The activity of the class teacher in the conditions of modern school. The system of educational work of the class teacher
1. The variability of the class teacher.
2. Functions of the class teacher.
3. Class teacher and teaching staff.
4. Planning of educational work.
5. Forms of educational work.
Literature
1. Baiborodova L.V. Interaction between teachers and students in the school community. - Yaroslavl, 1991.
2. Bezrukova V.S. The educational process and its organization in the practice of the school. - Kazan, 1982.
3. Ilyina T.V. Pedagogical planning in educational institutions. - Yaroslavl, 1995.
4. Magazines "Class teacher" (examples of planning).
The class teacher is the coordinator of educational influences on the student. It is he who interacts directly with both students and their parents.
Due to the variety of tasks solved by Kl. leader, it is advisable to consider the issue of the variability of the class teacher. This variability can be represented in different aspects:
In the organizational - options for professional and official status;
· in the psychological and pedagogical - the choice of position in relations with students (organizer, observer, ordinary participant, senior comrade, curator, etc.).
Variation Cl. leader due to the following factors:
the working conditions of the educational institution, the peculiarities of the educational system;
economic opportunities of the school and parents;
age characteristics of children, the level of their upbringing, organization, health status;
readiness of teachers to organize extracurricular educational work.
Variable position Cl. leader in the children's group. It is determined primarily by the type of joint activity: in the academic work of class. the leader as a teacher is the organizer and leader of children's activities; in extracurricular activities, it is important for the teacher to take the position of a senior comrade or an ordinary participant.
The role of the teacher varies depending on the age, experience of collective, self-management activities: from the direct organizer to the consultant.
There are three levels of functions class. guides.
I level - pedagogical and social and humanitarian functions.
Among the pedagogical functions, the function of educating students dominates. The class teacher faces the problem of integrating the efforts of all teachers aimed at solving this problem. Among the social and humanitarian functions, the priority is the social protection of the child from the adverse effects of the environment. Social protection as a whole is understood as a purposeful, consciously regulated at all levels of society system of practical social, political, legal, psychological, pedagogical, economic, medical and environmental measures that ensure normal conditions for the development of children.
Level II - socio-psychological functions.
The implementation of these functions is associated with the solution of particular problems related to the formation of relations between students and their peers in the classroom (organization of the team, its rallying, activation, development of self-government).
These features include:
– diagnostic function;
- goal-setting function.
The implementation of the diagnostic function involves the constant identification by the class teacher of the initial level and changes in the upbringing of students. It is aimed at the study of the personality and individuality of the child. In addition, realizing the diagnostic function, class. The leader can pursue a dual goal: 1) to track the effectiveness of his activities; 2) diagnostics from the instrument of research and study of the personality of the child in the hands of class. leader can turn into a tool for the formation of personality and development of individuality.
The goal-setting function can be considered as a joint development of class with students. hands. goals of educational activities. Depending on the age of students and the level of formation of class. collective participation share class. the leader of this process will change. The logic of goal-setting is reflected in the process of planning the activities of class. hands
Level III is represented by the functions of control and correction in the activities of class. leader.
The implementation of the control function involves: 1) identifying positive results; 2) negative results and identifying the causes of existing shortcomings.
Based on the analysis of the results of control, the process of correcting the activities of the class teacher is carried out both with the class, with a group of students, and with individual students.
Correction is always a responsible activity of the class teacher and the team as a whole and individual students.
III. The class teacher implements his functions in close cooperation with other members of the teaching staff and, first of all, with those teachers who work with students in this class.
He acquaints subject teachers with the results of studying children, organizes a joint search for means, ways to ensure the success of the child's educational activities, his self-realization in the classroom and outside of school hours.
Cl. the head regulates the relationship between teachers and parents of the child. He informs teachers about the state of upbringing, the characteristics of parents, organizes meetings of parents with subject teachers in order to exchange information about the success of the child, to assist parents in organizing homework with students.
One of the forms of interaction between the class teacher and subject teachers is the pedagogical council. Here a single view of the child is formed. Teachers analyze the results of observations of the student, exchange information, and agree on ways to solve problems that arise.
Another form of interaction with subject teachers is individual conversations, which are held in order to prevent possible conflicts.
Thus, the class teacher, realizing his functions, is the person who directly organizes the educational process and provides a solution to all emerging problems.
IV. Planning largely determines the effectiveness of educational work.
A plan is a document that indicates the content guidelines of the activity, determines its order, volume, and time limits. It performs the following functions:
- guide;
- predictive;
- coordinating;
- control;
- reproducing (according to the plan, you can always restore what work was done);
Plan requirements:
1) purposefulness of the plan;
2) orientation of the plan to the realization of the needs and interests of children, to their development;
3) orientation of the plan to the joint activities of teachers, children, parents;
4) the connection of the plan with the life, practical activities of children.
5) Provides for the creation of conditions for the choice of various types and forms of activity;
6) Ensures the continuity of the content and forms of activity;
7) Validity and expediency of the planned work;
8) Reality and reasonable richness of the plan.
Types of plans.
Plans are classified:
A) by scope of content:
– a comprehensive plan (activity is planned in all directions);
– thematic (one area of activity);
- subject (specific plan), (one event);
b) by the duration of the planned period:
– long-term (a year or more);
- staged (periodic) - a certain stage is planned;
- short-term - short-term plan (month, week);
- operational - specific actions are planned (day).
C) depending on the subject of planning:
– individual (one person plans);
- collective.
D) by the scale of planning:
- general school plans;
- plans of primary teams.
The school has the following plans:
1) general school;
2) work plan class. leader;
3) the plan of the student team;
4) thematic.
Whole school plan
Work plan of the student team
Thematic plan
1) The purpose of the event.
2) Tasks.
3) Equipment.
4) Method of preparation.
5) Action plan.
6) The course of the event.
Planning steps
7) preparatory (determining the subject and length of time, structuring activities);
8) analytical (analysis of existing results and experience, diagnostics, generalization of results);
9) modeling (goal setting, choice of content and means, forecast of results, distribution of funds and time);
10) final (design stage).
V. The form of educational work is the established procedure for organizing specific acts, situations, procedures for the interaction of participants in the educational process, aimed at solving certain pedagogical problems.
Functions of educational forms.
1) Organizational.
Any form involves the solution of the organizational problem. The organization of the case reflects a certain logic of actions, interactions of participants. There are algorithms for organizing various forms of educational work.
For example, the organization of the CTD involves several stages: Stage 1 - preliminary work (the venue for the CTD is established, the goal and objectives of the CTD, means, participants are formed).
Stage 2 - conventionally it is called the collection - start.
A scenario is developed, participants are determined, specific instructions are given.
Stage 3 - collective preparation of the case.
Stage 4 - conducting KTD.
Stage 5 - summarizing the results of the KTD.
2) regulatory function.
The use of this or that function allows you to regulate the relationship, both between children and between teachers and children.
3) individual function.
Any educational event requires the presence of certain information. The carriers of this information can be both students and teachers.
Usually there are 3 types of forms of educational work. They are classified according to the target orientation; according to the position of the participants in the educational process; according to objective educational opportunities.
As a rule, events belong to the 1st type. Events are events, classes, situations in a team organized by teachers or someone else for pupils.
The purpose of the activities is a direct educational impact on students.
Activities and games belong to the 2nd type of forms of educational work. Cases are common work, important events carried out by the students themselves.
Type 3 forms are determined by the specific conditions of the educational institution.
In addition, the forms are classified by time and number of participants.
By the time of the event:
1) short-term;
2) long;
3) traditional (permanent);
By number of participants:
1) individual;
2) group;
3) massive.
Topic: Fundamentals of family education
1. Family as a factor in education.
2. Feminine and masculine principles in family education.
3. Developing activities of the family.
4. Styles of family education.
5. Conditions for successful family education.
Literature
1. Bim-Bad, B.M., Dneprov, E.D. The wisdom of education: a reader for parents. - M., 1988.
2. Della Torre, A. Mistakes of parents. - M., 1993.
3. Tarkhova, L. Boy, man, father. - M., 1992.
4. Khripkova, A.G., Kolesov, D.V. Girl, teenager, girl. - M., 1989.
5. Leshan, E. When your child drives you crazy. - M., 1990.
Family education is inextricably linked with such a concept as home. The home is the main place and the main family space where the child feels safe, spiritually and mentally reveals the inner potential of his personality. Psychologically, a home is a living space where the whole family comes together to not only eat, sleep, and rest, but also to make plans, discuss events, and solve life problems.
In the perception of modern teenagers, as statistical studies show, the house is not always associated as a positive picture. Here are some statements from teenage students:
home - barricades, a place of battle for the right to live the way you want;
home - a temporary shelter where they educate, do not understand, punish, often quarrel, conflict;
· a house as a refuge, a monastery, where parents try to keep, hide children from life's troubles and difficulties;
· a house is a hostel, a refuge, a station, an eatery, a place where everyone knows about each other, where they eat, sleep, and spend the night.
Thus, the perception of the house as a fortress, where you are loved, waited, understood, forgiven by far not all teenagers. What are the reasons for the negative perception of your home and your family? Firstly, the absence of a home as such and the absence of its own living space, without which the child cannot develop harmoniously. Secondly, the lack of understanding and love between parents. Thirdly, the pedagogical illiteracy of parents. Fourth, material and moral unpreparedness to be parents. Fifth, unwillingness to understand the responsibility for the results of raising a child.
The main principle of family education is the principle of unity. It comes from the cultural attitude and concern of parents for the holistic and organic development of the physical and mental properties of the child, for the harmonious creation of his body, soul and mind, the coordination of thoughts, feelings and behavior. It manifests itself in the unification of the values and goals of parents in the upbringing and development of the child, in a combination of the requirements of adults with children's efforts. It involves the coordinated performance of the parental roles of mother and father, the unity of word and deed in parental actions, the unification and coordination of the efforts of the family and school in support, timely assistance in the development of a creative individuality, consciousness, experiences and volitional actions of the child's personality. It includes an ordered rhythm of physical, household, practical-labor, moral-communicative, cognitive, performing and creative activities of the child in the family. It is built on a combination of rights and obligations, freedom and responsibility of the child, the search for consonance between individual and collective values, goals and the implementation of tasks by the most growing personality, both in the family and outside the home. The use by parents contributes to the successful integration of self-realization in the outside world, develops the humanistic need of the individual to live for himself and at the same time live next to others.
Classroom teacher- this is the direct and main organizer of educational work in the school, an official appointed by its director to carry out educational work in the classroom.
The institution of class leadership has been established for a very long time, practically along with the emergence of educational institutions. In Russia, until 1917, these teachers were called class mentors and class ladies. They were obliged to delve into all the life events of the student groups entrusted to them, monitor the relationships in them, and form friendly relations between the children. The teacher had to serve as an example in everything, even his appearance was a role model.
In the Soviet school, the position of class teacher was introduced in 1934. One of the teachers was appointed class teacher, who was given special responsibility for the educational work in this class. The duties of the class teacher were considered as additional to the main teaching work.
At present, the institution of class leadership has changed significantly, since there are several types of class leadership: a) a subject teacher who simultaneously performs the functions of a class teacher; b) a released class teacher who performs only educational functions; c) a class curator (trustee) who is entrusted with the supervision of any work; d) a tutor (protector, patron, guardian), exercising control in conditions when students take on a number of organizational functions of the teacher.
Main functions class teacher are:
Educational (social protection of the child);
Organizational (work on all pedagogical aspects of the life of the class and school, the formation of the individual and the team, the study of students);
Coordinating (establishment of positive interaction between all participants in the educational process - teachers, students, parents, the public);
Management (control over the dynamics of the development of the individual and the team based on the conduct of personal files of students and other types of documentation).
The priority among them is the function social protection child, which is understood as a purposeful, consciously regulated system of practical social, political, legal, psychological and pedagogical, economic and medical and environmental measures that provide normal conditions and resources for the physical, mental, spiritual and moral development of children, prevent the infringement of their rights and human dignity. The implementation of this function involves providing conditions for the adequate development of the child. The work of a class teacher in this direction is not only the activity of a direct executor, but also a coordinator helping children and their parents to receive social support and social services. Performing this function, he must, solving acute momentary problems, be ready to anticipate events and, relying on an accurate forecast, protect the child from possible problems and difficulties.
The object of social protection and social guarantees are all children, regardless of their origin, well-being of parents and living conditions. However, it is especially important to perform this function in relation to children who find themselves in a particularly difficult situation: children from large families, disabled children, orphans, refugees, etc., who need emergency social protection more than others.
Main purpose organizational functions - support for a positive children's initiative related to the improvement of the life of the region, the microenvironment, the school and the schoolchildren themselves. In other words, the class teacher not only organizes students, but helps them in self-organization of various activities: cognitive, labor, aesthetic, as well as free communication, which is part of leisure. Important at this level is the function of team building, acting not as an end in itself, but as a way to achieve the goals set for the class. One of the tasks of the class teacher is the development of student self-government.
The success of the educational activities of the class teacher largely depends on a deep penetration into the inner world of children, understanding their experiences and motives for behavior. To this end, he studies schoolchildren not only in class, but also outside school hours, when visiting families of students, during excursions and hikes.
coordinating the function of the class teacher is manifested primarily in the fact that he carries out educational activities in close cooperation with other members of the teaching staff and, first of all, with those teachers who work with the students of this class (the micro-pedagogical team of the class). On the one hand, he uses the information he receives about children from teachers, and on the other hand, he enriches the teachers' ideas about the child, offering them his own information that will help regulate the actions of the teacher, his methods of working with the student.
The class teacher is the link between the teachers and the child's parents. He informs teachers about the state of the pupil, the characteristics of the parents, organizes their meetings with subject teachers. The class teacher should pay special attention to new teachers, whom it is important to acquaint with the characteristics of the class team and individual students, as well as with the requirements of the previous teacher and class teachers.
One of the forms of interaction between the class teacher and subject teachers, which ensures unity of action and contributes to the development of common approaches to education, is the pedagogical council, which forms a comprehensive view of the child.
As part of managerial functions the class teacher carries out diagnostics, goal-setting, planning, control and correction of educational activities. The implementation of the diagnostic function involves identifying the initial level of upbringing of students and constantly monitoring changes. It is aimed at the study and analysis of the child's individuality, the search for the causes of the inefficiency of the results and the characterization of a holistic pedagogical process.
The goal-setting function can be viewed as a joint development of the goals of educational activities with students. The share of participation of the class teacher in this process depends on the age of the students and the level of formation of the class team. The logic of goal-setting is reflected in the process of planning the activities of the class teacher.
The main purpose of the function control and correction- ensuring the continuous development of the educational system of the class. The implementation of the control function involves identifying both positive results and the causes of shortcomings and problems that arise in the process of education. Based on the analysis of the control results, the work of the class teacher is corrected either with the class as a whole, or with a specific group of students or an individual student. Control of the work of the class teacher is not so much control by the school administration as self-control for the purpose of correction. Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students.
The considered levels of functions determine the content of the activity of the class teacher. In the educational system of the school, the class teacher acts as an administrative person, endowed with the appropriate rights and obligations, namely:
– receive information about the mental and physical health of each child;
- monitor the progress of each student;
- control the attendance of children in school;
- coordinate and direct the work of teachers of this class (as well as a psychologist, a social pedagogue) in a single direction;
- organize educational work with students in the class: hold "small teachers' councils", pedagogical councils, thematic events, etc.;
- submit proposals agreed with the class team for consideration by the administration, the school council;
- invite parents (or persons replacing them) to the school to resolve issues related to the upbringing and education of students, in agreement with the administration, contact the commission for minors, the psychological, medical and pedagogical commission, the commission and councils for family and school assistance in enterprises;
- get help from the teaching staff of the school;
- to determine an individual mode of work with children based on a specific situation;
- refuse assignments that lie outside the scope of the content of his work;
– conduct experimental work on the problems of didactic and educational activities;
- to organize an educational process that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;
- assist the student in solving acute problems (preferably in person, you can involve a psychologist);
- establish contact with parents and assist them in raising children (personally, through a psychologist, social pedagogue).
For a pedagogically competent, successful and effective performance of their duties, the class teacher needs to know the psychological and pedagogical foundations of working with children well, be informed about the latest trends, methods and forms of educational activities, and own modern technologies of education.
Variety of classroom management
The main structural element of the school is the classroom. It is here that cognitive activity is organized, social relations between students are formed. Representative functions in school self-government bodies are also most often performed on behalf of the class. In the classrooms, care is taken for the social well-being of students, the problems of children's leisure and team building are solved, and an appropriate emotional atmosphere is formed.
The organizer of the activities of students in the classroom, the coordinator of educational influences on the student is the class teacher. It is he who interacts directly with both students and their parents. However, the functions of class teachers, the content of their work, the terms of reference and responsibility have not yet been clearly defined.
woven forms of solving pedagogical problems by them, in connection with which the problem of ensuring the optimal activity of the class teacher is relevant.
In connection with the variety of tasks solved by the class teacher, it is advisable to consider the issue of the variability of the class teacher. This variability in the school can be represented in different aspects:
In the organizational - options for professional and official status;
In the psychological and pedagogical - the choice of position in relations with students (organizer, ordinary participant, observer, senior comrade, curator, etc.).
The variability of class leadership is due to the following factors:
The working conditions of the educational institution, the peculiarities of the educational system;
Economic opportunities of the school and parents;
Age characteristics of children, the level of their upbringing, organization, learning ability, health status and physical development of students;
Preparedness of teachers for the organization of extracurricular educational work.
The following options for the official status of the class teacher in secondary schools are possible:
Class teacher (released class teacher);
Classroom teacher;
Cool curator.
The classroom teacher works full-time as a teacher. It is advisable to combine classroom management with the teaching of a subject in the same class. His working day is not standardized, but the teacher's weekly employment with educational extracurricular work can be agreed with the school administration and class teachers. The introduction of the position of a class teacher is advisable in those classes where most children need special individual pedagogical support.
The most common is the position of a class teacher, which is financially supported by an additional payment to the main teacher's rate. It is advisable to use
different surcharges for class management, depending on the age of students, the quality of work and professionalism of the teacher, the characteristics of the children's team.
In the upper grades, supervision is possible, especially in cases where students are ready to take on a number of organizational functions of the teacher.
The official status of the class teacher largely determines the tasks, content and forms of work. Thus, it becomes possible for a class teacher to carry out purposeful work with each student, to draw up individual programs for the development of children. In this case, individual forms of work with students and their families dominate.
The educational tasks, content and forms of work of the class teacher cannot be uniform. They are determined by the needs, interests, needs of children and their parents, the conditions of the class, school, society, and the capabilities of the teacher himself.
The position of the leader in the children's team is variable. It is determined primarily by the type of joint activity: in educational work, the class teacher, as a teacher, is the organizer and leader of the children's activities; in extracurricular activities, it is important for a teacher to take the position of a senior comrade, an ordinary participant.
The role of the teacher varies depending on the age, experience of collective, self-management activities of children: from the direct organizer of work to a consultant and adviser.
The activity of the class teacher in a rural school differs significantly. The importance of personal characteristics, living conditions, relationships in families provides an opportunity for an individual approach to each child and his family. The educational work of class teachers in rural schools should be aimed at raising the cultural level of children, preparing them for life in a market economy, overcoming the lack of communication between rural schoolchildren, and educating the owner of their land.
In a small rural school, the organization of educational work in classes where several people study becomes ineffective. In such schools, it is advisable to create associations of different ages (8-15 people) and replace class teachers in them with educators. Another option is also possible, when the class teacher organizes in-
do you conduct individual work with students, parents? classroom hours, meetings, excursions appropriate for the age of students, and creative work that is interesting for juniors and seniors, conducting school-wide affairs are carried out in associations of different ages under the guidance of senior academics. nicknames. Depending on the nature and complexity of the ongoing cases, class teachers can participate in the work as consultants for groups of different ages, as temporary leaders of preparatory work, as equal members of the team. The organization of associations of different ages presents great opportunities for the development of self-government, the implementation of social tests, for example, in the role of a leader, teacher, etc.
When organizing educational work in a small rural school, where the number of students approaches the classroom (40-50 students), it is advisable to introduce the position of the organizer of educational work at the school (deputy director for educational work) instead of the position of class teacher.
Functions of the class teacher
In accordance with the concept of R.Kh. Shakurov, it is advisable to distinguish three levels of functions in management. The first level includes pedagogical and social-humanitarian functions* | tions, which R.Kh. Shakurov refers to the target group. " :
Traditionally, among the pedagogical functions, the function of educating students has a dominant role. Before?| does the class teacher face the problem of integrating effort?; all educators involved in this task.
Among the social and humanitarian functions, which also*| are target functions, priority is socio-> | nal protection of the child from the adverse effects of the environment - "" | living environment. By social protection in general, she understands 1; a purposeful system of practical social, political, legal, psychological-pedagogical, economic and medical systems consciously regulated at all levels of society*; co-environmental measures that provide normal conditions 5 1 and resources for the physical, mental and spiritual-moral formation, functioning and development of children, preventing the infringement of their rights and human dignity*
The implementation of this function involves the provision of conditions for the adequate development of the child in the existing socio-economic conditions. The activity of the class teacher for the social protection of the child is not only the activity of the direct executor, but also the coordinator helping children and their parents to receive social support and social services.
Social protection as a function of the class teacher is, first of all, a set of psychological and pedagogical measures that ensure the optimal social development of the child and the formation of his personality, adaptation to existing socio-economic conditions. Realizing this function, he must, solving acute momentary problems, be ready to anticipate events and, relying on an accurate forecast, divert from the child those problems and difficulties that may arise in front of him.
It is advisable to consider social protection in the activities of the class teacher in the broad and narrow sense of the word. In the latter, this is the activity of the class teacher, aimed at protecting children who find themselves in a particularly difficult situation. These are children from large families, disabled children, orphans, refugees and others who need emergency social protection more than others. In the broad sense of the word, this is social and protective work with all children and their parents in various directions.
Consequently, the object of social protection, social guarantees are all children, regardless of their origin, well-being of parents and living conditions. Of course, the principle of a differentiated approach to different categories of children remains indisputable, and priority should be given to the most vulnerable categories of children from low-income families or families from risk groups.
The criterion for the effectiveness of the class teacher can be the real social security of each individual child, which can be assessed by two types of indicators (objective and subjective). Objective - these are indicators of the compliance of the social, material, spiritual and cultural conditions of the child's life with the basic norms of nutrition, life, rest, education, development of the ability of legal protection, etc. accepted in modern society. Subjective indicators characterize the degree of satisfaction or dissatisfaction of children with their social security. "
Thus, the functions of upbringing and social protection of the child are the core around which the system of activity of the class teacher is built and filled with appropriate content.
To achieve the goals of education and social protection of students, the class teacher must solve a number of particular tasks related to the formation of relations between students and their peers in the class (organization of the team, its rallying, activation, development of self-government). These tasks determine socio-psychological functions, which primarily include organizational ones. The main purpose of the class teacher is to support the positive initiative of students related to the improvement of the life of the region, the microenvironment, the school and the students themselves. In other words, the focus of the class teacher is not so much on the organization of students, but on helping them in self-organization.
The class teacher organizes a variety of student activities: cognitive, labor, aesthetic, as well as free communication of students, which is part of the leisure of schoolchildren.
In the process of working with the class, it seems important to implement the function of team building. At the same time, the task of uniting the team does not act as an end in itself, but as a way to achieve the goals set for the team. One of the tasks facing the class teacher is the development of student self-government.
The implementation of the diagnostic function involves the constant identification by the class teacher of the initial level and changes in the upbringing of students. It is aimed at studying the personality and individuality of the child, their anatomy.<-лиз, поиск причин неэффективности получаемых результатов^ и характеристику целостного педагогического процесса.
Realizing the diagnostic function, the class teacher can pursue a dual goal: firstly, to track the effectiveness of his activities; secondly, diagnostics can turn from a tool for research and study of a child in the hands of a class teacher (class teacher) into a tool for shaping personality and developing individuality.
The goal-setting function can be viewed as a joint development of the goals of educational activities by the class teacher together with the students. Depending on the age of the student
students and the level of formation of the class team, the share of participation of the class teacher (class teacher) in this process will change.
The logic of goal-setting is reflected in the process of planning the activities of the class teacher. Planning educational work is the help of the class teacher to himself and the class team in the rational organization of activities. (This will be discussed in more detail in Chapter 3.)
The main goal of the function of control and correction in the activities of the class teacher is to ensure continuous improvement of the educational process. The implementation of the control function involves, on the one hand, the identification of positive results, and on the other hand, negative results and the causes of existing shortcomings, as well as emerging problems in the process of education. Based on the analysis of the results of control, the process of correcting the activities of the class teacher is carried out both with the class as a whole, with a group of students, and with individual students. The control process should be considered not only by the administration, other members of the teaching staff, students, but also as the implementation of the function of self-control by the class teacher. Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students.
Systematically and a competently implemented function of control and correction in the activities of the class teacher (class teacher) is of great educational, developing and organizing importance, increases the efficiency of the educational process.
The above functions determine the content of the de-""telyguest" of the class teacher.
Class teacher and teaching staff
The class teacher implements his functions in close cooperation with other members of the teaching staff and, first of all, with those teachers who work with students in this class. Interacting with subject teachers, the class teacher acts as an organizer and coordinator of pedagogical work with students and the team. He acquaints teachers with the results of studying Children, involving both the classroom team and teachers working
students in the classroom to discuss the program of pedagogical assistance to the child and his family. He organizes, together with subject teachers, the search for means, ways to ensure the success of the child's educational activities, his self-realization in the classroom and outside of school hours.
The class teacher systematically informs teachers about the dynamics of the child's development, his difficulties and achievements, about changes in the situation in the family. In case of difficulties that arise in the child and his parents related to learning, he seeks to involve teachers in discussing ways to overcome these difficulties and helps teachers to correct their actions, having previously introduced them to the mental development of children with developmental disabilities, with special methods of pedagogical influence on these children.
The class teacher regulates the relationship between teachers and parents of the child. He informs teachers about the state of upbringing, the characteristics of parents, organizes meetings of parents with subject teachers in order to exchange information about the success of teaching and raising a child, assisting parents in organizing homework with students. The class teacher involves subject teachers in planning and organizing extracurricular activities in the classroom, helps to consolidate knowledge and skills, and takes into account the professional interests of schoolchildren; involves teachers in the preparation and conduct of meetings with parents.
One of the forms of interaction between the class teacher and subject teachers that ensure the unity of action is! and contributing to the development of unified approaches to the upbringing of the child, is the pedagogical council. Here a comprehensive view of the child is formed. Everyone who works with has taken into account? no one receives information about the mental, physical and mental development of the child, his individual abilities, opportunities and difficulties. Teachers analyze re- \ the results of observations of the student, exchange information, agree on ways to solve problems that arise! and distribute functions in working with the child. | It is advisable for the class teacher to identify typical problems in working with the team, individual groups of students, and conduct special seminars for teachers. It is useful to organize visits to training sessions, followed by a discussion of teachers' actions in relation to con-
child and ways of interaction between teachers and the team.
The main form of work with subject teachers is individual conversations that arise as needed and are planned in such a way as to prevent possible difficulties and conflicts. It is important to conduct such conversations as joint reflection, the search for a solution to a particular problem.
In some cases, it is necessary to organize an individual consultation of the teacher with specialists if he has problems with the child.
The class teacher studies the style, basic methods and techniques of work of his colleagues with students, identifies successes, problems, achievements, effective ways for teachers to work with students and parents, organizes the exchange of teaching experience, supports, stimulates the desire of teachers to provide pedagogical support to the child, establish collaborative relationships with parents. At the same time, he takes interest in the proposals of teachers, the manifestation of their initiative, responds to comments, problems posed by teachers.
Thus, the class teacher, realizing his functions, is the person who directly organizes the educational process and provides a solution to the problems of both all students and each of them individually.
Questions for self-examination
1. What kind of classroom management options exist at the school?
2. What tasks does the class teacher solve?
3. How can the class teacher protect students?
4. How does the class teacher interact with other teachers in educating students?
1.4. Methods of education for the practical work of the class teacher
The study of schoolchildren by the class teacher is carried out using various methods. The most important of them are the following: daily observation of the activities and behavior of students in the course of studies 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 the behavior and activities of students.
The essence of this method is to observe students in various conditions of educational and extracurricular work, to identify the features of their attitude to the performance of school duties, character traits, culture of behavior, etc. In order to draw generalizing conclusions on these issues, one must have facts and examples that characterize stable, not random phenomena. For example, when observing one or another of the students, the class teacher notices that in the classroom he cannot restrain himself and behaves restlessly, runs screaming along the corridor at breaks, pushes his comrades, etc. it is logical to conclude that his discipline is insufficient. If teachers complain about a student that he cheats on homework or does not do it at all, it must be assumed that he requires constant attention and help in improving homework. Such observations and factual material should be accumulated by the class teacher not only according to the student's academic performance, but also according to their moral manifestations, attitude towards socially useful activities, health and physical development, behavior in their 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 this or that student relates to studies, what he is interested in and busy with after school hours, what difficulties he experiences in mastering knowledge. In intimate individual conversations, students talk about their successes and failures in their studies, the nature of relationships with classmates, etc.
The study of the results of students' activities. The school holds various competitions, exhibitions, homework is given. Schoolchildren themselves show creative abilities 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, fourth devote their leisure time to making various models, etc. Based on the results of this diverse activity, the class teacher can judge not only the hobbies, but also the inclinations and abilities of students, make forecasts for 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 this or that student lives and works at home, how he observes the regime, what is the atmosphere in the family, how he fills his free time, with whom he is friends, 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 course of normal work and thus studies their characteristics. For example, a class is assigned to finish cleaning 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 good studies and social activity, do not express a desire to take part in labor. Noticing this, the class teacher concludes that it is necessary to intensify work with these students to educate them industriousness. Such “natural situations” when studying students can be a discussion at a meeting of the bad deeds of individual students, when it is necessary to show integrity and exactingness to a friend, etc. Here 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, which revealed the methods of pedagogical research. Here, it must be said that they allow you to accumulate material about the characteristics of the behavior of students, their characters, interests, creative abilities and inclinations.
The study of schoolchildren is a continuous process. The class teacher not only pays attention to 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 upbringing of schoolchildren and predicts further collective and individual work in the class. All this requires that it constantly record and accumulate data on the results of the study of students and deeply analyze them. A.S. Makarenko considered it necessary that the teacher keep a diary of the study of students, regularly record the most important facts of their behavior, see the trends in their development, and on this basis predict and design educational work.
For the practical work of the class teacher, the following classification of methods is most suitable
upbringing:
Methods of persuasion, with the help of which the views, ideas, concepts of the educated are formed, there is an operational exchange of information
(suggestion, narration, dialogue, proof, appeals, persuasion);
Methods of exercises (taming), with the help of which the activity of the educated is organized and its positive motives are stimulated (various types of tasks for individual and group activities in the form of assignments, requirements, 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, help is provided to educators in self-regulation of their behavior (criticism, encouragement, remarks, punishments, situations of trust, control, self-control, self-criticism.
Effective activities, monitoring systems, contributes to the effectiveness of the work of the class teacher. CHAPTER II. METHODOLOGICAL RECOMMENDATIONS FOR THE USE OF INFORMATION COMPUTER TECHNOLOGIES WHEN ORGANIZING THE ACTIVITIES OF THE CLASS TEACHER The computer is the best friend In recent years, the world is changing so fast, and teachers cannot keep up with the rapid development of society, ...
His mistakes. 2. Forms of work of the class teacher with the student's parents According to their status, the class teacher in the school is the main subject of educational work with the parents of students. He develops the main strategy and tactics of interaction between the school and the family in the education of the student's personality; being a specialist in the field of pedagogy and psychology, he helps parents in resolving ...
His recommendations, parent survey sheets. Equip and decorate the meeting room. Based on this structure, the preparatory work was built. The class teacher determined the purpose of the meeting in accordance with its subject matter. The theme of the meeting is "Difficulties in adapting a child to learning in the 5th grade." The purpose of the meeting: To draw the attention of parents to the seriousness of the problem of adaptation; ...
Pedagogical education and counseling - organizing parent universities, lectures, conferences, seminars, parent associations at the school. 1.3 Content, forms and methods of joint work of the class teacher with parents Forms of interaction between the class teacher and parents are ways of organizing their joint activities and communication. Suitable combination...
What kind of children are born, it's not from
who does not depend, but that they
proper upbringing have become
good - it is in our power.
Plutarch.
The activities of the class teacher are multi-intensive and diverse, the range of duties is very wide, grief and failure are more frequent than joys and victories. And at the same time, there is no work in the school more interesting, giving a greater return than the activity of leading a class team.
Class leadership is the joy of communication, it is the circle of your children.
Class leadership is the realization of pedagogical cooperation.
Class leadership is the desire to be needed by each of its pupils, and this is the joy of small achievements and big victories in the upbringing of a person.
The focus of the educator, in this case the class teacher, is the personality, individuality of each pupil, his protection and development.
That is why the teacher, who assumes the duties of pedagogical leadership of the class, must have a reference point in front of him, he does not deal with an abstract team that he needs in order to maintain the discipline and morality of individual students through it, but with a community in which there are individual children, original personalities with individual character, unique life experience.
The class teacher predicts, analyzes, organizes, cooperates, controls the daily life and activities of students in his class. It is important to take into account:
That a child, a teenager, a girl and a young man are already living a real life today, and not just preparing for the future, adult;
The life of any team must take into account the specific conditions and events of the district, city, school;
We need an interesting real life that meets the universal needs, age and gender characteristics of students with a variety of activities (not only educational, but also labor, charitable, socially significant, amateur-creative, leisure, etc.), having a cognitive-ideological, emotional-volitional , effective and practical orientation;
Each pupil must find a job to his liking, feel a sense of success, self-confidence, without which it is impossible to form the dignity and moral stability of a person;
When selecting the content, forms and methods of education, one should certainly take into account the specific positions of children and adults, especially teachers and parents, in the educational process.
Based on the above, I have defined the goal of educational activities:
Formation of a harmonious, diversified personality with a high level of education and culture, initiative, diligence, focused on self-development and creative activity.
This goal is achieved through the following educational tasks:
Cohesion of the class team as the main "tool" of psychological protection and the conditions for the free development of its members.
Development of cognitive interest, maintaining interest in learning, confidence in the significance of a high level of knowledge.
Improving the conditions for the development of needs for self-knowledge, self-education, self-development and self-determination based on moral values and leading life guidelines.
Formation of constant needs for a healthy lifestyle, development of physical abilities.
Citizenship education and familiarization with the spiritual values of their Fatherland.
This involves education :
- free personality having a high level of civic consciousness, self-esteem, independence and responsibility in decision-making, independence of judgment, the ability to freely choose areas of their life, lifestyle;
- humane personality who understands the high value of human life, addressed to people. Kind, capable of compassion, empathy, mercy, able to disinterestedly provide assistance to specific people, striving for peace, good neighborliness, mutual understanding;
- spiritual personality having developed needs for knowledge and self-knowledge, reflection, search for the meaning of life, ideal, in communication with art, autonomy of the inner world, in familiarization with the values of world civilization and national culture;
- creative personality having a developed intellect and creative abilities, having a need for transformative activity, a sense of the new, capable of life-creation;
- practical personality who owns the practical skills necessary for life in a new socio-cultural situation (entrepreneurship, computer literacy, knowledge of world languages, physical training, good manners, etc.);
- stable personality, which has conscious and developing worldview positions in relation to people, to itself and to objects of the outside world, which determines the system of life meanings.
The upbringing of these qualities is carried out through complex target areas implemented jointly by teachers, parents and students.
"Personality is the one who approaches the solution of his being" -
R. Emerson.
The creation of conditions for the personal development of pupils is carried out through the inclusion of the child in various types of social relations in study, communication, work.
Educational work in the classroom is based on the following principles:
principle of openness: students participate in planning life in the classroom together with the class teacher, make adjustments to the proposals, taking into account their interests, needs and desires;
operating principle: students need an active, useful and meaningful activity, where they could use the knowledge, skills and abilities of educational activities, their abilities, talents;
principle of freedom of choice: students need to be given the opportunity to choose a task or case, taking into account their capabilities, interests, personal qualities;
feedback principle: it is necessary to study the opinion, mood, degree of participation of pupils in the classroom, school-wide events;
principle of co-creation: students have the right to choose a partner in the case being performed, as well as the opportunity to make adjustments to the scenario of the KTD, to show initiative and independence;
success principle: each student needs to feel their own importance and success.
In order for the upbringing process to be successful, painless for the child, an atmosphere must be created around him where the child will also feel good and comfortable. It is necessary to make every effort so that the child, stepping over the threshold of the school, feels that they are waiting for him at school. In creating such an atmosphere, the class teacher plays one of the main roles. The conditions for success in education, in my opinion, are as follows:
acceptance of the child as a person;
recognition of his individual originality, his right to express himself and respect these manifestations;
the child should not feel pressure from adults, he should feel the shoulder of an older friend nearby, always ready to help and support him.
look at oneself “from the inside” and “from the outside”, compare oneself with others;
evaluate your actions and behavior, learn to accept yourself and others as a whole, and not as a combination of good and bad character traits;
develop willpower;
learn to overcome their own emotional barriers that prevent them from making decisions that allow them to concentrate their willpower not on preferring one over the other, but on thinking about the positive and negative properties of the chosen solution;
satisfy their needs for self-realization, raising their status, creativity, communication, knowledge, power over themselves, love, security;
learn productive communication, achieving harmony with the environment.
It was these guidelines that became the pillars in the development and testing of the system of educational work "Each of us is a PERSONALITY".
In order for every little person in the future to take place and be in his place, the class teacher must know well and skillfully develop the age characteristics of students. All educational work in the classroom should create conditions for self-improvement and self-development, self-actualization of the child. This contributes to the creation of a special microclimate, a warm atmosphere in the classroom, such a state of mind of each student and teacher where the tiny but significant prefix “SO” necessarily contributes:
Developments,
Co - creativity,
So - experience,
Co-participation of adults and children.
These are our CO-TY because we
industrious,
creative,
proactive,
active,
inquisitive
PERSONALITY.
Swarm of bees - a symbol of friendship and harmony.
honeycombs - a symbol of infinite perfection.
Bee - a symbol of hard work.
DEVELOPMENTS
COOPERATION
CO - CREATIVITY
SO - YOU
CO - EXPERIENCE
CO - PARTICIPATION
Education of all qualities is carried out through complex target areas implemented jointly by teachers, parents and students.
Joint activity in personality education
The classroom already has a well-coordinated structure of interaction between students. And everyone can choose what they like. If necessary and at will, the child can change the type of activity.
The structure of the class team
The class team lives by its own principles and rules that have been developed jointly. As necessary, they are supplemented and improved.
Principles of life of the classroom team:
Know yourself - it's interesting!
Create yourself - it's a must!
Confirm yourself - it's possible!
Show yourself - it's real!
Rules of life in a class team:
Perseverance in study, work, sports.
Treat others, remembering the golden rule: "Do not do to people what you do not want yourself."
Be tolerant of human shortcomings.
If you want to be successful, look like you have it.
Be conscientious about learning.
Be conscientious about your assignments.
Don't hesitate to help your classmates.
You need to live cheerfully, meaningfully, be active, creatively approach any business.
Treasure friendship, remember - we are a team!
“An individual person is weak, like an abandoned Robinson, only in a community with others can he do a lot” A. Schopenhauer.
I see my system of educational work in the form of honeycombs.
The structure of educational work in the classroom.
Psychological and pedagogical diagnostics of personality.
Man as an object of education.
Ushinsky CD
Areas of work:
The study of the personal qualities of class students
Learning the general and special abilities of the class.
The study of the level of relationships between students in the team.
Taking into account the individual characteristics of students in the planning and organization of classroom activities.
Revealing the level of knowledge.
Self-assessment of the level of cognitive interests.
Identification of the motives for learning and the level of responsibility for learning.
Self-assessment of family relationships.
Character.
Self-assessment of conflict.
Forms of work:
Questioning.
Diagnostic methods for studying the class team.
Determination of the psychological climate in the classroom. Test.
Role-playing games for psychological support.
Out-of-group referentometry. Test.
Diagnostics of the study of personality.
Composition, essay.
Stages of development of a class team from "Sand placer" to "Burning torch" (method of A.N. Lutoshkin)
Test to measure the severity of the strength of the nervous system.
The study of interpersonal relationships (compiled by J. Moreno).
Questionnaire.
The formation of the worldview and system of value orientations of the student.
Man has two worlds:
One - who created us,
Another - which we are from the century
We create to the best of our ability.
N. Zabolotsky
Areas of work:
Formation of knowledge and responsibility for actions that violate the laws of society and the state.
Formation of skills to evaluate their constitutional and moral powers, criticality, self-criticism, political maturity.
Formation of political literacy, the ability to analyze and predict the state structure from the point of view of the legal and social structure of the state.
Formation of an active life position in achieving success in studies, social life, future professional activity in accordance with the political, legal and moral foundations of life.
Forms of work:
Exhibition of creative works of students.
Workshop.
Informative conversation.
Overview information hour.
Conversation cycle: your rights.
Role-playing game.
Prevention of delinquency among minors.
Hope Auction.
Literary Salon.
Protection of research projects.
Meetings with law enforcement officials.
A series of informational conversations: law and order.
philosophical debate.
Information Culture Hour.
Discussions.
Round table.
Workshop.
Raising a culture of communication in the family, everyday life, society as a whole.
The goal of ethics is not knowledge, but actions
Aristotle.
Areas of work:
Expansion of students' knowledge from the concrete (the etiquette of the norm of the culture of behavior) to the abstract, general (ideological problems of the spiritual self-determination of the individual).
Teaching self-esteem techniques, a critical attitude to one's actions, words, the ability to restrain one's negative emotions, aggressiveness; behavior in conflict situations.
The formation of the need to improve one's best personal qualities, the desire to develop sympathy for others, sincerity, goodwill, mercy, virtue, tolerance, treats people the way you would like to be treated, constantly learn the art of communication.
Formation of understanding that marriage and family are the basis of the life of several generations; that the love of a man and a woman, love for children, parents, relatives is one of the highest life values of a person.
To teach to make a moral choice in life situations and to defend it.
Formation of understanding that a person's belonging to a particular nation, ethnic group is a state of mind. Recognition and respect for the traditions of the peoples of Russia is one of the main signs of the general culture of a person, his upbringing.
Forms of work:
The hour of truth.
Lessons in the ethics of behavior.
Psychological trainings.
The lesson is courage.
Station travel.
Practice of good manners.
Lessons in cardiac tactics (advice).
Hour of ethical culture.
Psychological training.
Feast of family dynasties.
Psychological gallery.
Round table.
Exchange of opinion.
Communication training.
Formation of a healthy lifestyle and ecological culture.
Health so outweighs all other blessings that a healthy beggar is happier than a sick king.
Areas of work:
Formation of beliefs that with a healthy lifestyle, a person develops not only the beauty of the body, harmony of movements, performance, but also character is formed, willpower is tempered.
Learn to use the experience and knowledge gained in physical education classes and in sports sections in their lives and professional activities.
Forms of work:
Lecture hall.
Journey through health stations.
Meeting-evening.
Participation in school and district competitions in volleyball and basketball, in the city Spartakiad.
Game workshop.
Excursion to the forest.
Sports holiday.
Environmental research.
Conference.
Development of creative activity of students.
The kids know a lot about themselves.
if they help a little
and give an opportunity
act independently.
Areas of work:
Formation of skills of collective and personal competitiveness, development of initiative, creativity, individuality, aesthetic perfection of one's skills in the process of preparing and holding events to expand and deepen knowledge of basic subjects, skills and practical skills acquired at school.
Forms of work:
Concert program.
Our talents.
Participation in the school NOU "Navigator".
School subject decades.
Participation in school and regional Olympiads
Research work.
Circle Club.
Participation in the All-Russian Internet - Olympiads, quizzes.
Participation in the regional and regional scientific - practical conference in memory of Chizhevsky.
Participation in local history readings in memory of Yudin.
Participation in the district competition "School Spring",
Creative work.
Lecture hall.
Literary and musical lounge.
Literary and musical composition
Conference.
Development of collaborative relationships between students.
Great near not to consider:
Stand where you can be clearly seen.
Areas of work:
Formation of skills and abilities of the collective process of discussing the problems of class activities, decision-making and participation in the management of the educational process and in extracurricular activities.
Training in the conduct of general meetings, the design of class documentation, the planning of work in educational and extracurricular activities. Instilling skills in organizational work, developing organizational skills in managing and organizing the activities of the class team.
Forms of work:
Creativity hour.
KTD with elements of the game.
Leader's ABC.
Active School.
Matriculation exam: business game.
Tips for the organizers of the spark.
First debate.
Studying at the district school of the asset.
"The Science of Winning!" How to defend your point of view
