reasons and provide him with effective help.

A responsible area of ​​activity for the class teacher is moral and labor education. Through various extracurricular activities (conversations, lectures, reports, student evenings, etc.), he introduces students to the modern life of the country, various social events in the country and abroad, holds debates on moral topics, literary and artistic evenings, etc. .l. However, social and moral education cannot be reduced only to verbal forms of work. Social work and labor activity should be of great importance here. For this purpose, various types of socially useful and productive work for students are organized, self-service work, collection of medicinal plants, feasible participation in the improvement and repair of the school, as well as work in industrial enterprises, and vocational guidance work is carried out.

The functions of the class teacher include organizing cultural activities and leisure activities for students, involving them in recreational and sports activities. The class teacher, together with the school doctor, conducts sanitary and hygienic education of schoolchildren, takes care of preventive vaccinations and medical examinations, and participates in the organization of physical education and sports competitions and holidays.

The class teacher carries out his diverse educational work together with children's and youth organizations - sports clubs, partnerships, etc.

Thus, work activity is one of the important factors in the education of the individual. By getting involved in the labor process, a child radically changes his idea of ​​himself and the world around him. Self-esteem changes radically. It changes under the influence of success in work, which in turn changes the student’s authority in the class. The issue of authority and self-affirmation plays a particularly important role in high school age. The class teacher (teacher) must support and direct the developing interest not only in his subject, but also in other areas of knowledge. Self-knowledge will develop under the influence of this interest. The main developmental function of labor is transition from self-esteem to self-knowledge. In addition, abilities, skills and abilities are developed in the process of work. New types of thinking are formed in labor activity. As a result of collective work, the student gains skills in work, communication, and cooperation, which improves the child’s adaptation in society.

Labor is an equivalent subject of the training program. True, labor has been in decline in most schools lately. This is due both to the general socio-economic situation and to the general development of society. In this regard, labor training requires a radical restructuring. Labor must take on a broader function than, but not excluding, preparing children for work in production. This is how I see the future of vocational training.

It is the class teacher who realizes the goals and objectives of education, organizes active educational, cognitive, labor, social, sports, recreational and artistic and aesthetic activities of students, aimed at their development and the formation of various personal qualities.

Numerous examples from school practice and statements of many famous teachers speak about the decisive role of the teacher-educator in the education and upbringing of students. The famous Russian mathematician M.V. Ostrogradsky wrote: “A good teacher gives birth to good students.”

There are many teachers working in schools who achieve high quality teaching and education, creatively approach the methodological side of the educational process, enrich best practices and make a significant contribution to the development of the theory and practice of the educational process. Many of them were awarded the honorary titles “Honored Teacher”, “Methodologist Teacher”, “Senior Teacher”.

In the conditions of reform and renewal of our society, the role of the teacher in these processes cannot be overestimated. The education of the people, their culture and morality, as well as the direction of further development of society largely depend on it. Currently, a number of measures are being implemented to improve the professional training of teachers in pedagogical institutes and universities. In particular, their creative and practical training in those disciplines that will form the subject of teaching at school is enhanced, the study of psychological and pedagogical disciplines is significantly expanded and their theoretical and practical orientation is deepened. The mechanisms for selecting applicants for enrollment in pedagogical institutes and universities are being improved. They run courses for applicants. Measures are being taken to ensure that a teacher’s salary is not lower than the average monthly earnings of workers in other professions.

But the social position and prestige of the teacher and class teacher depend to a large extent on himself, on his erudition and quality of work. This is not a simple matter. Teaching work is a very complex activity. And here a number of professional problems arise for the teacher and class teacher. The appeal of pedagogical theory to the class teacher does not at all reduce the difficulties that he encounters in his work. The point here is this. The theory contains generalized provisions on how to train and educate students; it sets out general methodological ideas about the approach to children, about taking into account their age and individual characteristics. Practice appears in a wide variety of concrete and individual and often poses questions to which theory does not always provide direct answers. That is why the class teacher and teacher are required to have a lot of practical training, experience, pedagogical flexibility and the ability to creatively approach solving emerging problems, which in general determine the level of his professionalism.

Work of the class teacher with teachers

and parents

4.1.Work of the class teacher with teachers

When carrying out educational work with students, the class teacher should maintain close contacts with teachers in order to establish uniform requirements for students and improve the quality of the educational process. In what forms is this work carried out?

One of these forms is for the class teacher to attend lessons taught by teachers in his class. While attending classes, he observes the work of students, their discipline, analyzes the quality of their knowledge and cognitive activity. At the same time, the class teacher is studying the issue of accumulating grades and using their stimulating role in learning, dosing the amount of homework, etc.

The student’s active life position is manifested in his conscious and interested learning. “Study conscientiously! - should become a rule for all students.

Fostering such an attitude towards learning is the job of all teachers and parents, but the class teacher has his own capabilities in solving this problem.

By observing the work of students in the classroom, the class teacher helps teachers take into account the individual characteristics of students; at the same time, he regulates the workload of students so that it does not exceed the standards established by the school Charter.

The class teacher studies learning difficulties and, together with parents and teachers and the class, eliminates them. Some students need additional classes, others need increased control, others need increased attention and even treatment, others need to be taught mental work techniques. It is important to organize mutual assistance between students in the classroom. It is carried out on a voluntary basis in the form of friendly cooperation.

The class teacher, in unity with teachers, forms the cognitive interest of schoolchildren. He promotes the inclusion of students in the work of subject clubs, organizes conversations on scientific topics and meetings with scientists, the class activist under his leadership promotes popular science literature, etc.

An important problem in the work of the class teacher with teachers is the organization of assistance to low-performing students. Of course, every teacher should do this work. But the class teacher, being in constant contact with students, can sometimes suggest reasons for the decline in the quality of knowledge of a particular student and ask the teacher to take them into account in his work. An equally significant aspect of the class teacher’s work with teachers is the activation of extracurricular educational work, and in particular, club classes, subject Olympiads, and exhibitions of student creativity.

Finally, the class teacher himself needs the help of teachers in organizing extracurricular educational work. At his request, teachers conduct conversations with students on scientific, moral and aesthetic topics, participate in class meetings, in establishing socially useful work, etc. Thus, close interaction between the class teacher and teachers helps him to increase the content and effectiveness of educational work.

The class teacher promotes the inclusion of schoolchildren in various creative interest groups (clubs, sections, clubs), operating both in general education institutions and in institutions of additional education for children.

In organizing extracurricular and extracurricular work of the class team, leisure and vacation activities, the class teacher actively interacts with the organizing teacher. By coordinating joint activities, the class teacher involves him in conducting activities within the class, organizing the participation of students in his class in school-wide events during extracurricular and vacation times. With the support of the teacher-organizer, the class teacher attracts representatives of culture, sports, and the public to work with the class.

The class teacher must work closely with the social teacher, who is called upon to be a mediator between the child’s personality and all social institutions in resolving students’ personal crises. With the direct participation of a social teacher, the class teacher organizes socially significant activities for students, events aimed at developing social initiatives, and implementing social projects.

Various children's public associations are becoming widespread in educational institutions, promoting the inclusion of children and adolescents in new social relationships; their self-realization, manifestation and development of civic and moral position, socialization of the individual. In this area of ​​activity, it is important for the class teacher to decide in collaboration with the senior counselor. In particular, through joint efforts, students are informed about existing children's and youth public organizations and associations.
To successfully resolve the issue of teaching, upbringing and developing a child’s personality, it is necessary to have active interaction between all participants in the educational process, differentiation, integration and coordination of pedagogical work in a single educational space and sociocultural environment. In this regard, the pedagogical council of general education institutions, when determining the functions of the class teacher, must first of all clearly define his rights, duties and responsibilities, correlating them with the official responsibilities of other participants in the educational process.

4.2.Work of the class teacher with parents

Working with parents is an integral part of the class teacher’s work system. This work brings success if it, being systematic and scientifically based, is organically included in the general pedagogical activity of the class teacher.

The class teacher organizes all his activities with parents through the class parent committee, as well as through the teachers working in this class. The functions of the class parent committee are basically the same as the school-wide committee, but here special attention is paid to an individual approach to parents and students, studying students, taking measures to eliminate the causes of poor performance and behavioral deficiencies, developing the creative activity of students, and the committee’s contacts with all teachers working in this class.

Elements of the system of working with parents are: study of the family, its way of life, microclimate, the nature of educational activities; establishing and maintaining uniform requirements of school and family in raising children; consistent psychological and pedagogical education of parents; systematic mutual information about the progress of the student’s development; joint decision-making that promotes successful education and upbringing of children; providing practical pedagogical assistance to parents if necessary; assistance in establishing family relations with the public in order to improve the upbringing of children; involving parents in extracurricular educational work with students at school and outside it.

Working with parents requires the class teacher to be able to establish trusting and business-like relationships with them, pedagogical tact, endurance, and consistent and relentless attention.

One of his main principles in working with parents is to rely on the positive in the personal qualities of parents and family upbringing.

The main thing in the work of the class teacher with parents is to ensure the unity of requirements for the education of students from the family and school, to create normal conditions for their home learning and to direct the educational activities of the family. The content and main forms of school work with families are discussed in a special chapter on this topic. Therefore, here we will limit ourselves to covering only some issues of the activities of class teachers in maintaining connections with students’ parents.

Parents, as stated in the methodological letter “On the work of the class teacher,” are a unique, permanently operating and organized collective. Like any team, it must have its own organization, governing bodies, authorized representatives, distribution of responsibilities. In all his work, the class teacher relies on this team, primarily on its highest body - the parent meeting. The parent meeting elects its working body - the parent committee.

The school and the Soviet family have a single educational goal - the comprehensive development of children. They have common approaches to education, largely common methods and means of pedagogical influence, and common ideas about the results of education.

Family pedagogy has a number of advantages over the educational activities of the class teacher: parental love, intimacy of relationships, the opportunity to more widely apply the unity of moral and material stimulation, as well as to use joint leisure for educational purposes, etc. Parents have the opportunity to effectively influence the self-education of schoolchildren. The class teacher introduces parents to ways to make fuller use of these benefits of family education.

The class teacher is interested in improving the pedagogical culture of parents. To this end, he promotes the successful work of a pedagogical lecture hall or a national university of pedagogical knowledge, organizes meetings of parents with teachers teaching in his class, lawyers, promotes literature on education, and conducts individual and group consultations. The educational level of modern parents allows us not to limit ourselves to general recommendations for raising children, as well as elementary examples from the practice of family education, but to reveal to parents the laws of the pedagogical process, acquaint them with the achievements of the psychology of education and upbringing, provide deep sanitary, hygienic, physiological and other knowledge, necessary for the full upbringing of children in the family.

Personal contacts of the class teacher with parents are invaluable. Their effectiveness depends primarily on the mutual desire to cooperate, mutual trust, respect and mutual exactingness. The style of their relationship, as a rule, is determined by the class teacher.

Invitation (and not calling) of parents to school and visiting them at home is carried out by prior arrangement. The class teacher informs parents about the success of the student, focusing their attention on the positive, talks about the difficulties and failures of the student, trying to find out the reasons and motives for weakening in school, jointly determine the methods of pedagogical assistance. The teacher uses meetings with parents to study the family.

The class teacher focuses the attention of parents on their specific tasks and methods of education. Thus, in ideological and political education, parents influence the consciousness of children through correct assessments of events in social life and their way of life. In mental education, parents should not repeat the work of the teacher, but create the necessary conditions for completing homework, accustom them to a reasonable regimen, prevent failures, encourage hard work and perseverance in learning, and form a value-based attitude towards creative thinking. Through joint work, instill in children the habit of work, frugality and prudence. A child’s morality is formed primarily by the nature of family relationships. There are also specific features in legal, sexual, aesthetic and physical education.

A large place in the work of the class teacher with the family is occupied by systematically informing parents about the progress, behavior and socially useful work of students. For this purpose, once every academic quarter, parent meetings are held, at which the state of academic performance and discipline of schoolchildren is analyzed in detail and measures are outlined to improve the work of the family in this direction. In necessary cases, when urgent family intervention is required in solving a particular educational problem, the class teacher visits parents at home or invites them to school, and they jointly agree on what measures need to be taken to improve the students’ learning or behavior. For example, a student stopped preparing homework at home and came into contact with unhealthy company. In this case, the class teacher advises parents to strengthen control over his homework, as well as his behavior outside of school. In other cases, it is discovered that the student shows increased nervousness and often comes to school in a bad mood. The class teacher needs to visit such a student at home, get acquainted with the conditions of his life and work in the family and agree with the parents on the need to create a calmer environment for him, and perhaps appropriate treatment.

The duty of class teachers is to provide pedagogical education to parents, especially taking into account the specific approach to students of different age groups. Thus, it is necessary to familiarize parents with the age-related characteristics of the upbringing and development of those students with whom the class teacher works, and give practical advice on how these characteristics should be reflected in the process of family education. Conversations, lectures and reports for parents usually cover the following topics:

Features of family education of younger schoolchildren (teenagers or older schoolchildren);

Relationships between parents and children and their influence on family education; how to help children learn;

Sanitary and hygienic regime of a schoolchild in the family;

Acceleration and its impact on the education of students;

Organization of leisure time for children in the family, etc.

The class teacher takes care of attracting parents to participate in the school lecture hall, to attend classes at the People's University of Pedagogical Knowledge, and promotes pedagogical literature on family education

While influencing the educational activities of the family, the class teacher at the same time relies on parents when carrying out educational work with students. On his initiative, parents often take patronage over “difficult” students who are not properly influenced by their family. Parents - specialists in various fields of knowledge and professions - conduct conversations with students on medical, patriotic and industrial topics, take part in organizing excursions, literary and artistic evenings, etc. Some parents conduct club classes in manual labor, aircraft modeling, and technical creativity.

Active forms of interaction between teachers and parents can be conferences for the exchange of experience, question-and-answer evenings, debates, meetings with teachers, administration, specialists /doctors, psychologists, lawyers, etc./

The class teacher involves parents in managing the work of the school and in organizing the activities of classes, which involves:

a) discussion and solution by parents of problems of raising children and school life;

b) participation of parents in organizing educational work, assistance in preparing holidays, various activities, organizing excursions, going to theaters and museums; assistance in office design, renovation, and career guidance; run by circles;

c) the creation of self-government bodies, the organization of their activities in school and classes (parent meetings, conferences, parent committees, councils, problem groups).

The special task of the class teacher is to help parents in the economic education of their children. Studies have shown that teenagers and even high school students, as a rule, do not participate in the distribution of the family budget. Some parents consider money an evil that children should face as late as possible. Others, on the contrary, always provide their children with money and “bonus” them with money for their studies and services. Still others give out money for savings, borrow from children, and then pay back with interest, etc.

At the same time, parents are interested in questions: what do children themselves think about money? What do children need to know and be able to do to earn money? Should children be given free access to money? How to teach them to live not for money, but to treat it thriftily? Etc.

Nothing brings the school closer to the family than inviting parents to talk with students and lead clubs and sections. At the same time, the authority of parents increases, and the interest of their children in school also increases noticeably.

An essential element of school management is the coordination of the activities of class teachers to maintain and strengthen ties with the family, as well as the organization of this work on a school-wide scale. However, since these issues were covered in the chapter on the joint work of school, family and community, there is no need to consider them in detail here. It should only be emphasized that issues of improving family education must be discussed at teacher councils, in methodological associations (sections) of class teachers, and also help parent committees in their work. Personal responsibility of all school leaders, teachers, class teachers, teachers of extended day groups for the successful performance of their official functions.

4.3.Planning by the class teacher of educational

work. Maintain class documentation.

The success of multifaceted educational work with the class largely depends on the quality of its planning.

The work plan of the class teacher is an operational specific document that contributes to the organization of a holistic educational process.

The plan is drawn up before the start of classes after the summer holidays, but is submitted to the school management for approval by the end of the first week of school. During this week, the class teacher consults with colleagues in parallel classes, teachers, school leaders, and parents.

The work plan is drawn up in one copy and is kept by the class teacher.

In practice, the following structure of the plan has been established: characteristics of the class, educational objectives, system of educational activities.

The title page of the plan includes the name of the school, last name, first name, patronymic of the class teacher, class, quarter and academic year.

At the beginning of the plan, a description of the class is given, which reflects the state of education of the class team and individual students. The degree of cohesion of the team, the effectiveness of public opinion about it, the ratio of the activists and the rest of the class are noted, i.e. the degree of development of the activity of all students, the quality of students’ knowledge, the nature of mutual assistance within the team, deviations from norms of behavior on the part of individual students and their reasons. The dominant interests of students and other characteristics of the class are also indicated. The characteristics serve as the basis for specifying the objectives of education for the quarter.

Then the class teacher formulates the main tasks of educational work with the class. General objectives for the age groups of students are given in the program “Approximate content of education of schoolchildren”, which is guided by the teacher. Therefore, tasks should not be overly general or extremely narrow, but should take into account the integrity of personality formation and the specifics of specific educational conditions (age, education of students, social environment, etc.).

Educational tasks can be detailed so that they correspond to the sections of the plan. It is inappropriate to set goals for individual types of educational work, as this can lead to formalism, since any work in the classroom is aimed at the comprehensive development of students.

Systematicity in educational activities is one of the main requirements for the work plan of the class teacher. It first of all requires the establishment of continuity in educational work between classes. Taking into account the age characteristics of schoolchildren in education is the most important principle of planning work with the class. A good guide for this is the guide “Approximate Contents of Education for Schoolchildren.” These features are taken into account in the following areas:

A) the content of educational work is the expansion of general horizons, the development of political, atheistic, moral, legal, aesthetic and other concepts;

b) methods of education - the transition from explanations of the class teacher to independent analysis of the phenomena of social life, deepening the connection between theory and practice;

c) forms of educational work - the transition from individual and group conversations to debates and theoretical conferences;

G) from simple executive work to independent social activities. Carrying out continuity, the class teacher prevents harmful “treading water”, gradually complicates the tasks and forms of educational work (which prevents the students’ interest in the social life of the school and class from weakening), taking into account the successes in the development of students. As students move from class to class, the teacher ensures constant updating of types of educational work, giving students great scope for independence and initiative, expanding student self-government.

There is no need for rigid unification of the form of the class teacher's work plan. It is only important that the plan contains a system of educational activities of the teacher, providing not only what he will do, but also how he will carry out educational work.

Here is an approximate form of the manager's work plan for the academic quarter:

It is recommended to include the following sections in the plan: socio-political education, the formation of a conscious attitude towards learning, moral and legal education, labor education and career guidance, aesthetic education, promoting the health of students, working with parents. Other sections and their other sequence are also possible. A guideline for this can be the program “Approximate content of education for schoolchildren,” which varies the composition and sequence of sections depending on the age of the students. It is useful to include in the plan a section “Social and psychological study of students.” This section provides for observation of students at school and outside it, familiarization with living conditions and upbringing in the family, etc.

Plan Structure determined by the main types of his ideological and organizational activities. The plan reflects school-wide activities in which the class educational team participates, work with the class itself and interacting groups. The main sections of the plan can be school-wide activities; work with a group of students; work with a team of teachers; work with a team of parents; work with the team of workers of the base enterprise. The plan is drawn up for a quarter.

In the section of general school events, the time of their holding, the degree and forms of participation of class students in them are recorded, and those responsible are identified. The section “Working with the primary educational team” is the central link of the plan. It plans for classroom hours, the participation of the teacher in the affairs of the children's group: socially useful work, duty, disco, excursions, festive evenings and hikes. The section “Working with teachers teaching in the classroom” includes activities for the exchange of mutual information, for the joint development of recommendations regarding the improvement of knowledge, skills and abilities of schoolchildren, and the implementation of an individual approach to them in the learning process. Section “Work with a team of parents is planned on the basis of established, tested forms of interaction. These include parent-teacher meetings, individual confidential conversations between the class teacher and parents, and meetings between parents and subject teachers. The section “working with the staff of the base enterprise” includes meetings between the manager and workers dedicated to school reform, its role in the acceleration strategy, and the educational capabilities of work collectives; joint events of workers and schoolchildren dedicated to the features of modern production technology, economic reform, labor traditions of the team, new forms of labor organization, production and household discipline.

The complexity and diversity of the educational work of the class teacher necessitate its in-depth analysis and thoughtful planning. However, not all class teachers understand this. In this regard, we will touch upon questions about how this problem arises in pedagogical science.

L.N. Tolstoy wrote that people differ from one another in that some of them first do and then think, while others first think and then do. Human activity, unlike animal behavior, is characterized by preliminary deliberation, which means that it is predicted in advance in his mind.

The famous physiologist P.K. Anokhin, as noted above, substantiated the idea of ​​a person proactively reflecting those actions and deeds that he is going to perform. In other words, before carrying out this or that work or performing this or that action, a person predicts them in advance in his mind, projects them and creates a more or less detailed “program” of behavior. This “program” not only determines his activity, but also plays the role of an “action acceptor”, which allows him to control this activity, comparing it with the intended “program”, and make the necessary adjustments to it.

However, a pre-thought-out “program” not only makes our behavior meaningful. If it is compiled and fixed in a person’s mind, it encourages him to carry out intended actions and actions, giving them a volitional character.

The more complex a person’s activity is and the longer the period of time it covers, the more important is its preliminary thinking, programming or, in other words, planning. It is these types of activities that include pedagogical activities and, in particular, the educational work of the class teacher. It is always calculated for a more or less long time, is associated with the simultaneous solution of many problems and tasks, and if it is not predicted in detail and carefully planned, success will not be achieved. Working without a plan usually means following events. Working according to a pre-thought-out plan means directing events, creating educational situations and giving pedagogical work purposefulness and effectiveness.

When planning educational work, the class teacher must proceed from the following provisions:

a) the plan must provide for a variety of activities and types of work that would contribute to the all-round development of students;

b) since education is carried out only in activity, the plan should provide for the inclusion of schoolchildren in cognitive, patriotic, labor, artistic, aesthetic and sports activities;

c) the system of extracurricular educational work should be subordinated to the organization, education and development of the student body;

d) in the general system of extracurricular work for the comprehensive development of students, it is necessary to highlight one or another leading educational task for a given time and outline measures to solve it;

e) it is necessary that the plan contains activities aimed at coordinating the educational efforts of the class teacher, teachers who work in the classroom, and parents.

What should be the procedure for planning educational work by the class teacher?

First stage. When starting to draw up a plan, it is necessary first of all to determine the level of education of the class, its positive aspects and disadvantages. It is important to study changes in the life and work of the class, the level of development of the team. For example, progress has been made in class unity and in conducting exciting extracurricular activities. This means that, based on these positive aspects, we need to take care of organizing more meaningful practical activities and giving them the character of interesting prospects, thus realizing the “law of movement” of the team.

The social activity of students has increased - it is necessary to expand social events and deepen their content. The class shows interest in sports work - you need to make sure that it initiates mass sports competitions, physical education evenings, holidays, etc. In short, everything that is positive and interesting in the classroom must be expanded, strengthened and developed. Education on the positive always brings fruitful results.

At the same time, you need to pay attention to the shortcomings that occur in the classroom: decreased discipline, weakening interest in reading fiction, deterioration of interpersonal relationships, disunity of the team into separate groups, etc. Each of these shortcomings can become the subject of a leading educational task, the solution of which also needs to be planned.

Having determined the features of the class, its positive aspects and disadvantages, you need to write the introductory part of the plan.

Second phase planning - development of extracurricular activities for the comprehensive education and development of students. Let's try to imagine them, for example, in relation to class VI:

a) conversation “Keeping a daily routine is a trait of a cultured person”;

b) conversation “Techniques for active reproduction of studied material when preparing homework”;

c) class meeting “On the participation of schoolchildren in the work of subject clubs”;

d) excursion to the plant; meeting with young innovators and inventors;

e) participation in landscaping the school grounds, planting ornamental bushes;

f) a joint meeting of students and parents on the issue “On the participation of schoolchildren in household work”;

g) meeting with activists on the issue “On increasing the role of activists in socially useful work;

h) factory bosses visiting the class: “Why do they say that work adorns a person?”;

i) preparation of the literary evening “Motherland in Poetry”;

j) participation in the school sports competition under the motto “Olympic Reserve”;

m) conducting a newspaper review once a week on the topic “How does the world live?”

Third stage- development of measures to solve the leading educational problem. “Increasing student responsibility for completing homework”:

a) a meeting with teachers working in the classroom and parents of students on the question “How to improve the quality of home learning?”;

b) conversation with students “Basic rules for doing homework”;

c) visiting students at home to monitor their home learning;

d) a meeting of students with the school principal on the question “What is being done in class to improve homework?”;

e) conducting two practical classes on completing homework in mathematics and the Russian language;

f) class meeting together with teachers and parents on the topic “What has improved in our educational work? »

Fourth stage- drawing up a plan for educational work. If the necessary activities for an academic quarter or half a year have been developed, they need to be arranged in the chronological order in which they should be carried out. It’s good to use such a plan, because you can see what needs to be done and when.

The class teacher first carries out all this work himself. But the drawn up plan must be discussed with the students, and be sure to introduce them to the leading task to which they should pay special attention. Naturally, it is necessary to take into account students’ suggestions and justify the planned activities.

Life presents class teachers with large and small tasks, which in one form or another should be reflected in their plans for all years of work. Such issues, in particular, are: nature protection, traffic rules, children and the law, boys and girls, rules for students, self-education, alcohol and health, smoking and health, speech culture and many others.

It is known that educational work is assessed not by the number of types of activities, but by its quality, i.e. by the way it contributed to the comprehensive development of the individual and team unity. Therefore, both overloading the class with various activities and underloading them are equally unacceptable. In the first case, the inevitability of layering one type of work on another and the nervousness of schoolchildren, in the second - lethargy in the life of the team.

The plan should optimally combine verbal and practical methods of work. Giving preference to the organization of student activities, one cannot underestimate the role of clarification and ideological and moral education.

Cooperation and mutual assistance between class teachers should be encouraged. A well-prepared conversation by a teacher can be conducted in several classes. The knowledge and experience of a teacher, valuable for the education of students, should not be limited to one class. By bringing this pedagogical reserve into action, the team of teachers will thereby save their energy.

The plan is not a dogma, but a basic program of action. It provides for the main tasks, in addition to which daily organizational and pedagogical work takes place, determined by the current situation.

Significant adjustments to the plan must be agreed upon with the organizer of extracurricular and extracurricular educational work.

To analyze the effectiveness of the educational work carried out, it is useful for the class teacher to keep a pedagogical diary, which, however, is not included in the mandatory reporting documentation

Based on the plan of educational work for the quarter, the class teacher can draw up a plan for the week, which specifies educational activities. It can be combined with the class teacher's diary.

The plan is the most important document of the class teacher. But, in addition to the lan, he is responsible for maintaining the class journal, personal files of students, and, if necessary, writes characteristics on them. Some class teachers keep diaries of the work carried out, as well as special magazines, in which 2-3 pages are allocated for each student. They record the positive actions of students, as well as certain negative phenomena. If records are made regularly, the class teacher has the opportunity to observe the development trends of his students and take timely measures to improve educational work both with the class and with each student individually.

Thus, the effective performance by the class teacher of his functions, the active use of work forms and clear planning makes it possible to include all schoolchildren in a holistic educational process.

CONCLUSION

The school does most of the educational work. The school has qualified teachers and builds educational work on a scientific and pedagogical basis.

The student’s active participation in learning, work, and also in the transformation of his personality is the most important goal of education and upbringing.

A school is an extremely complex and highly branched mechanism in its internal structure, which can function successfully only if each of its individual links and divisions operates harmoniously and effectively. It is difficult, for example, to achieve high results in training and education if the teaching staff of the school does not have a single line and consistency in their work, if they are not united by clearly defined goals. Equally important is the properly organized interaction of all parts of the student body, the degree of its influence on the study and behavior of schoolchildren. All this testifies to the enormous role of developing the scientific foundations of school management and its educational work.

Implementation of the law on education also requires awareness-raising work among parents and young people about ways to obtain an education. To this end, the school organizes parent-teacher meetings, conducts conversations, lectures and reports on these issues, collective and individual consultations for parents and students on vocational guidance. An important place in this direction is occupied by the expansion and strengthening of the educational and material base of the school. With the help of sponsoring enterprises, teachers equip classrooms, create textbooks and teaching aids for free use by students, strengthen the basis of labor training and education, etc.

School leaders and teachers need to take care and think through the issue of how to provide all students with textbooks and teaching aids, how to organize a medical examination of children, etc.

With frontal control, the work of several teachers or the entire teaching staff is studied in solving all the main tasks of teaching and education. In this case, the lessons of teachers, which are attended by the school director and his deputies, are analyzed from the point of view of their content, methodological organization and educational orientation, as well as the quality of knowledge and behavior of students.

With thematic control, one side of the educational process or extracurricular activities is studied and analyzed. For example, a teacher’s ability to carry out developmental teaching or moral education, etc. in the classroom can be studied. Likewise, when monitoring extracurricular activities, issues such as the quality of individual education of students by class teachers, the state of socially useful work, etc. can be highlighted. Naturally, both of these types of control should be combined and complement each other.

While attending class and extracurricular activities, school leaders keep notes of their observations and conclusions in a special journal and then report them to teachers and class teachers. At the same time, it is necessary to maintain high objectivity, delicacy and tact so that the analysis of classes does not offend the teacher, but, on the contrary, encourages him to improve his work. At the same time, the analysis of classes should be accompanied by advice and methodological recommendations for teachers to overcome the noticed shortcomings and more fully use psychological and pedagogical theory.

In school practice, the following forms of methodological work have developed: preparation and discussion of reports (abstracts) of teachers and class teachers on the most important issues in the education and upbringing of students (activation of cognitive activity of schoolchildren, formation of scientific concepts, mental development of students in the learning process, stimulation of cognitive needs, strengthening of personal merits of schoolchildren in a team, etc.); collective visit and discussion of lessons of extracurricular activities; discussion of new psychological and pedagogical literature; holding scientific and methodological conferences; exchange of work experience; study and dissemination of advanced pedagogical experience. In recent years, a unique form of mentoring has become widespread, when more experienced teachers mentor young teachers, passing on their teaching achievements to them, inviting them to their lessons, and jointly analyzing them.

Teachers’ free time should be increased in every possible way so that they can engage in self-education, read literature, get acquainted with the latest in psychology and pedagogy, and attend cultural events.

In the article “Psychological Science and the Matter of Education” S.L. Rubinshtein wrote: "The pedagogical process, as the activity of the teacher, forms the developing personality of the child to the extent that the teacher directs the activity of the child, and does not replace it." The formation of personality occurs mainly in the process of one's own activity, one's own actions. Therefore, the main task of the class teacher is to ensure that the role of self-education in the formation is as large as possible.

Currently, schools are introducing the positions of practical psychologists, social psychologists, who are involved in one way or another in the education and upbringing of students. Nevertheless, only a teacher, a class teacher, fully possesses the means and ability to carry out the effective formation of a growing personality, the development of his worldview and moral and aesthetic culture. It is on this that his authority, dignity and pride for his vocation, for his difficult and very necessary work for people, which no one but him can perform can be based. He must feel his high prestige in society, the greatness of his profession and deservedly experience the deep pathos of the position that the Teacher - it really sounds proud!

I want to say that school years leave a deep imprint on a person’s consciousness. They are remembered later not only by the interesting lessons of the best teachers. Fascinating school excursions and trips, school evenings, bright reports come to mind, and the intimate conversations of the class teacher and his friendly support in difficult times are not forgotten. Many students do not break ties with their favorite class teachers even after graduation.