Methods of education for the practical work of the class teacher. Educational system of the class teacher

Korotkova O.A.
School MOU secondary school No. 1 g.o. Elektrostal

Introduction

In the work of almost every teacher there is a difficult, but very important mission - to be a class teacher. Some teachers consider this work an additional burden to their teaching activities, others call it the most important. No matter how difficult the work of the class teacher, no doubt, children need it, since the main structural link in the school is the class. It is here that cognitive activity is organized, social relations between students are formed. In the classes, care is taken for the social well-being of children, the problems of their leisure are solved, the primary rallying of teams is carried out, and an appropriate emotional atmosphere is formed.

The organizer of the activities of students in the classroom and the coordinator of educational influences is the class teacher. It is he who directly interacts with both students and their parents, sincerely strives to help children in solving their problems in the school team, organizes school life in an interesting and useful way. The class teacher performs very important and responsible tasks. He is the organizer of educational work in the classroom and mentor of students, organizes and educates the student team, unites the educational efforts of teachers, parents and the public.
Class leadership as a problem gathers into a knot the whole set of the most diverse and complex issues of educating a schoolchild. And therefore, its consideration is doubly interesting: it allows you to reveal a broad picture of the scientific vision of the educational process and to reconcile the school traditions of organizing the upbringing of children that have been established for many decades, and at the same time to deploy the ideal construction of a logically accurate and clear practical implementation of scientific and pedagogical ideas.

The purpose of this pedagogical research is the most profound, detailed and accurate consideration of the activities of the class teacher.
Directly, the object studied in this pedagogical research will be the entire process of the class teacher's activity. The subject is the features of this activity, its main aspects. Main tasks: to analyze the literature on this topic, to give definitions to the main concepts. Determine the essence of the activity, the main functions of the class teacher, and also talk about the main forms and methods of the teacher's work.
Considering in detail all aspects of the activity and personality of the class teacher, we will try to penetrate and realize not only the complexity of the position of the class teacher, but of course its necessity.

Chapter 1

The class teacher is the central person of the educational process. The class teacher is appointed by the principal of the school from among the most experienced and authoritative teachers. He is responsible for organizing the lives of children, the formation and education of the team, for educational work in the classroom. As an educator of students, he takes care of their comprehensive development, of instilling diligence and teamwork in them, of improving the quality of knowledge and strengthening discipline and order in the classroom. All this work is carried out by the class teacher not as an amateur, but as an official official. The class teacher is responsible to the leadership of the school and public education authorities for the content and organization of educational work in the class assigned to him.

The main duties of the class teacher are formulated in the Charter of the secondary school.

The educational activity of the class teacher is complex and multifaceted. He conducts various educational work with a group of students, with teachers of his class, with parents and the public. The tasks of his upbringing activity are determined by the general tasks of upbringing and the specific conditions of the life of the class. On different stages development of the team, the class teacher puts forward specific tasks of education and, relying on the student team, conducts a variety of educational work with the class and individual students. When defining these tasks, he takes into account the age characteristics of students, their level of knowledge and the state of academic performance, discipline in the classroom, the presence of such qualities as diligence, collectivism, consciousness of social duty.

The activity of the class teacher achieves its goal and gives the best result, provided that it is carried out in a certain system. The system of work of the class teacher is a set of interrelated educational activities arising from the goals and objectives of education. It involves a thoughtful selection of educational material feasible for students and the skillful use of the most effective means and methods of influence. Let's try to consider the main sections of the class teacher's activities, which in their totality constitute the system of his educational work.

First, the study of students. Classroom leadership usually begins with studying the class and each student individually. As a result, the necessary conditions are created for the correct, rational organization of educational work, for the implementation individual approach. The study of students continues throughout the entire period of their education.

The organization and education of the classroom student team is one of the main, leading sections of the work of the class teacher. By uniting students into a friendly and purposeful team, the class teacher creates the prerequisites for the successful solution of educational problems.
The next section of the class teacher's activity is to improve the quality of knowledge and strengthen discipline. A high level of knowledge and conscious discipline are the most important indicators of the correct organization of educational work. The class teacher takes care to improve the quality of knowledge of schoolchildren, seeks to prevent the backlog of individual students and repetition in their class.
The organization and conduct of extracurricular and extracurricular educational work is another of the most important sections of the activity of the class teacher. Various forms of this organization have developed and are successfully used in schools. Education in the classroom, in the learning process is complemented by extracurricular educational activities. The organization of extracurricular work usually combines two of its main directions - ideological and educational work and the organization of practical affairs of schoolchildren.

A very important section of the activity of the class teacher is the coordination of the educational activities of teachers. The class teacher must coordinate and direct the educational work of teachers in his class. The charter of the school states that the duties of each teacher include not only equipping students with knowledge, but also the formation of a worldview, the development cognitive interests and abilities. The task of the class teacher is to ensure close cooperation with the teachers of his class, to achieve unity of requirements and pedagogical influences. From time to time, the class teacher meets with the teachers of his class, discusses the implementation of uniform requirements, the quality of knowledge and the state of discipline. Active communication between teachers and the class teacher helps to improve the state of educational work in the classroom.
The next section of the class teacher's activity is work with students' parents. Each teacher maintains contact with the parents of the students. A closer connection between the school and the family is carried out through class teachers. They communicate with parents more often, inform them about the educational work and behavior of children, outline ways of joint activities for their upbringing.

Here, perhaps, the main sections of the activity of the class teacher. In their totality, they constitute a complex system, which is the basis of the activity of any class teacher.
The class teacher, in comparison with other teachers, performs additionally very important functions for the education of students. Therefore, high pedagogical requirements, the implementation of which creates favorable conditions for improving the quality of his educational activities.

Let's consider some of them.
1. High moral authority
The strength of the educational influence of the class teacher on students largely depends on his moral authority. The personality of the educator, his moral character have a decisive influence on the formation of consciousness and on the behavior of schoolchildren. This influence is comparable to nothing and cannot be replaced by anything.
The educator himself must be educated. He himself needs to have high moral qualities, which he seeks to instill in his pets. This is an undeniable position. If the class teacher demands disciplined behavior from his students, and he himself violates the order in the school, then his demands will not achieve the goal. If he calls his students to truthfulness, honesty, and he himself shows dishonesty, then his call will not be heard.
moral character class teacher, his volitional qualities and positive qualities are the most important prerequisites for increasing the effectiveness of educational influence. Authority is won, formed as a result of hard work, exemplary behavior, responsible attitude to the task assigned.
2. Pedagogical excellence
The success of the educational activities of the class teacher largely depends on his skill. It does not come by itself, but is the result of the persistent and daily work of educators to improve their pedagogical qualifications, to expand their political and cultural horizons.
Pedagogical skill presupposes a thorough knowledge of one's subject, an understanding of the patterns of education and training. Even A.S. Makarenko said: “The guys are carried away in the educator by confident and clear knowledge, skill, golden hands, laconicism, constant readiness for work.”
An important indicator of pedagogical skill is the availability of skills and abilities to conduct educational work. Each teacher is required to be able to organize a class, rally it into a friendly team, ensure control over the behavior of students and help form their moral personality traits. A.S. Makarenko believed that “the ability to educate is still an art, the same art as playing the violin or piano well, painting well, being a good milling machine or turner.” An important indicator of pedagogical skill is the search for new ways of approaching children, the ability to influence them. The effectiveness of the educational impact on students largely depends on establishing the right contact with the class. This matter is not easy. It is difficult to immediately find a common language and contact with the class. Moreover, this takes a long time. In the course of work, it is inevitable conflict situations. The skill of the educator lies in prompting the students the right course of action in time, convincing them, awakening their thoughts, supporting and believing in their strengths and capabilities.
3. Broad cultural outlook
The complex functions and duties of the class teacher require him to be highly cultured, constantly expanding his cultural horizons. Without this, he will not be able to satisfy the diverse needs and interests of students.
Teenagers and young men are very curious. They often ask questions about a new book, a new movie. They are interested in what is happening in our country and abroad. If the class teacher satisfies these requests, then his authority and influence increase. If schoolchildren do not find an answer to their question, they lose confidence and respect for the teacher.
4. Pedagogical tact
A necessary condition for increasing the effectiveness of the educational work of the class teacher is the observance of pedagogical tact. This is an indicator of the external and internal pedagogical culture of the educator. The pedagogical tact implies, first of all, respect for the personality of the pupil, a sensitive and attentive attitude towards him, trust and, at the same time, unobtrusive control over his behavior, which does not allow excessive guardianship and administration. In the presence of pedagogical tact, it is easier to find the correct line of conduct and apply the most rational measures of pedagogical influence. Experienced educators usually do not abuse reproaches and lectures. They patiently ascertain the causes of shortcomings in the student's teaching and behavior and give sound advice to remedy them. Ignorance of the reasons usually leads to hasty, thoughtless assessments and decisions. It is especially not worth making decisions under the influence of the first impression or in a moment of irritation. Irritation often leads to a deterioration in relationships with students, to a loss of authority. A tactful educator weighs everything and acts with great caution and delicacy. He strives to understand, to understand the inner motives of the actions and actions of students, and only after that he takes certain measures of pedagogical influence. The attitude of the class teacher to the student should be based on deep respect and trust in his personality. Usually, conflicts between teachers and children arise where there is no trust and respect for the pupils, where the pedagogical tact is violated.
5. Love and respect for children
Reasonable love and respect for children is an indispensable condition for increasing the effectiveness of educational work. Who does not love children, he cannot become their real educator, mentor. Caress and love, respect can evoke a good feeling in children, bring up the necessary qualities, accustom them to work and order, to obedience and respect for elders. Nothing brings a class teacher closer to his pupils like a trusting, sincere and attentive attitude. If he treats his students with indifference, and even more so with disdain and arrogance, this separates him from them and undermines his authority. And without authority it is impossible to be an educator. Love and respect for schoolchildren does not exclude, but necessarily presuppose high demands on them. It is impossible to ignore the misconduct of students, their violation of discipline and order. Love and trust in students and at the same time high fair demands cause reciprocal love for the educator and deep respect for him. Schoolchildren respect strict and demanding, but fair teachers. They highly appreciate in them those qualities that help them become knowledgeable and full-fledged people.
6. Availability of organizational skills
The upbringing of children is, first of all, the organization of their life.
The class teacher, who has organizational skills, usually does not take on all the affairs himself. He skillfully attracts the activists and all other students, assistants from among teachers, parents, members of production teams. As a result, with less effort, he manages to do much more than those class teachers who take on everything themselves and often do not finish the job.
7. Creative approach to educational work
The organization of educational work should be approached creatively. We must constantly think, take the initiative and skillfully solve pedagogical problems. When the class teacher works without a twinkle, his activity becomes boring, monotonous. If he takes the initiative and does not allow patterns in his work, then he achieves serious success in education.
8. Advanced training of the class teacher
Complex and multifaceted educational activity requires regular and systematic work to improve skills. Not only young, novice class teachers, but also experienced teachers who have worked at the school for many years need to improve their skills. It is impossible to achieve serious success in the upbringing of children if the educator will rely only on previously memorized pedagogical rules and methodological techniques.
Here are perhaps the basic requirements that any class teacher should know and fulfill.

Criteria for the effectiveness of the work of the class teacher.

The study of the results and effectiveness of the work of the class teacher is one of the most difficult issues of pedagogical theory and practice. The complexity is primarily due to the fact that the state, results and efficiency of its work are influenced not only by the conditions of the school itself, but also by the external environment in relation to it. In a "pure form" it is impossible to determine the result in this case.
To assess the effectiveness of the work of the class teacher, it is necessary to determine the appropriate criteria and indicators. There are two groups of criteria for the effectiveness of the work of the class teacher:

the first group - performance criteria, showing how effectively targeted and socio-psychological functions are implemented. The performance indicators reflect the level that the pupils of the teacher reach in their social development. And the second group - procedural indicators. They also reveal how pedagogical activity and communication of the teacher, how his personality is realized in the process of work, what are his working capacity and health, as well as what processes of activity and communication of students he organizes.
However, indicators cannot be the same for everyone. They are specified by the participants in the pedagogical process, taking into account specific goals and objectives, and serve as a tool for introspection and self-evaluation of the class teacher, children, teachers, and parents. They should be specific enough, measurable, understandable for children and adults.
When studying the effectiveness of the work of the class teacher, it must be borne in mind that the dynamics of indicators may not be the same. Moreover, some of them may hardly change, and sometimes be worse than in the previous stage. The general conclusion is made on the basis of a comparison of all the obtained data characterizing the pedagogical process.
The question arises: "How often is the effectiveness of the class teacher's work assessed?". On the one hand, this is carried out constantly, when it comes to observation or the use of research methods that organically fit into the pedagogical process, and on the other hand, periodically, through specially organized “sectional” studies (for example, a questionnaire survey of students and parents). In this regard, we can talk about current, periodic, final, separated in time results.
For a deeper study of the work of the class teacher, it is advisable to take into account and analyze the information obtained in different periods and by various methods.

1.1. Interaction of the class teacher with students

The teacher, acting as the leader of the children's team, implements his functions in relation to both the class as a whole and individual students. He solves problems in accordance with the specifics of the age of children and the relationships that have developed between them, building relationships with each child, taking into account his individual characteristics. The main thing in the activity of the class teacher is to promote the self-development of the individual, the realization of his creative potential, the provision of active social protection of the child, the creation of the necessary and sufficient conditions for intensifying the efforts of children to solve their own problems.

The content of the activity of the class teacher is determined by his functions as the leader of the pedagogical process in a certain group of students.
In accordance with the concept of Academician R.Kh. Shakurov in management, three levels of functions can be distinguished.
The first includes pedagogical and social humanitarian functions assigned by R.Kh. Shakurov to the target group. These functions are aimed at creating conditions for the social development of students, focused on helping the child, both in solving his actual personal problems, and in preparing for independent living. Among them, it is necessary to single out two that determine the main content of the activity of the class teacher:

Education of students
- social protection of the child from the adverse effects of the surrounding social environment

Among the socio-psychological functions, it is necessary to single out the organizational function. The main purpose of this function is to support positive children's initiative, i.e. the emphasis is not so much on the organization of students by the class teacher, but on helping them in self-organization. The class teacher organizes cognitive, labor, various aesthetic activities of schoolchildren, as well as their free communication, which is part of leisure.

It is important to implement the function of team cohesion, which is not 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 third group of functions expresses the requirements arising from the logic of the activity of the subject of management itself and the organization of students' activities in general. It includes the following functions: diagnostic, goal setting, planning, control and correction.
The implementation of the diagnostic function involves the identification of the initial level by the class teacher and the constant monitoring of changes in the upbringing of students. It is aimed at researching and analyzing the child's personality and individuality, at finding the reasons for the ineffectiveness of the results, and at characterizing the integral pedagogical process.

Realizing the diagnostic function, the class teacher can pursue a dual goal: firstly, to determine the effectiveness of their activities; secondly, diagnostics can turn from a research tool into a tool for shaping the personality and developing the child's individuality.
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 goals of the educational process determine the tasks of managing the process; they determine the tasks of managing the process of developing the child's personality. They can be divided into public and private. The general ones are specified in accordance with the main areas of social relations in which the child is included. Practical goals are transformed into the goals of organizing students' activities, i.e. to private.

The logic of goal-setting is reflected in the process of planning the activities of the class teacher. Planning is the help of the class teacher to himself and the class team of the rational organization of activities. The purpose of the plan is to streamline pedagogical activity, to ensure the fulfillment of such requirements for the pedagogical process as regularity and systematicity, manageability and continuity of results.
In planning, close cooperation between the class teacher and the class team is important. The degree of participation of children depends on their age.
Planning should be what leads to the goal. Since the goals are defined as strategic and tactical, then the plans can be strategic, or promising, and tactical, or working.

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 identifying, on the one hand, positive results, and on the other hand, the causes of shortcomings and problems arising in the process of education. Based on the analysis of the control results, the work of the class teacher is corrected both with the class as a whole and 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.

Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students. The three functions listed above determine the content of the activity of the class teacher.

Realizing their functions, the class teacher selects the forms of work with children. First of all, they are associated with the organization of a variety of activities for children. It is possible to distinguish forms by types of activity - educational, labor, sports, artistic; according to the way the teacher influences - direct and indirect.

By the time of the form can be divided into:
short-term (from several minutes to several hours)
long-term (from several days to several weeks)
- traditional (regularly repeated)
By the time of preparation, we can talk about the forms of work carried out with students without including them in the preliminary work, the preparation of students.
According to the subject of the organization, the classification of forms can be as follows:
- organizers of children are teachers, parents and other adults;
- activities are organized on the basis of cooperation;
- the initiative and its implementation belongs to the children.
According to the result, all forms can be divided into the following groups:
- result - information exchange;
- result - development of a common solution (opinion);
- the result is a socially significant product.
According to the number of participants, the forms can be:
- individual (teacher-pupil);
- group (teacher - a group of children);
- mass (educator - several groups, classes).

Individual forms permeate all extracurricular activities, communication between teachers and children. They operate in group and collective forms and ultimately determine the success of all other forms. These include conversation, consultation, exchange of opinions, tasks, etc. In these forms of work, teachers face one of the most important tasks: to unravel the student, discover his talents, discover everything of value that is inherent in his character. Everyone needs to interact differently, each needs a specific style of relationship.

Group forms of work include case councils, creative groups, self-government bodies, micro circles. In these forms, the teacher manifests himself as an ordinary participant or as an organizer. Its main task is, on the one hand, to help everyone express themselves, and on the other hand, to create conditions for obtaining a tangible positive result in the group, significant for all team members and other people.
The collective forms of work of teachers with schoolchildren include, first of all, various activities, competitions, performances, concerts, hikes, tours, sports competitions, etc. Depending on the age of students and a number of other conditions in these forms, teachers can play a different role: a leading participant, an organizer; an ordinary participant in an activity that influences children by personal example; a novice participant who influences schoolchildren by a personal example of mastering the experience of more knowledgeable people; adviser, assistant to children in the organization of activities.
Organization of educational work in the classroom.

General social function education is to pass on from generation to generation knowledge, skills, ideas, social experience, ways of behavior.
In a narrow sense, education is understood as the purposeful activity of teachers who are called upon to form a person's system of qualities or any specific quality (for example, the education of creative activity). In this regard, education can be considered as a pedagogical component of the socialization process, which involves targeted actions to create conditions for the social development of a person. The creation of such conditions is carried out through the inclusion of the child in various types of social relations in study, communication, play, practical activities.
When we talk about the influence of a teacher on a student in the framework of the implementation of their professional functions, we call this pedagogical activity educational work. The educational work carried out by the class teacher includes the implementation of a set of organizational and pedagogical tasks to be solved in order to ensure the optimal development of the student's personality, the choice of forms and methods of education in accordance with the tasks set by the educators and the process of their implementation. In the educational work of the class teacher, three main directions should be distinguished.

The first is related to the direct impact on the student:
- study of the individual characteristics of his development, his environment, his interests;
- programming of educational influences;
- implementation of a set of methods and forms of individual work;
- analysis of the effectiveness of educational influences.
The second direction is connected with the creation of an educational environment:
- team building
- formation of a favorable emotional atmosphere;
- inclusion of students in various types of social activities;
- development of children's self-government.
The third direction involves the correction of the influence of various subjects of the child's social relations:
- social family assistance;
- interaction with the teaching staff;
- correction of the impact of mass media;
- neutralization of negative influences of society;
- interaction with other educational institutions.

The question arises as to what is the purpose and objectives of education. In general, all pedagogical goals can be conditionally divided into 2 interdependent groups: ideal and actual. Based on the real goals of education, it is possible to determine the actual tasks of educating students. Based on the fact that the result of upbringing is the social development of a person, which implies positive changes in his views, motives and real actions, we will single out 3 groups of educational tasks focused on the result of raising a child.

The first group of tasks is connected with the formation of a humanistic worldview. In the process of their solution, the process of appropriation of universal human values ​​by the child, the formation of humanistic views and beliefs in a person takes place.

The second group of tasks is inextricably linked with the first and is aimed at shaping the needs and motives of moral behavior.
The third group involves the creation of conditions for the realization of these motives and stimulation of the moral behavior of children.
The process of education should be focused on the result of education, which contributes to the formation of a person's sociality, that is, his readiness to participate in a complex system of social relations in the economic, political and spiritual spheres.

The main tool for solving educational problems are the methods and techniques of education.
Under the methods of education, we understand the ways of interaction between teachers and students, in the process of which changes occur in the level of development of personality traits of pupils.

The main task of the teacher is to help the child in his development, and pedagogical practice should ensure the development and improvement of all essential human spheres. The cumulative impact on them is provided by the methods of education.

In order to influence the intellectual sphere to form views, concepts, attitudes, methods of persuasion are used, which involve reasonable proof of a concept, moral position, assessment of what is happening.

Conviction corresponds to self-persuasion - a method of self-education based on the fact that children consciously, independently, in search of a solution to one or another social problem form a complex of views, based on independently made logical conclusions.

Methods of influencing the motivational sphere include stimulation, which is based on the formation of students' conscious motives for life. In pedagogy, such components of this method as encouragement and punishment are common.

Stimulation methods help to form the ability to correctly evaluate one's behavior, which contributes to the awareness of one's own needs - understanding the meaning of life, choosing appropriate motives and corresponding goals, i.e. what constitutes the essence of motivation.
Methods of influencing the emotional sphere involve the formation of the necessary skills in managing one's emotions, teaching self-management of specific feelings, understanding one's emotional states and the reasons that give rise to them. The method that influences the emotional sphere of the child is suggestion and the methods of attraction associated with it. Suggestion can be carried out both verbally and non-verbally. "To inspire - to influence feelings, and through them - on the mind and will of a person." the process of suggestion is often accompanied by a process of self-hypnosis: the child tries to inspire himself with one or another emotional assessment of his behavior.

Methods of influencing the volitional sphere involve: the development of initiative in children, self-confidence; development of perseverance, the ability to overcome difficulties in order to achieve the intended goal; the formation of the ability to control oneself (restraint, self-control); improving the skills of independent behavior, etc. The methods of demand and exercises can have a dominant influence on the formation of the volitional sphere.
Methods of influencing the sphere of self-regulation are aimed at developing in children the skills of mental and physical self-regulation, developing the skills of analyzing life situations, understanding their behavior and the state of the people around them, and developing the skills of an honest attitude towards themselves and others.

Methods of influencing the subject-practical sphere are aimed at developing in children qualities that help a person realize himself both as a purely social being and as a unique individuality.

Methods of influencing the existential sphere are aimed at including students in the system of new relationships for them. In a school setting, it is useful to consider exercises to develop children's ability to judge based on the principle of justice, and even better - to solve the so-called dilemmas. The dilemma method consists in the joint discussion of various moral problems by schoolchildren. Questions are developed for each dilemma, in accordance with which the discussion is built, for each question the children give convincing arguments “for” and “against”.
Corresponding to the method of dilemmas is the method of self-education - reflection, which means the process of thinking of an individual about what is happening in his own mind. It involves not only a person's knowledge of himself in a certain situation or in a certain period, but also the clarification of the attitudes of others around him, as well as the development of ideas about the changes that may occur.

The implementation of each method involves the use of a set of techniques that correspond to the pedagogical situation, the characteristics of students, and the individual pedagogical style of the teacher. At the same time, the implementation of various methods can be carried out using the same techniques.
Educational techniques are pedagogically designed actions, through which external motives are applied to the behavior and positions of the student, changing his views, motives and behavior, as a result of which they activate

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Raising children is a risky business, because in case of success, the latter is acquired at the cost of great labor and care, in case of failure, grief is incomparable with any other.
Democrat

The combination of the words "class teacher" is clear to those who have already graduated from school, and to those who are still studying in it. It often happens that all memories of the school are somehow connected with the name of the class teacher. Today there are different opinions on this matter. Many educators believe that a class teacher is needed only if he treats his work informally and responsibly. And how to do it? What areas of work with the class should be a priority for the class teacher? What are the main functions in each direction? What diagnostic and corrective methods will help to make this area of ​​work of the class teacher effective? Recently, a lot has been said and written about the problem of the class teacher.

Do schools need classroom teachers? (see annex 1)

Class teacher through the eyes of children and parents.

Interestingly, the results of sociological research on this issue were carried out by me personally. They were conducted among children and their parents in the usual high school cities.

A total of 1080 people were interviewed. 80% of the answers indicate that the role of the class teacher is difficult to overestimate, especially in our time, when parents are busy maintaining the financial situation of the family, simply speaking, getting a piece of bread, communication with the child is spent a minimum of time. This is confirmed by 60% of the surveyed firs. Answering the question: "How much time do you devote to communicating with your own child?", Parents give the following figures: 2 hours a day - 10%; 1 hour - 40%, other 50% calculate the time for communication with the child in minutes: 40-60 minutes - 30%; minutes a day - 20%. The last 20% of parents explain and justify themselves by professional employment, an increase in the amount of working time.

At the same time, 10% of the parents surveyed believe that the institution of class teachers has become obsolete. But the analysis of the survey showed that these 10% are families in which they either do not work and are engaged in upbringing themselves, or the child has an individual educator in the person of a governess, etc.

Thus, we can conclude that the role of the class teacher, according to most parents, is important and necessary.

How do the children themselves assess the role of the class teacher? The opinion of the majority (70%) of the tenth graders who participated in the survey can be determined by the following calls: "a class teacher is a person who always helps in difficult moments of your life", "a class teacher knows how strong and weak sides and helps to correct and improve them", the class teacher helps to conduct a dialogue with parents and teachers".

Thus, our children also believe that a class teacher at school is a necessity.

In today's school, priority is given to education, not upbringing, associations of class teachers have practically ceased to function, organizational and methodological assistance to class teachers is insufficient.

The activity of the class teacher is seriously hampered by the high number of class members.

The class teacher is a professional teacher who is for a growing person:

• a spiritual mediator between society and the child in mastering the foundations of human culture;
• protector from moral degradation, moral death;
• organizer of cooperation relations in various types of joint activities of the classroom team;
• organizer of conditions for self-expression and development of each child,
• carrying out (together with a psychologist, social pedagogues) correction of the process of his socialization;
• assistant, consultant in the organization of daily life and activities, in
• understanding the socio-economic, political life of society, in professional orientation;
• coordinator of the efforts of teachers, families, society - in a word, all educational
• institutions of society influencing the formation and development of pupils;
• the creator of a favorable microenvironment and a moral and psychological climate in a children's and adolescent team, association, group.

The work of the class teacher is a purposeful system, planned activity, built on the basis of the program of education of the entire educational institution, analysis of previous activities, positive and negative trends in social life, based on a personality-oriented approach, taking into account the urgent tasks facing the teaching staff of the school, and the situation in a classroom team, interethnic, interfaith relations. The teacher also takes into account the level of upbringing of students, the social and material conditions of their life, the specifics of family circumstances.

Functions of the class teacher.

The class teacher is faced with the task of integrating the efforts of all teachers aimed at the implementation of these functions. To achieve this goal, it is necessary to solve a number of particular problems related to building relationships between students and their peers in the classroom that is, with the implementation of socio-psychological functions.

Main purpose organizational function- 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 emphasis is not so much on the organization of students by the class teacher, but on helping them in self-organization. The class teacher organizes the cognitive, labor, aesthetic figurative activities of schoolchildren, as well as their free communication.

It is important to implement the function 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 development of student self-government.

The third group of functions expresses the requirements arising from the logic of the activity of the subject himself. management and organization of activities students in general. It includes the following functions: diagnostic, goal-setting, planning, control and correction.

Implementation diagnostic function involves the identification by the class teacher of the initial level and constant monitoring of changes in the upbringing of students. It is aimed at researching and analyzing the personality and individuality of the child, at finding the reasons for the ineffectiveness of the results, and at characterizing a holistic ethical process.

The function of goal-setting can be viewed as a joint development 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 planning activities of the class teacher. Planning is the help of the class teacher to himself and the class team in the rational organization of activities. The purpose of the plan is to streamline pedagogical activity, ensure the fulfillment of such requirements for the pedagogical process as regularity and systematicity, manageability and continuity of results.

In planning, close cooperation between the class teacher and the class team is important.

Organization of systematic work with the class team and each student.

In recent years, the main requirement for the class teacher and his most important task is organization of systematic work with the class team and each student. 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, facilitating inter-age communication. This work is energy-intensive, energy-consuming, according to leading teachers, the most difficult, requires constant dedication and self-improvement. In modern conditions, it is very difficult for a class teacher to move from a variety of necessary forms and directions of educational work towards systemic, effective activity.

On my own experience, I will try to describe the activities of the class teacher.

Our team solves the problem of introducing moral and aesthetic technologies into the educational process, which help to preserve the physical, spiritual and psychological health of the class teacher and create more comfortable conditions for his activities.

The work of the class teacher begins with diagnostic activities. Why a class teacher? Indeed, in many schools there are psychological services. However, no matter how qualified a school psychologist is, he will not be able to carry out an individual approach to each of several hundred children. His research and recommendations will be of a general nature. In this situation, the diagnostic activity of the class teacher is of great importance. First, as a teacher, he has professional psychological training. Secondly, he works with a relatively small number of children and meets with them daily. There is a lot of methodological literature, based on which the class teacher can create his own system for diagnosing the development of the personality of the student and the children's team. The school psychologist will act as a coordinator and consultant here, as well as monitor the results of the work and carry out the necessary correction. Not every class teacher has a system of such research. Most often they are carried out sporadically, formally, and do not give a clear idea of ​​the features of the development of an individual student and the team as a whole.

The development of a diagnostic system and work on it allow the class teacher not only to get to know the children well and trace their development, development as individuals, but also the psychological situation in the class, determine the prospects for further development, methods of interaction with various groups of students and individual students.

Diagnostic activities under the program are carried out subject to the following conditions:

• research is aimed at identifying the developmental features of each child;
• diagnostic results are compared only with previous results of the same
• student to determine the degree of his progress in development;
• the study of the personality of the student and the student team is carried out throughout
• all years of schooling;
• the prospects for the development of the student and the team are determined;
• research is of a complex systemic nature;
• diagnostics is carried out in the natural conditions of the educational process.

The study of children and the team is carried out not only with the help of special psychological techniques, but also through individual conversations, observations, conversations with parents, teachers.

In this regard, the pedagogical councils of general educational institutions, when determining the functions of the class teacher, must first of all clearly identify his rights, duties and responsibilities, correlating them with official duties other participants in the educational process.

In the course of his activity, the class teacher interacts with:

With subject teachers: joint development of general pedagogical requirements and approaches to children in the educational process based on the goals of the educational institution; representing the interests of their pupils at the pedagogical council; involvement of teachers in work with parents; the inclusion of students in their class in the system of extracurricular work in subjects: a variety of subject circles, electives, issue of subject newspapers, joint organization and participation in subject weeks, themed parties and other events.

With a teacher-psychologist, the class teacher studies the individuality of students, the process of their adaptation and integration into micro- and macro-society. The class teacher coordinates the communication of the teacher-psychologist with the parents, their advisory, therapeutic support. With the support of a teacher-psychologist, the class teacher analyzes the development of the class team, determining the cognitive, creative abilities and capabilities of pupils. Helps the child to decide on the choice of a future profession; coordinates the choice of forms and methods of organizing individual and group educational extracurricular activities.

With teachers of additional education. Interaction with them helps to use the whole variety of the system of additional education for children to expand cognitive, creativity their pupils, stimulating their self-determination, self-development and self-education, the desire to expand the zone of communication; supports pre-vocational training of students. The class teacher contributes to the inclusion of schoolchildren in various creative associations of interest (circles, sections, clubs) operating both in general educational institutions and in institutions of additional education for children.

With a teacher-organizer. Coordinating joint activities, the class teacher involves him in holding events within the class, organizes the participation of students in his class in school-wide events during extracurricular and vacation time.

With a social educator, designed to be an intermediary between the personality of the child and all social institutions in resolving personal crises of students. With the direct participation of a social teacher, the class teacher organizes socially significant activities of students, activities aimed at the development of social initiatives, the implementation of social projects.

Collaborating with the librarian, the class teacher expands the circle of students' reading, contributes to the formation of a culture of reading, attitudes towards moral ideals, ethical standards of behavior.

In his work, the class teacher constantly takes care of the health of his pupils, using the information received from medical workers educational institution.

After the diagnosis and determination of the goals and objectives of education, class teachers choose the topic of educational work, the implementation of which becomes the first brick for the formation of a system of educational work in the classroom and the preparation of an educational program.

In our team, almost every class teacher tries to compose class pass, which includes:

• the topic of educational work on which the class teacher is working;
• class data; its features and traditions;
• successes and achievements of the class;
• work with an asset class or to improve co-management;
• work with the parent committee of the class;
• the analysis of the attended events of this class and the provided methodological and consulting assistance are recorded.

Such a document allows you to monitor the success of educational work for several years. Very important for the work of the class teacher in modern conditions is operational work with information, its systematization and preservation.

To this end, classes are held at the school to teach class teachers the basics with various computer programs. This facilitates the work and saves the class teacher's time.

A new undertaking in our school as part of the ongoing intellectual marathon was the design of a portfolio of students, which contains information about all the student's victories in competitions, olympiads and competitions in the school, city and region, both intellectual and creative, sports. This work is very important for a student today in the system of pre-profile (profile) training; is an incentive for the student to prepare for a future profession.

School-wide traditional activities and new creative endeavors also help to coordinate the activities of class teachers. And the degree and quality of class participation in all school affairs are reflected in a special table scheme, which is a kind of mirror and allows each class teacher to introspect their own successes and the reasons for their absence.

The effective work of the class teacher is unthinkable without a close relationship with the parents. At the class level, this is the preparation of parent meetings, various events, at the school level - holding parent lectures, which are prepared by class teachers together with various specialists, incl. school psychologist, social pedagogue, doctor,

school administration. The material of such lectures is very useful for class teachers for analytical activities, and parents, seeing not only general theoretical, but also targeted training, react more vividly and with interest to solving the problems of the class and the school.

One of the most important social institutions of education is the family. The work of the class teacher with parents is aimed at cooperation with the family in the interests of the child, the formation of common approaches to education, the joint study of the child's personality, his psychophysiological characteristics, the development of requirements that are essentially close, the organization of assistance in learning, physical and spiritual development of the student. The class teacher attracts parents to participate in the educational process in a general educational institution, which contributes to the creation of a favorable climate in the family, the psychological and emotional comfort of the child at school and beyond.

In addition, class teachers involve parents in holding such traditional school events as "All professions are important", "Flower Festival", together with moms and dads for Mother's Day, creativity of young talents, Health Days, theatrical holidays.

In the class (school) is planned to start Chronicle of GOOD DEEDS, which will be performed not only by students, but also by their parents. "A school is a family where everyone needs each other, where there is no division into good and bad." Yes, and all the work that the class teacher (school) conducts with parents contributes to the formation responsible parenting not only for the birth, but also for the upbringing of children. It is very difficult for a class teacher "to do so many glorious deeds in the course of everyday life", therefore, with skillful organization, they come to his aid student self-government bodies. A variety of children's public associations are becoming widespread in general educational institutions, contributing to the inclusion of children and adolescents in new social relations.

In our school - This is the High School Council who in many ways is the coordinator and organizer of many affairs in the 9th-11th grades. The class teacher acts as a mentor and consultant, and when preparing the event, one can immediately see the consistency in the work of the class teacher or its absence. Interest in holding x events is fueled by the fact that when they are evaluated, rating system, which is important not only for students, but also for class teachers. In grades 5-7 there is a public organization "Our Time" which also contributes to the involvement of students in self-government, and class teachers in the organization of this activity. The activities of class teachers in working with difficult teenagers and underachieving children. In our school, there is a practice of helping such students (with the help of medical and psychological support for the child, working with parents, a stage-by-stage control system), which made it possible to drastically reduce the number of underachievers during the year. Class teachers continue to work and communicate with students even after they leave school. In the tradition of our team - participation of graduates in many school affairs.

And to ensure a systematic analysis, making competent decisions and setting new educational tasks in each team, a system should be created to monitor the effectiveness of educational work at the class and school levels.

This is my proposal, because I am convinced that it will allow the class teacher to set new goals and go forward again, make mistakes and experience the joy of victories.

Conclusion.

A differentiated approach, integration and coordination of pedagogical work, in particular the class teacher, is determined by the specifics of the educational institution and its educational system, the level of upbringing of students, their age characteristics, the formation of the class team, the quality of previous educational activities.

The class teacher after each work done should analyze his own successes or the reasons for their absence. Having identified the problems, the class teacher can build educational work with the class to prevent and prevent these phenomena (causes). Turning to the works of humanist psychologists, one can single out the main directions of humanistic education. Briefly, they can be formulated as follows:

• Education should be based on universal human values.
• Education should be aimed at stimulating the development of a self-fulfilling personality.
• The system of education should be aimed at maintaining the unity of body and spirit, feelings and mind.
• Education should be built taking into account the age and individual characteristics of the individual.
• Education should be aimed at preserving and protecting the rights of the child: his need for solitude and the need for communication.

There should be less formalism in interaction and relationships with pupils, more human communication. At the same time, treat your students the way you want them to treat you. Students who have not found confirmation of their ability to learn, at least in one subject, lose interest in school in general. It is better to praise more and scold less, profess the pedagogy of success - it brings good results. The energy and time spent on organizing a rich classroom life, on the cultural development of students, will never be wasted. The main thing is to find some interesting business in which you can involve children, become interesting to them, then they will listen to you, they will be interested in you, and you will be interested in them. The child's parent is not your student, not your enemy, but a friend, adviser, like-minded person. The best form of relationship with parents: children - parents - teacher - family. The main thing - do not expect direct acts of gratitude: then there will be no disappointments. Children in the classroom are your reflection: try to constantly work on yourself. The main thing is to keep the youth of the soul for many years, then it will be easier for you to understand the young people, next to whom your happy professional career should take place.

Such communication is not an end in itself, it is a means of education, development, improvement of a person's personality, the main characteristic of which should be an inner sense of freedom and dignity.

Experimental work proves that the system of activity of the class teacher in modern school depends on:

• active interaction of all participants in the educational process;
• differentiation, integration and coordination of pedagogical work in general;
• diagnostic activity;
• class traditions.

In the course of experimental work and analysis of psycho-pedagogical literature, we found that the system of activity of the class teacher depends entirely on the active interaction of all participants in the educational process.

This problem requires further research.

Classroom leadership is not a job, it's a way of life.

PartI

The role of the class teacher in the organization of educational activities by students

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

The socio-economic changes that have taken place in Russia have left their mark on the upbringing of the younger generation. Today in society there are numerous negative phenomena that serve as a "nutrient medium" for the appearance of immorality, rudeness, aggressiveness among schoolchildren and young people. What can be opposed to this? Of particular importance today is the purposeful process of education, where the priority is the development of the child's individuality, taking into account his interests and needs, relying on the essential forces of the individual. A specially trained professional in the field of education, which is the class teacher, is capable of carrying out such a complex process.

In the work of almost every teacher there is a difficult, but very important mission - to be a class teacher. The class teacher is the central person of the educational process. Education is not a set of certain actions and operations that a teacher can be taught and by performing which he is guaranteed to achieve success, but an activity that the teacher must build himself, defining its goals, saturating it with values, selecting methods and means, in accordance with the existing conditions, reflecting the process of this activity. The activity of a modern class teacher is the most important link in the educational system of an educational institution, the main mechanism for implementing an individual approach to pupils.

The class teacher is appointed by the principal of the school from among the most experienced and authoritative teachers. He is responsible for organizing the lives of children, the formation and education of the team, for educational work in the classroom.

The purpose of the class teacher's activity is to create conditions for self-development and self-realization of the student's personality, his successful socialization in society. Today, the role of the class teacher in a comprehensive school is steadily increasing. This is primarily due to the introduction of new federal state educational standards. (FGOS), where special importance is attached to the education and socialization of students. Since the main function of the class teacher is educational, he oversees the implementation of the modern strategic educational goal - the spiritual and moral development and education of the personality of a citizen of Russia.

Tasks of the class teacher:

– formation and development of the class team;

- creation of favorable psychological and pedagogical conditions for the development of the potential abilities of the individual;

- Preservation of the health of pupils and the formation of a healthy lifestyle in them;

- organization of the educational activities of the class team, the inclusion of pupils in various systems of relations;

– protection of the rights and interests of students;

- organization of systematic individual work with students in the classroom;

– humanization of relations between students, between students and teachers;

- the formation of moral meanings and spiritual life guidelines among pupils;

- organization of socially significant, creative activities of pupils.

What are the functions of the class teacher?

A class teacher is, first of all, a manager. In accordance with the management concept developed by Academician R.Kh. Shakurov, there are three levels of functions:

- target: educational function and function of social protection. These functions are associated with the implementation of educational goals and objectives in the classroom, with the preparation of students for independent living, as well as with the protection of children from adverse environmental factors. By implementing these functions, the class teacher integrates the efforts of all teaching staff;

- socio-psychological: organizational function and the function of team building. The organizational function is connected with the help of the class teacher to students in the self-organization of various activities that solve educational problems (cognitive, labor, artistic and creative, sports and recreation, the task of free communication, etc.). The function of team building involves the management of its progressive development and the solution of educational tasks through the team. One of the tasks of the class teacher is the development of children's self-government;

- managerial: diagnostic function, goal-setting, planning, control and correction functions.

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

The class teacher has the following job responsibilities:

- maintains documentation reflecting the progress and effectiveness of educational work (personal files of students, diaries, class journal, etc.);

- carries out diagnostics of upbringing, analyzes the state of progress and the dynamics of the general upbringing of their students;

– organizes the educational process in the classroom, involves students in various activities of class and school groups;

- works for the formation of a class team (organizes collective creative affairs, works with the asset, oversees the distribution and execution of instructions, etc.);

- involves in the educational activities of teachers working in the classroom, parents of students, specialists in various fields of science, art, sports, representatives of public organizations, coordinating educational efforts;

- promotes a healthy lifestyle;

– provides psychological and pedagogical support to pupils, assists pupils in solving acute life problems;

- works with parents, informs them about the successes or failures of students, holds parent meetings, meetings of the parent committee;

- regulates interpersonal relationships between children and between children and adults, contributes to the general favorable psychological climate in the team;

- ensures the protection and protection of the rights and freedoms of students;

- helps the activities of various children's organizations;

– conducts individual work with children of the “risk group”;

- organizes the duty of students of their class in the school, canteen, class;

- organizes meals for pupils, including free;

- Improves professional skills and qualifications.

The main duties of the class teacher are determined by the Charter of the secondary general education school. In turn, 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.

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 educator 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 the information received from the children themselves, from the direct organizers of their lives, the class teacher controls the state of educational relations, 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 education program of the entire educational institution, analysis of previous activities, positive and negative trends in social life, based on a student-centered approach, taking into account the urgent tasks facing the teaching staff of the school, and the situation in a classroom team, interethnic, interfaith relations. The teacher also takes into account the level of upbringing of students, the social and material conditions of their life, the specifics of family circumstances.

The activity of the class teacher is primarily aimed at working with students in their class. It forms the motivation for the teaching of each individual child, studying his age and individual characteristics for the development and stimulation of cognitive interests; through a variety of forms and methods of individual work creates favorable conditions for the development of citizenship, worldview culture, skills of creative work, creative individuality, successful entry of the child into society, the formation of a democratic culture in the system of class self-government.

Among the main qualities of the personality of the class teacher, first of all, one should name such qualities as communicative ideological content, social activity, moral maturity. These qualities, of course, are necessary for every teacher. But it is especially important to have them for the class teacher. After all, he educates his students not only by word, but also by personal examples, by his behavior. Of no small importance for the class teacher are such qualities of his personality as passion for the profession, humane attitude towards children, high demands on himself and his students. The class teacher also needs such qualities as communication, friendly disposition, politeness in communication. The success of the class teacher also depends on the availability of information knowledge and skills. It is especially important to have the ability to clearly, expressively, logically express your thoughts, to be able to convince, attract. The main qualities necessary for a class teacher include tact, endurance and self-control, responsiveness, observation, sincerity, resourcefulness, accuracy and external neatness. The success of the 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, read expressively. The class teacher is the closest mentor to the students in their class. It is designed to organize the life of schoolchildren, manage their development. His honorable work is the direct upbringing of children and youth, the formation of a cheerful, hardworking, physically and morally healthy generation.

The class teacher sets and implements uniform educational tasks. So, he seeks to accustom children to hard work, organization, truthfulness. 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 encouraged in time, others should be skillfully punished for violating the rules of conduct. And for this you need to deeply and comprehensively study them. The class teacher needs to know everything about his students well, understand them, be able to organize useful educational and social activities, taking into account their individual characteristics and interests. Knowing the students well will help to correct behavioral deficiencies.

The effectiveness and quality of the educational activities of the class teacher largely depends on the systematic work to improve their skills. In order to educate students well, he himself must be well educated and highly educated, constantly replenish and improve his knowledge and pedagogical skills. The most important form of professional development of the class teacher is self-education. The systematic work of the class teacher on advanced training ensures his constant movement to the heights of pedagogical skill.

Currently, the class teacher keeps up with the times, he is methodically and psychologically savvy, has knowledge of the theory and methodology of educational work, is well versed in labor legislation, and also knows how to navigate the main regulatory documents.

1.2. Planning of educational activities

The main purpose of planning is to determine the optimal boundaries of pedagogical activity, mobilize creative the efforts of the teaching staff to improve the process of education ... programming work and opportunities teaching and student teams.
P.T. Frolov

The success of multifaceted educational work with the class largely depends on the quality of its planning. Planning of educational work is the process of scientifically substantiated determination of ways, means and methods for achieving goals in the formation and development of an individual or a team. The activity of the class teacher is unthinkable without carefully thought-out planning. The work plan of the class teacher is a document on the basis of which educational work in the classroom is built. It allows you to determine the prospects for work and concrete ways solving pedagogical problems in the classroom. The class teacher in the course of his work carries out several types of planning:

- a program of educational work in the classroom. It can cover a fairly long period of time (from three years or more);

- an annual plan of educational work, a plan for half a year, a quarter, a month, a week and a day;

- a plan of educational activity in some direction of activity that is most important for a given class (patriotic, moral, civic education, etc.);

- a plan of work with student, parent committees, public organizations;

- a plan for the preparation of educational activities, class hours, hours of communication;

- a plan for the preparation of parent meetings, conferences, round tables, etc .;

- a plan for improving the professional skills of the class teacher;

- plan of self-education.

The main document is the work plan for the academic year. This is a very important document that should reflect a clear system of educational work in the classroom, its main directions, forms and methods. Despite the fact that each of the sections of the plan carries a certain pedagogical load and has its own purpose, in the practice of general education schools today there has not been a unified approach to the structure of the annual plan. Each educational institution chooses the structure that is optimal for this institution. The most common is the following structure of the annual plan of the class teacher.

1. Characteristics of the class:

- the composition of the class, its general characteristics (number of students in the class, boys and girls, level of education, state of health, academic performance, participation of students in extracurricular activities, interests of pupils, attitude to public affairs);

- the level of development of the team, the microclimate in the class, the nature of relations, customs, traditions of the team, value orientations, a combination of common and personal interests of students, an asset of the class, its authority, the connection of the class team with the general school, etc .;

- characteristics of the parent team: the educational level of the parents, social status, large families, single-parent families, families in need of increased pedagogical attention, the national composition of families, etc.

2. Analysis of educational work for the previous academic year.

3. Goals and objectives of the educational activities of the class teacher. They should flow from the analysis and cover the most important areas of work.

4. Educational activities with a team of students. This section provides for the planning of educational activities in various areas of activity.

5. Individual work with students.

6. Interaction with teachers working in this class.

7. Work with the parent community, public organizations, society.

A special place in planning is occupied by work with a team of students. The class teacher should reflect in this section all types of activities that include pupils: cognitive, artistic and creative, value-oriented, sports and recreation, social, labor, etc. In this section, it is important to plan work on the development of individuality (work with gifted children , socially unprotected, children requiring special pedagogical attention, etc.). In practice, there are several options for the forms of plans, each of which has its own advantages and disadvantages. It is important that the structure of the plan allows you to see the goals and objectives of the work, current and future affairs, and reflect the degree of participation of pupils in its implementation. These plan forms are optional. The class teacher independently chooses the best option, focusing on the modern requirements for this type of document. Of no small importance are the pedagogical values ​​of the class teacher and his work experience. When starting to plan educational work, the class teacher should think about how to avoid stereotypes, formalism, petty care, and involve all members of the team in planning. When organizing planning, the class teacher, first of all, must take into account the following principles:

- scientific character - the use of advanced achievements of the psychological and pedagogical science;

- specificity - the definition of a specific type of activity, deadlines, participants in a particular case;

- collectivism - participation in planning of all members of the class team;

- taking into account age characteristics - an accurate definition of the content, means, methods, forms in accordance with the age characteristics of schoolchildren;

- complexity - overcoming the fragmentation of educational work, solving a complex of goals and objectives by a system of means;

- consistency - a vision of the educational system of the class as a single whole of all areas of the school; - reality - planning activities, the implementation of which is realistically feasible;

- connections with life - a reflection of the main events of the country in the life of the team;

- focus on the implementation of the needs and interests of children;

- expediency - the subordination of all planning components to a single goal.

Thus, clear planning by the class teacher of educational activities makes it possible to include all students in a holistic educational process.

PartII

The work of the class teacher to create and educate the student team

2.1. Development of the class team

Only by rallying students into a friendly and efficient team, it is possible to successfully carry out their education and upbringing. The team (from lat. collectivus - collective) is a social community of people united on the basis of socially significant goals, common value orientations, joint activities and communication. To achieve the goals of education, the class teacher organizes educational activities with the class team. Educational activity means special kind pedagogical activities aimed at improving students and relationships between them; creation of favorable conditions for personal development; habitat; the microclimate of the communities, which include the pupil (N.M. Borytko). One of the most important tasks of the class teacher is the task of forming a class team, since it is he who is the environment for the child and plays a crucial role in his upbringing. No matter how much the opponents of the team claim that the team “levels” the personality, preventing self-realization, it should be noted that the common activity of students and the common space of their life activity lead to a special system of relationships that are fertile ground for raising a child. According to A.N. Lutoshkin, the team goes through several stages of its development: "Sand Placer", "Soft Clay", "Flickering Lighthouse", "Scarlet Sail" and "Burning Torch". It is important for the class teacher to know the characteristics and methods of development of each of them.

"Sand Scatter". If you look closely at the sand placer, you can see that a large number of grains of sand are collected together, and at the same time, each of them is on its own. A weak breeze will fly in and carry part of the sand to the side, scattering it around the site. The wind blows stronger - there will be no placer. It also happens in groups of people. There, too, everyone is like a grain of sand: everything seems to be together, and at the same time, each separately. There is nothing that would “hook” and connect people. Here people either still know each other little, or simply do not dare, and perhaps they do not want to meet each other halfway. There are no common interests, no common deeds. The absence of a solid, authoritative center leads to looseness, friability of the group. This group exists formally, without bringing joy and satisfaction to all who enter it.

"Soft Clay" It is known that soft clay is a material that is relatively easy to influence, and various products can be molded from it. In the hands of a good master, and such in a group, class, student team can be a commander or organizer of a case, this material turns into a skillful vessel. But it can remain a simple piece of clay if no effort is made to it. When soft clay is in the hands of an incapable person, it can take on indefinite forms. In a group at this stage, the first efforts to unite the team are noticeable, although they are timid, the organizers do not succeed in everything, there is not enough experience in working together. The binding link here is still the norm; discipline and demands of elders. Relations are different - benevolent, conflict. Children on their own initiative rarely come to the aid of each other. There are closed friendly groups that communicate little with each other, often quarrel. There is no true master - a good organizer - yet, or it is difficult for him to prove himself, since there is no one to really support him.

"Flickering Lighthouse" It is worth noting that the lighthouse does not burn constantly, but periodically throws out beams of light, as if saying: "I'm here, ready to help." The emerging team is concerned that everyone goes the right way. In such a student team, the desire to work together, to help each other, to be together prevails. But desire is not everything. Friendship, comradely mutual assistance require constant burning. The group has someone to rely on. Authoritative "caretakers" of the lighthouse, those who will not let the fire go out - the organizers, the asset. This group differs markedly from other groups in its individuality. However, it can be difficult for her to fully gather her will, find a common language in everything, show perseverance in overcoming difficulties, some members of the group do not always have the strength to obey the collective demands. The initiative is not shown enough, proposals are not so often made to improve things not only in one's own, but also in a more significant team, of which he is a part. You can observe the manifestation of activity in bursts, and even then not for everyone.

"Scarlet Sail" - it is a symbol of striving forward, restlessness, friendly fidelity, devotion to one's duty. Here they operate on the principle of "one for all, and all for one." Friendly participation and interest in each other's affairs are combined with adherence to principles and mutual exactingness. The command staff of the sailboat are knowledgeable and reliable organizers, authoritative comrades. They turn to them for help, and they disinterestedly provide it. Most members of the "crew" have a sense of pride in their team; everyone experiences bitterness when they fail. The team is keenly interested in how things are in other teams, for example, in neighboring ones. It happens that they come to help when they are asked about it. Although the team is united, there are times when it is not ready to go against storms and bad weather. One does not always have the courage to admit one's mistakes right away, but gradually the situation can be corrected.

"Burning Torch" - This living flame, the fuel of which is close friendship, common will, excellent mutual understanding, business cooperation, the responsibility of each not only for himself, but for the entire team. All the qualities of the team that can be seen at the Scarlet Sail stage are well manifested here, but that's not all. You can also shine for yourself, making your way through the thickets, bumping into rocks, descending into gorges, breaking new paths. But is it possible to feel happy if it is difficult for someone to be around, if there are collectives behind you, groups that need your help and your strong hand? A real team is one where they selflessly come to the rescue, do everything to benefit people.

These stages give an idea of ​​the stages of development of the team. Having learned the meaning of these stages, one can determine at what stage any team is located, and decide what needs to be done in order to step to a higher level.

2.2. Means of forming a children's team

The process of development of a classroom team is a complex and contradictory process. The class teacher must know the means of team development and skillfully use them. The development and rallying of the team takes place in the course of the joint purposeful activity of schoolchildren. It is a variety of socially significant activities (educational, educational, labor, artistic and creative, sports and health, value-oriented) that creates a special emotional mood , "major tone" in the team, friendly unity of its members. Pedagogical requirement is considered to be the most important factor in the formation of the team. It helps to strengthen discipline in the classroom, brings a spirit of organization into the activities of pupils; as a method of pedagogical activity, it stimulates the development of students, helps to strengthen relationships and gives them a social orientation. Presenting requirements at the first stage of team formation allows the class teacher to predetermine the transition of the team to a higher level of development. One of the means of forming a team is public opinion in the team. It represents the totality of those generalized assessments that are given among pupils to various phenomena and facts of collective life. The function of public opinion is to stimulate everything positive in the life of the team and overcome negative phenomena and trends. The creation of public opinion is facilitated by the various practical activities of the members of the team and the holding of organizational and explanatory events in the form of conversations, meetings, gatherings, etc. Without relying on public opinion, it is impossible to effectively manage the team and educate its members. The nature and content of public opinion, its maturity can only be revealed by observing pupils in real life conditions or by creating situations of free choice. The organization of promising aspirations of pupils is of great importance for the development of the team. Distinguish between short, medium and long-term perspectives. Near-term prospects are connected with the expectation of children of an interesting and joyful event that will happen in the near future. Medium perspectives are somewhat distant in time: preparations for holidays, summer vacations, and so on. Long-term prospects affect the life plans of children, most often associated with the choice of profession. It takes several years to realize long-term prospects. Near, medium and long-term prospects determine the law of movement of the collective. A halt in the development of the collective leads to its weakening and disintegration, therefore, a necessary condition for its development is the advancement and gradual complication of prospects. An important condition for the development of the team is the organization of self-government. Student self-government is a form of organizing the life of a group of students, ensuring their independence, activity in accepting and implementing important problems. Self-government cannot be created "from above", i.e. to begin with the creation of organs, it must naturally grow "from below", from the self-organization of certain types of activity in the classroom. Self-management develops only when students themselves determine the ways of solving the problem and solve it themselves. In self-management, the so-called law of three “ourselves” operates: “we ourselves are looking for a business”, “we ourselves plan and carry it out”, “we ourselves sum up the results on the basis of a collective analysis”. Self-government is often referred to as the "school of citizenship and maturity". An important factor in the formation of the team are traditions, which are understood as forms of collective life that most clearly embody the nature of collectivist relations and public opinion. Nothing strengthens a team like tradition. The traditions of the class have a positive effect on the formation of the worldview and worldview of the child. They are capable of doing miracles. Because of this, to educate and preserve traditions is the most important task in educational work with the team.

PartIII

Organization of educational activities in the classroom

3.1. educational activity

Educational activity is a special kind of pedagogical activity aimed at creating favorable conditions for the development of the individual, improving people and relationships between them. The educational activity of the class teacher, like any other activity, begins with the definition of a goal. Pedagogical goals should be understood as a mentally planned image of the result of the pedagogical process in relation to the actions and conditions that generate it. The pedagogical goal is a modeled, predicted, but not yet implemented result of the teacher's activity, the desired image of a graduate. This image of the future determines the present, determines real action person, group, team, society (V.V. Davydov). As for the goal of education, it can be defined as a mentally presented result of the teacher's educational activity. According to the Concept of spiritual and moral development and education of the personality of a Russian citizen in the field of general education, the modern national educational ideal is a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his personal, aware of the responsibility for the present and future of his country, rooted in spiritual and cultural traditions of the multinational people of the Russian Federation. In this regard, the most important goal of modern domestic education and one of the priority tasks of society and the state is education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent citizen of Russia. When starting to organize educational activities, it is important for the class teacher to remember that the achievement of the goal is carried out only in a variety of activities aimed at solving emerging problems, and taking into account the principles governing the process of education. The new Federal State Educational Standards (FSES) define the following principles that must be taken into account by the class teacher organizing educational work:

- the principle of orientation to the ideal;

- an axiological principle that focuses on the formation of a system of national values ​​among students;

- the principle of following a moral example;

- the principle of identification, which implies the child's stable identification of himself with people significant to him, which allows him to develop the value-semantic sphere of the personality;

- the principle of polysubjectivity of education and socialization, which determines the consistency of the educational activities of an educational institution and various social institutions;

- the principle of dialogic communication, which implies an equal intersubjective dialogue, recognition of the child's right to choose and have his own point of view;

- the principle of jointly with the pupil solving personal and socially significant problems (pedagogical support);

- the principle of system-activity organization of education.

The usefulness of educating students directly depends on their inclusion in a variety of activities. The new educational standards provide the following list of activities that have educational potential: gaming, cognitive, leisure and entertainment (leisure communication), artistic and creative, socially transformative volunteer activities, technical and creative, labor (industrial), sports and recreation, tourist and local history, problematic value communication. The effectiveness of the implementation of educational tasks depends on many factors and, above all, on the methods used. The system of upbringing methods that has developed today in pedagogy does not meet the more complicated requirements for the implementation of diverse educational activities. This served as the basis for the development of more effective methods of education that the class teacher can use in their practical activities:

- traditionally accepted (beliefs, exercises, encouragement, example, coercion);

- innovation-activity (modeling, algorithmization, creative invariance, etc.);

- training and gaming;

- informal interpersonal;

- reflexive (E.N. Gusarova).

The more methods the educator (class teacher) owns, the more chances he has for success, the higher the result of educational activities. One of the invariant characteristics of educational activity is the result. The study of the results of educational activities is one of the most difficult issues of pedagogical science and practice. Firstly, the result of education is delayed in time and does not manifest itself momentarily, and secondly, it is difficult to single out it in a “pure” form, since the child is influenced not only by the activities of the teacher and school conditions, but also by parents, peers, adults and in general environment. Nevertheless, it is necessary to take into account the results of educational activities, because otherwise the upbringing of the child will become spontaneous: without determining the results, it is easy for the teacher to slip into the path of spontaneity and template. The result of educational activity can only be correlated with a positive outcome and be expressed in changes in the states and properties of the subject (child) that occurred as a result of purposeful activity. The result of educational activity correlates with the goal and is an indicator of its achievement.

3.2. Forms of educational work of the class teacher

The forms of work of the class teacher are determined on the basis of the pedagogical situation prevailing at school and in this class, the traditional experience of education; the degree of pedagogical influence - the level of development of students' personalities, the formation of the class team as a group in which the development and self-determination of children takes place. Form (recreate) - a way of existence of the educational process, a shell for its inner essence, logic and content. The form is connected with the number of participants, time, place of education, the order of its implementation. One of the most common forms of organizing educational work is the class hour. The class hour is a form of frontal educational work, flexible in composition and structure, which is a communication of the class teacher with the students of the class, specially organized during extracurricular time, in order to promote the formation of the class team and the development of its members. During the organization and conduct of class hours, it is possible to solve the following tasks:

• enriching the consciousness of students with knowledge about nature, society, technology, man;
• the formation in children of the skills and abilities of mental and practical activities;
• development of the emotional-sensory sphere and the value-semantic core of the child's personality;
• promotion of the formation and manifestation of the subjectivity and individuality of the student, his creative abilities;
• formation of a classroom team as a favorable environment for the development and life of schoolchildren. A class hour can be represented as a technological chain of sequentially performed actions:

- preparation by the teacher, together with students and their parents, of the topics of class hours for the new academic year;

- clarification of the topic of a student-oriented class hour and the generation of ideas for its preparation and conduct;

- determination of the purpose, content, choice of the form, date and place of the class hour, the formation of a community of its organizers and the development of a plan for their actions;

- individual and group activities for the preparation of the class hour, drawing up by the teacher together with other organizers of the scenario plan for the class hour;

- holding a class hour;

- analysis of activities for its preparation and conduct, evaluation of the effectiveness of the class hour.

The class teacher can use various forms of group activities in his work, such as competitions, quizzes, literary and musical salons, tournaments, gatherings, auctions, fairs, talk shows, discussions, dialogues, collective creative activities, Socratic conversations, hotlines and etc. It is important that when organizing them, the technology of conducting a particular case, the interests and age characteristics of children are taken into account. Technology of organizing and conducting group business. At the present stage of development of educational institutions, the technology of organizing and conducting group work has become widespread (N.E. Shchurkova). It is a kind of incentive for the activity of pupils, as it has a number of advantages: in group activities, mutual control, mutual support, and cooperation are carried out. In a group, children emotionally influence each other, wanting to perform the same activities as others. Group activity becomes a more effective means of education if it is value-oriented and includes the child in a system of socially and personally significant relationships. The technology of organizing and conducting a group business has the following technological chain:

• preparatory stage (preliminary formation from carrying pupils to group work);
• psychological mood or the beginning of educational work (opening speech of the teacher, musical accompaniment, greeting, etc.);
• meaningful activity;
• completion, or "final chord";
• projection for the future.

Violation of the technological side of the matter reduces its effectiveness. According to N.E. Shchurkova, for the successful implementation of this technology, the following rules must be observed:

- organization and conduct of educational work, strict observance of its logical structure;

- a high cultural level of the content and forms of this case;

- organization of "spiritual tension" during the educational work;

- minimal preparation of the case;

- use of all three channels of perception: auditory, visual, sensory.

It is important to remember that the overall goal of any group business is the formation of value relations to the world, people, and oneself. In a certain class, this goal is transformed into a specific task, taking into account the age and individual characteristics and interests of children. When organizing group activities, it is necessary to think over an assessment system that is significant for the student, interesting and objective. Any group activity is completely voluntary. Freedom of choice, independence in decision-making - this is one of the ways of personality-oriented organization of group activities. The educator needs to remember that any business must meet the general cultural norms of human existence. Group business is prepared quickly using a variety of means of pedagogical influence, without oversaturation of the child's emotional state. The means is understood as everything that the teacher places between himself and the student in order to achieve the goal and with which he can operate freely enough. Any means must be related to the end; it is selected, comprehended, used in accordance with the end result. Without the end, the means ceases to be a means. Activities, relationships, speech, natural objects and phenomena - this is an incomplete list of means that can create an environment for the child's natural habitat and development. Thanks to the means, the harmony of life itself is revealed, and the child absorbs the sociocultural experience of generations. To small man could comprehend himself in the world and act independently, actively and creatively, he needs help to enter into relations with the natural environment, man-made world, people and oneself through various forms of activity.

Practice shows that educational activity does not always achieve its goal. One of the reasons for this situation is the passivity of its participants (pupils). Today, the class teacher needs to carry out interactive educational activities, the basis of which is the equality of its subjects, on the one hand, and their internal activity, on the other. Interactive educational activity (from Latin interims - internal) is an activity that stimulates the internal activity of the pupil. Interactive activity is characterized by reflexivity, clash and upholding of various positions by pupils, openness, the ability to be critical and self-critical, dialogue, and the adoption of a free position. Interactive educational activity involves:

- changing the relationship between the educator and the pupil, which are based on understanding, acceptance and recognition of the child's personality;

- the disappearance of the coercive nature of activity, the conscious regulation and activation of one's behavior (freedom of choice);

- the presence of creativity in the activity;

- intense mental activity;

- the predominance of a personal approach to solving emerging problems;

- purposeful creation by the teacher of a complex of external conditions that contribute to the students' satisfaction, the manifestation positive emotions(success situation);

- openness to culture and society, openness of the subject's own inner world;

- the subjectivity of the position of the pupil, expressed in the maximum acceptance of all subjective functions;

- based on polylogue, dialogue, partnership, cooperation with a consistent increase in the activity of the pupil.

Interactive methods include:

• discussion of complex and debatable problems (discussion, debate);
• case-study (analysis of specific situations, situational analysis);
• creative tasks;
• collective creative affairs;
• role-playing, business, organizational and activity games;
• design (social projects);
• exhibitions, performances, performances, etc.;
• symposium;
• video conference;
• use of public resources (invitation of specialists, interactive tour);
• negotiations and mediation;
• competitions;
• round table;
• training, brainstorming (brainstorm, brainstorming).

Also, at present, class teachers widely use the technology of collective creative affairs (KTD). The core and essence of this technology is such an organization of joint activities of adults and children, in which all members of the team participate in the organization and conduct of the case, and the activity is in the nature of collective creativity and is aimed at the benefit and joy of distant and close people. The main goal of the KTD is to ensure that all members of the team on a voluntary basis, with interest and desire, are involved in the implementation of the case, can reveal their creative possibilities. KTD is, first of all, a way of organizing an emotionally saturated life with work, play, creativity, aimed at serving people and the Motherland. In order to have a clearer understanding of QTD, one needs to know the ideas behind it. There are six such important ideas (I.P. Ivanov):

- collective organization of activities;

- collective creativity;

- collective goal setting;

- organization of sample situations;

- emotional saturation of the life of the team;

— public orientation of the team.

The content of KTD is taking care of yourself, your team, close and distant people. Competitiveness, improvisation excite the activity of the child and create conditions for the formation of independence, the creative principles of the individual. Along with this, each KTD forms a civic position to improve the overall life, which is very important for the value orientation of the pupil. At the forefront in KTD is the creation of new life experiences by students, the enrichment of each participant with their own experience. civil relations To surrounding life and to himself as a friend of other people. Each KTD forms the humanistic qualities of the individual and his moral position, since the concern for improving the common life, collective activity for others comes to the forefront of collective work.

The use of the game in the educational activities of the class teacher is due to its versatility. The essence of the game is the ability to transform reality and put the child in a subjective position, giving him the opportunity to fulfill himself. During the game, the student, first of all, is aware of his own "I", demonstrates and develops personal experience, creative, reflective and evaluative abilities. Play is a space for “the child’s internal socialization, a means for him to assimilate social attitudes” (L.S. Vygotsky). All of the above allows the class teacher to use the game in educational activities with the class team. The following technological stages of the game are distinguished.

1. Preparation stage:

- game development (scenario development, game plan, general description of the game, briefing content, preparation of material support);

- introduction to the game (statement of the problem, goals, conditions of the game, briefing, regulations, rules, distribution of roles, formation of groups, consultations).

1. Carrying out stage:

— group work on the task (brainstorming, training, work with a game technician);

— intergroup discussion (group presentations, defense of the results of the work, work of experts).

1. Stage of analysis and generalization (withdrawal from the game, analysis, reflection, assessment and self-assessment of work, conclusions and generalizations, recommendations).

In game interaction, the activity of pupils is essential, since physical, social and cognitive activity is “provoked” in the game.

Discussion - an interactive method of education Today, the method of discussion is widely used in the practice of class teachers. The discussion is interpreted as a way of organizing joint collective activities aimed at an intensive and productive solution of a group problem and finding the right answer. The main task of the discussion is to identify the existing diversity of participants' points of view on a question or problem and, if necessary, a comprehensive analysis of each of them. This is a method that allows using logical arguments to influence the opinions and positions of the participants in the discussion. The discussion is referred to as interactive methods due to the fact that its participants can express their point of view, demonstrate personal experience, reason and formulate a problem, and interact with each other. The discussion gives rise to thought, activates thinking, develops communication skills, the ability to conduct a dialogue. A necessary condition for the discussion is that the pupils have the necessary amount of knowledge on the problem under discussion.

The discussion highlights the following technological stages.

1. Preparatory stage (selection of a topic, leader, study of the problem, acquaintance with the literature, development of questions, consultation with specialists, analysis of existing points of view, preparation of visual aids, etc.).
2. Organizational stage (leader's introduction: substantiation of the topic, its relevance, issues for discussion, tasks facing the participants, terms of the dispute, etc.).
3. The stage of solving the debatable problem (at this stage, all the rules of the discussion are especially strictly observed).
4. The final stage is analysis (conclusions, degree of achievement of goals, commonality of positions, observance of the rules of discussion, etc.).

The outcome of the discussion should reflect the opinion of the majority of the participants, and the results should be compared with the goals set. When choosing the forms of educational activity, it is advisable for the class teacher to take into account:

- educational goals put forward in the classroom;

- the level of upbringing of students, their interests and needs;

- the possibilities of forms of educational activity in the formulation of the pupil in the subjective position;

- external conditions of education (institutions of additional education, cultural centers, sports facilities, etc.);

- taking into account the capabilities of parents, students, teachers, schools.

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 will be comprehended, analyzed, generalized and corrected together with children.

PartIV

Interaction of the class teacher with teachers and parents

4.1. Interaction of the class teacher with teachers

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. What form does this work take?

One of these forms is the attendance by the class teacher of the lessons conducted by teachers in his class. In the process of 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.

Active life position the schoolchild is manifested in his conscious and interested teaching.

To educate such an attitude to learning is the business of all teachers and parents, but the class teacher has his own opportunities in solving this problem.

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 schoolchildren so that it does not exceed the norms established by the Charter of the school.

The class teacher studies learning difficulties and, together with parents and teachers and class members, eliminates them. Some students need extra classes, others in increased control, still others in increased attention and even treatment, fourth ones must be taught the methods of mental work. It is important to organize mutual help between students in the class. It is carried out on a voluntary basis in the form of comradely cooperation.

The class teacher, in unity with the teachers, forms a cognitive interest in schoolchildren. It promotes the inclusion of students in the work of subject circles, organizes conversations on scientific topics and meetings with scientists, etc.

An important problem in the work of the class teacher with teachers is the organization of assistance to poorly performing students. Of course, this work should be done by every teacher. But the class teacher, being in constant contact with the students, can sometimes suggest the 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 work of the class teacher with teachers is the activation of extracurricular educational work, and in particular, circle classes, subject Olympiads, 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 themes, participate in class meetings, in the establishment of socially useful work, etc. Thus, the close interaction of the class teacher with teachers helps him to increase the content and effectiveness of educational work.

The class teacher contributes to the inclusion of schoolchildren in various creative associations of interest (circles, sections, clubs) operating both in general educational institutions and in institutions of additional education for children.

In the organization of extracurricular, out-of-school work of the class team, leisure and vacation activities, the class teacher actively interacts with the organizing teacher. Coordinating joint activities, the class teacher involves him in holding events within the class, organizes the participation of students in his class in school-wide events during extracurricular and vacation time. 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 should work closely with a social teacher, who is called upon to be an intermediary 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 of students, activities aimed at the development of social initiatives, the implementation of social projects.

A variety of children's public associations are becoming widespread in general educational institutions, contributing to the inclusion of children and adolescents in new social relations; their self-realization, the manifestation and development of civic and moral positions, the socialization of the individual. In this direction of activity, it is important for the class teacher to decide in cooperation with the senior counselor. In particular, joint efforts are organized to inform students about existing children's and youth public organizations and associations.

To successfully address the issue of education, upbringing and development of the child's personality, it is necessary active interaction all participants in the educational process, differentiation, integration and coordination of pedagogical work in a single educational space and socio-cultural environment. In this regard, the pedagogical council of general educational institutions, when determining the functions of the class teacher, must first of all clearly identify his rights, duties and responsibilities, correlating them with the official duties of other participants in the educational process.

4.2. Communication between the teacher and parents

The great evil of our time...is that
that our fathers and mothers have almost completely lost
awareness of what ... can do
to raise their children.
I.G. Pestalozzi

The effectiveness of raising children largely depends on how closely the class teacher interacts with the child's family, since the family is the main ally in raising children. The main functions of the class teacher in working with parents:

- informing parents about the state of affairs in the classroom and school;

— psychological and pedagogical education of parents;

– organization of joint activities of adults and children;

- individual activities with parents to adjust family education;

- coordination of interaction along the line "School - family - public and professional organizations".

The specifics of the interaction between the class teacher and the family is that both parties are interested in studying the child, developing his best qualities and properties, and helping to determine the life strategy. Principles of interaction between the class teacher and parents:

— mutual trust and respect;

- cooperation;

- no pressure on children and parents;

- taking into account the individual characteristics of family education;

— mutual support and assistance;

- differentiation of pedagogical influences on parents;

- patience and tolerance towards each other;

— confidentiality;

— pedagogical optimism.

Taking into account these principles helps the teacher and parents to combine their efforts in creating conditions for the formation in the child of those qualities and properties that are necessary for his self-determination and self-realization. Organizing interaction, the class teacher performs the following types of work:

- plans and organizes psychological and pedagogical education of parents;

- introduces parents to the organization of the educational process at school and the strategy for its development;

- includes parents in the management of the educational process;

- involves parents in joint activities with children;

- interacts with labor and public organizations of parents;

- corrects the educational influence of individual families on the child.

When organizing interaction, the class teacher takes into account the types of families that are classified:

- by the number of children (large children, small children, one-child, childless);

- by composition: one-generation (only spouses), two-generation (parents and children), intergenerational (children, parents and parents);

single-parent families (the child is brought up by one of the parents);

- illegitimate families;

- by the nature of the relationship (ideal, average, negative).

Very often, practitioners divide families into prosperous and dysfunctional, taking as a basis the degree of favorable educational influence of the family on the child. The cooperation between the class teacher and the family is the result of purposeful systematic work, which involves a comprehensive study of the family, the characteristics and conditions of family education using various forms of joint activities. general information required for parents whose children study in this educational institution may include various aspects and be offered in different options. Below are some of the ways in which parents can be informed about the school, as well as some examples of the content of the information.

Parents whose children study at this school should have the following information about the educational institution:

• The charter of the school and the mode of its work;
• the content of education at school (i.e. the curriculum and the list of educational programs implemented at the school);
• school development prospects;
• schedule of circles and electives;
• organization of extracurricular activities: traditional school and class activities, key activities of the year, excursion programs, visits to museums, theaters, etc.);
• information about additional educational services;
• information about the qualifications of teachers, their achievements;
• the main achievements of the school and its students;
• logistics of the school;
• information about the sources of extrabudgetary funds, the distribution of budgetary and extrabudgetary funds;
• information about the results of the final attestation of students, the results of the exam;
• information about the social structure of graduates.

Informing parents can be carried out through the design of stands, booklets, periodic bulletins, the publication of special magazines and newspapers. An important role in informing parents is played by the media, parent forums, conferences, parent meetings, personal conversations and consultations. In the future, great importance will be attached to the design and presentation of the student's individual portfolio. Differentiated information can be transferred to separate groups of parents (for example, information for parents of students entering a particular university); a recommended list of books that parents should read with their children in elementary school (basic, secondary); recommendations on the organization of the daily regimen, nutrition of schoolchildren during exams, etc. Individual information is transmitted for specific parents (for example, information on the examination of the child by a psychologist, speech therapist; data on the presence of certain problems or difficulties in the child).

Consider the main forms of work with the family. Cool meeting. At class meetings, problems are discussed that reflect the common interests of parents and children. Voluntary participation, taking into account the wishes of the meeting participants, and cooperation are important. This is a conversation of equal interested people. The meeting is especially active and interested if group work, performing creative tasks, solving problematic issues, discussion of situations from the life of the class. The meeting may take the form of a conference, debate, collective creative work, role-playing or business game. Workshops with the involvement of specialists (lawyers, doctors, police officers, etc.) arouse considerable interest among parents. Forms of cognitive activity: public reviews of knowledge, creative reports on subjects, days open lessons, a holiday of knowledge and creativity, tournaments of connoisseurs. Children, parents and teachers jointly determine the subject, topic, methodology for conducting a public review of knowledge. The teacher composes assignments, helps to form groups, organize preparatory work, correcting the relationship between children. Parents participate in the design, preparation of incentive prizes, evaluation of results. The day of open lessons is held at a convenient time for parents, most often on Saturday. On this day, teachers conduct lessons in an unconventional way, trying to show their skills, to reveal the abilities of children. The day ends with a collective reflection: achievements are celebrated, the most interesting shapes lesson, the results of cognitive activity, problems are posed, prospects are outlined. The Connoisseur Tournament can be held either between parents and children, or between mixed family teams. The number of groups corresponds to the number of tours. Each is the organizer of one tour and a participant in all the others. The tournament can be held on one topic, for example, "The Tournament of Connoisseurs of Poetry", or on different topics (at the choice of the group). Forms of labor activity: office decoration, labor landing for the improvement and landscaping of the school yard, planting a memorial alley in connection with a significant event in the life of children and their parents, creating a classroom library. Forms of leisure: joint holidays, preparation of concerts, performances: watching, discussing films and performances: competitions, contests, KVN; weekend clubs; interest schools for parents. Parent hobby schools are organized by parents for a small group of students. In classes that are held at home, children not only acquire specific labor skills and abilities, but also learn to communicate with each other, with adults outside of school.

Here, perhaps, the main sections of the activity of the class teacher. In their totality, they constitute a complex system, which is the basis of the activity of any class teacher. The teacher, acting as the leader of the children's team, implements his functions in relation to both the class as a whole and individual students. He solves problems in accordance with the specifics of the age of children and the relationships that have developed between them, building relationships with each child, taking into account his individual characteristics. The main thing in the activity of the class teacher is to promote the self-development of the individual, the realization of his creative potential, the provision of active social protection of the child, the creation of the necessary and sufficient conditions for intensifying the efforts of children to solve their own problems.

Literature

1. Educational process: study of effectiveness: method. recommended / ed. E. N. Stepanova. – M.: Sfera, 2001.
2. Derekleeva N. I. Class teacher. Main activities / N. I. Derekleeva. – M.: Verbum, 2001.
3. Dykhan L. B. Pedagogical valueology / L. B. Dykhan, V. S. Kukushkin, A. G. Trushkin; ed. V. S. Kukushkina. - M. : MarT - Rostov n / D .: March, 2005.
4. Kodzhaspirova G. M. Dictionary of Pedagogy / G. M. Kodzhaspirova, A. Yu. Kodzhaspirov. – M. : March, 2005.
5. Lutoshkin A.N. How to lead / A.N. Lutoshkin. - M., 1986.
6. Methods of educational work: textbook. settlement for stud. higher textbook manager / L. A. Baykova, L. K. Grebenkina, O. V. Eremkina and others; ed. V. A. Slastenina. - M .: Academy, 2002.
7. Sergeeva V. P. Class teacher in a modern school / V. P. Sergeeva. - M., 2000.
8. Pliner Ya. G. Education of personality in a team / Ya. G. Pliner, V.A. Bukhvalov. - M .: Center "Pedagogical Search", 2000.
9. Smirnov N. K. Health-saving educational technologies in modern school / N. K. Smirnov. - M .: APK and PRO, 2002.
10. Forms of educational work of the class teacher / ed. L. V. Kuznetsova; comp. G. S. Semenov. – M.: School Press, 2006.
11. Chernousova F. P. Directions, content, forms and methods of educational work of a class teacher on a diagnostic basis / F. P. Chernousova. - M .: Center "Pedagogical Search", 2004.
12. Shchurkova N.E. Classroom management: theory, methodology, technology / N.E. Shchurkova. - M .: Pedagogical Society of Russia, 2000.

Activities of the class teacher

The life and upbringing of a class group in a modern school is led by a teacher in the position of a “class teacher”, but such a position was not always.

In pre-revolutionary middle educational institutions the functions of educators of students were assigned to class mentors(in men's gymnasiums) and cool ladies(in women's gymnasiums), who supervised the students of their classes, were responsible for their behavior, but did not act as an organizer of educational work. This work was hardly carried out in the schools of those times.

In the early years of the existence of the Soviet school, the organization and conduct of educational work in the classroom and after school hours was entrusted to all teachers. There was no class teacher at that time. Life demanded the harmonization and unification of the educational activities of teachers, the elimination of depersonalization in the organization of the education of students, especially during extracurricular time. Therefore, leaders of educational work began to appear in many schools already in the 1920s. They were attached to study groups and were called group leaders. IN 1934 after renaming groups into classes, group guides began to be called class teachers . The regulation on the class teacher was approved by the People's Commissariat for Education of the RSFSR on June 28, 1934.

The essence of the activity of the class teacher

The class teacher is the central person of the educational process. The class teacher is appointed by the principal of the school from among the most experienced and authoritative teachers. He is responsible for organizing the lives of children, the formation and education of the team, for educational work in the classroom. As an educator of students, he takes care of their comprehensive development, of instilling diligence and teamwork in them, of improving the quality of knowledge and strengthening discipline and order in the classroom. All this work is carried out by the class teacher not as an amateur, but as an official official. The class teacher is responsible to the leadership of the school and public education authorities for the content and organization of educational work in the class assigned to him.

The main duties of the class teacher are formulated in the Charter of the secondary school.

The educational activity of the class teacher is complex and multifaceted. He conducts various educational work with a group of students, with teachers of his class, with parents and the public. The tasks of his upbringing activity are determined by the general tasks of upbringing and the specific conditions of the life of the class. At different stages of the development of the team, the class teacher puts forward specific tasks of education and, relying on the student team, conducts a variety of educational work with the class and individual students. When defining these tasks, he takes into account the age characteristics of students, their level of knowledge and the state of academic performance, discipline in the classroom, the presence of such qualities as diligence, collectivism, consciousness of public duty.

The activity of the class teacher achieves its goal and gives the best result, provided that it is carried out in a certain system. The system of work of the class teacher is a set of interrelated educational activities arising from the goals and objectives of education. It involves a thoughtful selection of educational material feasible for students and the skillful use of the most effective means and methods of influence. Let's try to consider the main sections of the class teacher's activities, which in their totality constitute the system of his educational work.

Firstly, student learning. Classroom leadership usually begins with studying the class and each student individually. As a result, the necessary conditions are created for the correct, rational organization of educational work, for the implementation of an individual approach. The study of students continues throughout the entire period of their education.

Organization and education of the classroom student team - This is one of the main, leading sections of the work of the class teacher. By uniting students into a friendly and purposeful team, the class teacher creates the prerequisites for the successful solution of educational problems.

The next section of the class teacher's activity is improving the quality of knowledge and strengthening discipline. A high level of knowledge and conscious discipline are the most important indicators of the correct organization of educational work. The class teacher takes care to improve the quality of knowledge of schoolchildren, seeks to prevent the backlog of individual students and repetition in their class.

Organization and conduct of extracurricular and extracurricular educational work - one of the most important sections of the activity of the class teacher. Various forms of this organization have developed and are successfully used in schools. Education in the classroom, in the learning process is complemented by extracurricular educational activities. The organization of extracurricular work usually combines two of its main directions - ideological and educational work and the organization of practical affairs of schoolchildren.

A very important part of the activity of the class teacher is coordination of educational activities of teachers . The class teacher must coordinate and direct the educational work of teachers in his class. The charter of the school states that the duties of each teacher include not only equipping students with knowledge, but also the formation of a worldview, the development of cognitive interests and abilities. The task of the class teacher is to ensure close cooperation with the teachers of his class, to achieve unity of requirements and pedagogical influences. From time to time, the class teacher meets with the teachers of his class, discusses the implementation of uniform requirements, the quality of knowledge and the state of discipline. Active communication between teachers and the class teacher helps to improve the state of educational work in the classroom.

The next section of the class teacher's activity is work with parents of students . Each teacher maintains contact with the parents of the students. A closer connection between the school and the family is carried out through class teachers. They communicate with parents more often, inform them about the educational work and behavior of children, outline ways of joint activities for their upbringing.

Here, perhaps, the main sections of the activity of the class teacher. In their totality, they constitute a complex system, which is the basis of the activity of any class teacher.

The class teacher, in comparison with other teachers, performs additionally very important functions for the education of students. Therefore, high pedagogical requirements , the implementation of which creates favorable conditions for improving the quality of his educational activities.

Let's consider some of them.

The strength of the educational influence of the class teacher on students largely depends on his moral authority. The personality of the educator, his moral character have a decisive influence on the formation of consciousness and on the behavior of schoolchildren. This influence is comparable to nothing and cannot be replaced by anything.

The educator himself must be educated. He himself needs to have high moral qualities, which he seeks to instill in his pets. This is an undeniable position. If the class teacher demands disciplined behavior from his students, and he himself violates the order in the school, then his demands will not achieve the goal. If he calls his students to truthfulness, honesty, and he himself shows dishonesty, then his call will not be heard.

The moral character of the class teacher, his strong-willed qualities and positive qualities are the most important prerequisites for increasing the effectiveness of educational influence. Authority is won, formed as a result of hard work, exemplary behavior, responsible attitude to the task assigned.

2. Pedagogical excellence

The success of the educational activities of the class teacher largely depends on his skill. It does not come by itself, but is the result of the persistent and daily work of educators to improve their pedagogical qualifications, to expand their political and cultural horizons.

Pedagogical skill presupposes a thorough knowledge of one's subject, an understanding of the patterns of education and training. Even A.S. Makarenko said: “The guys are carried away in the educator by confident and clear knowledge, skill, golden hands, laconicism, constant readiness for work.”

An important indicator of pedagogical skill is the availability of skills and abilities to conduct educational work. Each teacher is required to be able to organize a class, rally it into a friendly team, ensure control over the behavior of students and help form their moral personality traits. A.S. Makarenko believed that “the ability to educate is still an art, the same art as playing the violin or piano well, painting well, being a good milling machine or turner.” An important indicator of pedagogical skill is the search for new ways of approaching children, the ability to influence them. The effectiveness of the educational impact on students largely depends on establishing the right contact with the class. This matter is not easy. It is difficult to immediately find a common language and contact with the class. Moreover, this takes a long time. In the process of work, conflict situations are inevitable. The skill of the educator lies in prompting the students the right course of action in time, convincing them, awakening their thoughts, supporting and believing in their strengths and capabilities.

3. Broad cultural horizons

The complex functions and duties of the class teacher require him to be highly cultured, constantly expanding his cultural horizons. Without this, he will not be able to satisfy the diverse needs and interests of students.

Teenagers and young men are very curious. They often ask questions about a new book, a new movie. They are interested in what is happening in our country and abroad. If the class teacher satisfies these requests, then his authority and influence increase. If schoolchildren do not find an answer to their question, they lose confidence and respect for the teacher.

4. Pedagogical tact

A necessary condition for increasing the effectiveness of the educational work of the class teacher is the observance of pedagogical tact. This is an indicator of the external and internal pedagogical culture of the educator. The pedagogical tact implies, first of all, respect for the personality of the pupil, a sensitive and attentive attitude towards him, trust and, at the same time, unobtrusive control over his behavior, which does not allow excessive guardianship and administration. In the presence of pedagogical tact, it is easier to find the correct line of conduct and apply the most rational measures of pedagogical influence. Experienced educators usually do not abuse reproaches and lectures. They patiently ascertain the causes of shortcomings in the student's teaching and behavior and give sound advice to remedy them. Ignorance of the reasons usually leads to hasty, thoughtless assessments and decisions. It is especially not worth making decisions under the influence of the first impression or in a moment of irritation. Irritation often leads to a deterioration in relationships with students, to a loss of authority. A tactful educator weighs everything and acts with great caution and delicacy. He strives to understand, to understand the inner motives of the actions and actions of students, and only after that he takes certain measures of pedagogical influence. The attitude of the class teacher to the student should be based on deep respect and trust in his personality. Usually, conflicts between teachers and children arise where there is no trust and respect for the pupils, where the pedagogical tact is violated.

5. Love and respect for children

Reasonable love and respect for children is an indispensable condition for increasing the effectiveness of educational work. Who does not love children, he cannot become their real educator, mentor. Caress and love, respect can evoke a good feeling in children, bring up the necessary qualities, accustom them to work and order, to obedience and respect for elders. Nothing brings a class teacher closer to his pupils like a trusting, sincere and attentive attitude. If he treats his students with indifference, and even more so with disdain and arrogance, this separates him from them and undermines his authority. And without authority it is impossible to be an educator. Love and respect for schoolchildren does not exclude, but necessarily presuppose high demands on them. It is impossible to ignore the misconduct of students, their violation of discipline and order. Love and trust in students and at the same time high fair demands cause reciprocal love for the educator and deep respect for him. Schoolchildren respect strict and demanding, but fair teachers. They highly appreciate in them those qualities that help them become knowledgeable and full-fledged people.

6. Having organizational skills

The upbringing of children is, first of all, the organization of their life.

The class teacher, who has organizational skills, usually does not take on all the affairs himself. He skillfully attracts the activists and all other students, assistants from among teachers, parents, members of production teams. As a result, with less effort, he manages to do much more than those class teachers who take on everything themselves and often do not finish the job.

7. Creative approach to educational work

The organization of educational work should be approached creatively. We must constantly think, take the initiative and skillfully solve pedagogical problems. When the class teacher works without a twinkle, his activity becomes boring, monotonous. If he takes the initiative and does not allow patterns in his work, then he achieves serious success in education.

8. Improving the qualifications of the class teacher

Complex and multifaceted educational activities require regular and systematic work to improve skills. Not only young, novice class teachers, but also experienced teachers who have worked at the school for many years need to improve their skills. It is impossible to achieve serious success in the upbringing of children if the educator will rely only on previously memorized pedagogical rules and methodological techniques.

Here are the basic requirements that any class teacher should know and fulfill.

Criteria for the effectiveness of the work of the class teacher.

The study of the results and effectiveness of the work of the class teacher is one of the most difficult issues of pedagogical theory and practice. The complexity is primarily due to the fact that the state, results and efficiency of its work are influenced not only by the conditions of the school itself, but also by the external environment in relation to it. In a "pure form" it is impossible to determine the result in this case.

To assess the effectiveness of the work of the class teacher, it is necessary to determine the appropriate criteria and indicators. There are two groups of criteria for the effectiveness of the work of the class teacher:

the first group - performance criteria, showing how effectively targeted and socio-psychological functions are implemented. The performance indicators reflect the level that the pupils of the teacher reach in their social development. And the second group - procedural indicators. They also reveal how the pedagogical activity and communication of the teacher is carried out, how his personality is realized in the process of work, what his working capacity and health are, as well as what processes of activity and communication of students he organizes.

However, indicators cannot be the same for everyone. They are specified by the participants in the pedagogical process, taking into account specific goals and objectives, and serve as a tool for introspection and self-evaluation of the class teacher, children, teachers, and parents. They should be specific enough, measurable, understandable for children and adults.

When studying the effectiveness of the work of the class teacher, it must be borne in mind that the dynamics of indicators may not be the same. Moreover, some of them may hardly change, and sometimes be worse than in the previous stage. The general conclusion is made on the basis of a comparison of all the obtained data characterizing the pedagogical process.

The question arises: "How often is the effectiveness of the class teacher's work assessed?". On the one hand, this is carried out constantly, when it comes to observation or the use of research methods that organically fit into the pedagogical process, and on the other hand, periodically, through specially organized “sectional” studies (for example, a questionnaire survey of students and parents). In this regard, we can talk about current, periodic, final, separated in time results.

For a deeper study of the work of the class teacher, it is advisable to take into account and analyze the information obtained in different periods and by various methods.

A well-organized life is like a safety net.
Thanks to it, you can perform more complex tricks high on the wire.

Jane Pauley.

The educational system of the class is a way of organizing the life and education of members of the class community, which is a holistic and ordered set of interacting components and contributes to the development of the individual and the team.

Key concepts characterizing the essence of the educational system of the class are individuality, independence, kindness, creativity, activity, team, which at the same time play the role of the principles of the class community life system being built.

priority activity in the educational system is a collective creative activity. The basis of this activity is a collective (joint) creative work.

The educational system is based on:

• "Convention on the Rights of the Child".
• Law of the Russian Federation "On Education".
• School charter.
• A student-centered approach in accordance with the developed "Model of the school graduate".

At the center of the system are spiritual and moral and civil and patriotic education, aimed at the formation of the basic qualities of the individual.

Along with traditional forms of work, I am looking for new ones. The goal is to educate the personality:

• free
• spiritual
• intellectual
• creative
• with a socially active personal citizenship.

Principles:

• Respect for the personality of the child, teacher, parent;
• Orientation of the whole process to the needs of the child, family, society;
• Orientation in the choice of content, forms and methods of education on the traditions of the school;
• Personally oriented approach in education.

Spiritual and moral values, love for the motherland, patriotism begins with love for a loved one, for home, for school. That is why the two main directions in my educational system, spiritual and moral and military and patriotic, have a clearly marked line: school - Don region - Russia.

The educational process is aimed at:

• organization of diverse and versatile activities of students;
• communication with peers and adults from the surrounding society;
• formation of socially necessary and personally significant personality traits;
• formation of the correct attitude to the world around, nature, people, science, culture, healthy lifestyle.

The object, subject, subject of influence and the result of the activity of an educational institution is the personality of a graduate, which is formed and develops in the conditions of school and out-of-school space, which are constantly affected by the macrosociety.

Target: the formation of the student's personality in the system of value attitudes of the society of the class and school through the socialization and development of the individual abilities of the child.

Tasks:

• To study the needs, interests, inclinations and other personal characteristics of students.
• To create in the classroom a favorable environment for the student's self-awareness of his individuality, self-development and self-realization.
• Education of a tolerant attitude towards people of different faiths, nationalities, ages, to oneself.
• To promote the development of students' desire, to contribute to the common cause, the traditions of the school.
• To create conditions for the intellectual, communicative, aesthetic and physical self-expression of the student's personality.

Explanatory note

Educational work, closely related to education, is a process of purposeful, systematic formation of the personality in order to prepare it for active participation in industrial, cultural and social life. This process is multifaceted. He plays a leading role in the individual, moral, mental and physical development of man. Landmarks for the development and education of the individual are humanization and democratization.
The basic principle in educational work is the attitude towards each child as a free individual, worthy of respect and desire for cooperation. Such an educational system, in my opinion, creates the conditions for the formation of such personality traits in children that will help them to take place in adulthood in the future, namely: interest in oneself, self-recognition of oneself as a person, self-management, respect for other people's opinions, curiosity and involvement in activities, the desire to act and perform actions.

"Classroom leadership is not a job, it's a way of life." This expression is the code of my work.

In 2011-2012, I was the class teacher of the 10 "A" class. On the basis of the 10 "A" class, a specialized physical and mathematical class was created. Most of the team studied together from the first grade. I have been their class teacher since 5th grade. After the 9th grade, 3 people moved to this class from a parallel one, 5 people came from another school, about 70% of the team study at "4" and "5", 5 people entered an additional two-year physical and mathematical school at SRSTU (NPI). Having compiled a description of the class, I concluded that it will work not simply because there is 1 ward, 5 low-income students, 6 students from single-parent families, 6 leaders in the class. She focused her activities on team building.

To achieve the goal, I was guided by school traditions and values. Knowing that not a single organized business is carried out only for the sake of the event itself or just for the sake of celebrating the “red day” of the calendar, I developed my own educational system.
The created system helps me to build educational work more purposefully and reasonably, to focus my efforts on solving the most important pedagogical problems, to coordinate the aspirations of the actions of the teacher, students and parents when planning and organizing life in the classroom. This, undoubtedly, should help to increase the efficiency of pedagogical activity, achieve more significant results in the spiritual and physical development of students, and form the individuality of the classroom community and its members. The system of educational work has been developed taking into account the age and individual characteristics of children.

The principles that guide me in educational work.

• Live life to the fullest with your children. Rejoice and grieve with them. Get involved and be surprised. Joke and instruct.
• Learn to be impatient with lies and violence. Teach justice, perseverance, truthfulness.
• Be always self-possessed, patient, balanced.
• Do not educate the overconfident - they will be shunned; too modest - they will not be respected; too talkative - they will not pay attention; too silent - they will not be considered; too harsh - brush them aside; too good - they will be trampled.
• Don't be afraid to apologize if you're wrong. Your authority in the eyes of the pupils will only increase. Be patient with their mistakes.
• Do not hide from your children good feelings, but remember: among them there should never be a special place for "favorites". Try to see in each child his abilities, open them to him and develop in him that hidden thing that he does not suspect.
• Know how to rejoice even in the small successes of your students and empathize with their failures.
• Try to instill in the student faith in himself, faith in success. Then many peaks will become surmountable for him.
• Don't demand "perfect" discipline. Don't be authoritarian. Form in the child an open, enthusiastic, uninhibited personality, able to create, comprehensively developed.
• Enter class with a smile. When meeting, look into everyone's eyes, find out his mood and support if he is sad.
• In dealing with the parents of your students, remember that their children are the most precious thing in their lives. Be smart and tactful. Find the right words. Try not to offend or humiliate their dignity.
• Each meeting with the teacher for parents should be useful and productive. Each meeting is to equip them with new knowledge from the field of pedagogy, psychology, the learning process.
• Raise your children by example. Treat your students the way you want them to treat you.

In addition, together with students, we have developed rules that we try to follow:

• Don't take someone else's, but don't give yours either.
• They asked - give, they try to take away - try to defend yourself.
• Don't fight for no reason.
• Call to play - go, do not call - ask permission to play together, it's not a shame.
• Play fair, don't let your comrades down.
• Don't tease anyone, don't beg for anything. Don't ask anyone for anything twice.
• Be careful wherever you need to be careful.
• Don't cry over grades, be proud. Do not argue with the teacher because of the grades and do not be offended by the teacher for grades. Try to do everything on time and think about good results, you will definitely have them.
• Don't snitch and don't slander anyone.
• Try to be careful.
• Say more often: "Let's be friends, let's go home together."
• Remember! You are not the best, you are not the worst! You are unique for yourself, parents, teachers, friends!

Directions of the educational system:

I direction - "Intellect"

1. Determination of the range of real possibilities of the student and the zone of his proximal development.
2. Creation of conditions for the advancement of students in intellectual development.
3. Formation of the intellectual culture of students, development of their outlook and curiosity.
4. Preservation of curiosity and information hunger.

II direction - "Morality"

1. Formation of a moral culture of understanding of the world.
2. Development of the desire to act in real life situations in accordance with the acquired moral knowledge.
3. Formation of the ability to defend one's moral position in a situation of choice.

III direction - "Health"

1. Formation of students' own "I-position" to the problem of maintaining and protecting their own health.
2. Formation of skills of self-regulation and self-education.

IV direction - "Citizen"

1. Learning to solve problems related to the rules of law and problems of moral self-development.
2. Formation of a legal culture, free and responsible self-determination in the field of legal relations with society.
3. Formation of a humanistic worldview capable of realizing one's own rights and the rights of other people, the ability to self-development.

V direction - "Communication"

1. Acquaintance of students with the traditions and customs of communication of different generations.
2. Formation of a culture of communication in the system "teacher-student", "student-student", "adult-child".
3. Creation in the class team of the same conditions for communication of all students in the class.
4. Teaching students how to overcome communication problems.

VI direction - "Leisure"

1. Creation of conditions for equal manifestation by students of the class of their individual abilities in extracurricular activities.
2. The use of active and non-standard forms of extracurricular activities of students that meet their interests and capabilities.
3. Development of abilities to adequately assess one's own and other people's achievements, rejoice in one's own successes and others', and be upset for other people's failures.
4. The use of leisure activities as a means of developing the aesthetic skills of students and the formation of ethical concepts.

The following holidays are traditional at the school, KTD:

• Solemn line "September 1 - Knowledge Day";
• Feast of initiation into first-graders, first-graders into pedestrians;
• KTD. holiday concert“Master, before your name…”;
• Subject decades;
• KTD. Month of patriotic education
• Decade of the Disabled;
• Decades and months according to traffic rules
• KTD "To remember!" (Victory Day);
• Competitions of drawings, posters, wall newspapers, crafts, poems, essays;
• Health Day, “Come on, guys!”, Fun starts;
• Days of protection from environmental hazards.
• Campaign "I choose sport as an alternative to bad habits"
• Charity events;
• Holiday last call, prom!

VII direction "Injury prevention".

Organization of preventive conversations with schoolchildren and their parents, carrying out preventive activities on the topics: “Training in fire safety measures”, “Training in traffic rules”.

VIII direction - "Family".

1. Organization and co-hosting leisure for children and parents.
2. Organization of psychological and pedagogical education of parents through a system of parent meetings, thematic and individual consultations, conversations.
3. Creation of conditions for favorable interaction of all participants in the educational process - teachers, children, parents.
4. Teaching parents the ability to be a parent, master the techniques of education and interaction with children.

The principles on which educational work is based:

1. The principle of openness.
2. The principle of the attractiveness of the future business.
3. The principle of activity.
4. The principle of feedback.
5. The principle of co-creation.
6. The principle of success.

Expected results:

conditions for achieving results.

Formation of the basic culture of the individual, the culture of life self-determination.
Creation of a wide information field for the assimilation of basic cultural principles.
Joint search for moral images of spiritual culture and development on this basis of their own values, norms and laws of life, forming an active personal position of the student.
Formation of a personality with strong convictions, democratic views and a strong life position.
The main thing is the child himself, his inclinations, interests, attitude towards life and himself.
Building the process of education on the principles of voluntary participation of students in an educational event.

The duration of the implementation of the educational system: 20011-2013 academic year.

Project participants:

• class students;
• teachers;
• Parents;
• Public.

COMPONENTS OF THE EDUCATIONAL SYSTEM IN THE CLASS

The theoretical basis of the educational system was the work of Azarov Yu.P. "Family Pedagogy", Ananyeva B.G. "Man as an object of knowledge", Nemova R.S., Kirpichnik A.G. "The path to the team: a book for parents about the psychology of the student team", Petrovsky A.V. "Children and tactics of family education", Rozhkova M.I. "Class leader. Educational and methodological manual”, also the works of Bondarevskaya E.V., Verbitsky A.A., Slastenin V.A., considering the concepts of student-centered education, theoretical and empirical studies of Amonoshvili Sh.A., Bondarevskaya E.V., Belkin A.S. devoted to the theory of pedagogical interaction.
In practice, as a class teacher, I faced the problem of having 6 leaders in the team.
The scope of my duties as a class teacher is divided into blocks:

Organization of the activities of the class team:

• logging,
• assignment distribution,
• class organization,
• observance of the sanitary condition of the attached office,
• care about appearance pupils,
• catering.

Rice. 4

lesson activity

Strict control over attendance, taking care of sick students who missed many lessons, providing them with help in their studies, attention of classmates, creating an environment conducive to learning, coordinating the activities of teachers working in the classroom, Working with student diaries, contacting parents about student progress , creating conditions for the development of the most gifted children, for the development of cognitive interests, expanding the horizons of students (involvement in circles, electives, organizing excursions).

Extracurricular activities.

Creation of a microclimate in the classroom, formation of interpersonal relations, their correction, regulation of relationships, development of communication skills, education of responsibility to the team through the task assigned, assistance in its execution, control over its execution, organization of creative affairs with the involvement of the whole class, education of kindness and mercy, health protection, taking into account deviations in the health of each student, health promotion.

The study of personality and correction in the education of schoolchildren: the study of the personality of schoolchildren in accordance with the available methods (observation method, questionnaire, tests, questionnaires), work with the characteristics of students, the use of characteristics to correct the personality of the pupil, the organization of moral education, the formation of aesthetic culture, the education of a responsible attitude to work and the formation of labor skills, instilling sanitary and hygienic skills.

Preparation and participation in extracurricular activities. This is how cooperation, empathy, mutual assistance develops between children in the class. Preparing and holding extra-curricular activities develop the child's communication skills, responsibility to classmates, creativity, reveal unknown opportunities for children to the class teacher and classmates. Therefore, when preparing and conducting extracurricular activities, I try to involve all students in the class.

Cool hours, conversations, role-playing games. We first prepare class hours and spend together. The theme of class hours and material for events are selected by the guys. In the senior classes, they themselves will be engaged in the search, processing and design of class hours. Role-playing games are a kind of activity that allows students to beat this or that problem that arose the day before. Thus, last year the following issues were discussed: "Communication", "Violence and the law", "Parents and children", "We are against drugs". Role-playing game arouses interest among students, helps them open up, better understand the problem. Watching children from the side, you notice the relationship between them in the classroom, with parents, adults, relationships with the opposite sex. You begin to feel what and how your guys live. You see the world around them through their eyes.

Work in the school organization "Council of High School Students".

Traditionally, in September, as part of the Health Day at the school, our class takes part in a school trip. In October, the traditional cleaning of the territory.

For Teacher's Day, schoolchildren annually prepare a number of amateur performances in the form of a gift.

In October, students take an active part in the school round of subject Olympiads.
In November and December, a city tour of subject Olympiads is held (in many subjects, students from the school perform 10 "A".

Most of the class takes an active part in the design of the school museum.

Working with institutions of additional education

- Collaboration with the library Pushkin;
– cooperation with the museum of the Don Cossacks;
– cooperation with the GDK;
– cooperation with UIA DOD TsEVDiM;
– cooperation with MOU DOD TsDYUTiE
- cooperation with SDYUSSHOR No. 2.

70% of the students in the class attend out-of-school interest groups and, therefore, encounter children of different ages who are students of another school there. These associations develop communication skills, creativity, worldview, independence, help children to take their place in society. Together with the children we organize events for the students of our school. When preparing and holding events, we use the knowledge gained in these organizations. So, for example, in the 7th and 8th grades, thanks to the classes of schoolchildren in the "theatrical" circle, the class took 1st place in the literary and musical composition dedicated to the "Defender of the Fatherland Day". Thanks to classes in the orienteering section, over the course of several years, top places both in the team and individual championships in orienteering, the "School of Safety" at the level of city and regional competitions.

To educate patriotism, citizenship, morality, the children and I participate in events held by the library. Pushkin and the Museum of the Don Cossacks, the Museum. Krylov, the museum. Grekov.

Cooperation with the police.

Over the past three years, police officers have held conversations with children and their parents about administrative responsibility for violating the Regional Law of 12/16/2009 No. 346-ЗС. A close connection with the police allows you to control the actions of students, prevent troubles, and helps teach children to respect the law. This year, this work will continue in the same direction.

Working with parents:

– holding parent-teacher meetings, psychological consultations;
- visiting students at home;
– individual consultations for parents;
– the work of the parent committee of the class;
- joint educational activities.

Working with parents is aimed at creating morally and emotionally favorable conditions for maintaining relationships of trust, respect and mutual assistance in the class team and the development of the child's personality in it. Joint activities held in the classroom give parents the opportunity to see children in relationships with peers, the activity or passivity of the child in comparison with classmates. There is communication between parents and children at school. This strengthens the bond between family and school. The parent committee meets once a month on Fridays. We raise issues of discipline, academic performance.

The process of monitoring learning at school, based for many years on the work of "magazine - class teacher" should now be replaced by something modern. Currently, we work with students who are more advanced in modern technologies than teachers. The current generation is growing and developing in the age of computers and cell phones. The generation that grew up on the ultra-fast development of computer technology needs new technique learning control. Modern parents are very busy at work and cannot find time to come to school and talk to teachers. The Internet will allow, without leaving home, at any time to track the attendance of lessons and the progress of children. This will lead to timely response and control by parents of their children, without disturbing the usual rhythm of work. The school is working on the program "Electronic diary".

The class teacher can create a page on his website for this, where he will place all the material on one file using hyperlinks, which ensures a quick change of information about each student.
All information displayed on the site can be saved, printed, sent by e-mail. The saved materials can be used not only by the teacher, parents, but also by the child who wants to improve their learning outcomes or report on subjects, close the deuce. In the future, I believe, every class teacher will have such a page on the Internet. In the future, I plan to have such a page on my site.

Working with the teaching staff.

– Interaction with a psychologist.
- Interaction with subject teachers.
– Interaction with social pedagogue.
- Interaction with the librarian.
– Interaction with a healthcare professional.
- Liaison with school administration.

This work is aimed at self-education of the child in relationships with the environment. The psychological service at the school assists in organizing research, relationships in the class team, etc. Together with the psychologist, it is planned to work with the children in accordance with the results of testing and examination of students.

Interaction with the social teacher of the school is aimed at working with truants, violators of discipline, and correcting the behavior of individual students.

During the summer, the girls helped the librarian take inventory of school textbooks. Joint work with the librarian is aimed at holding events of a patriotic, moral nature. Interaction with subject teachers allows you to control progress and discipline in the classroom.

Working on this system, I carried out the following diagnostics: the level of upbringing of students, which is reflected in the appendix "Level of upbringing".
During the preparation and holding of the event, you can learn so much new things, show off your erudition, erudition, ingenuity, this creates a commonality of interests, experiences, unites the class and enriches the life of the school.

Efficiency: participation of students in all school-wide events, positive dynamics of the level of upbringing of students, positive dynamics of the class team, development of self-government in the class team.

In 2010, for the “Fighting Friends” competition, the girls independently prepared an amateur performance number and performed excellently.

As a result of all the activities, the performance in the classroom for 5 years has been stable at the level of 56%. There are no absences from classes for an unexcused reason. Students enjoy going to school.

In the course of my work, I can conclude that for the self-education of students, the entire system surrounding the child must work. This requires the creation of a set of pedagogical conditions that imply an increase in the communicative culture of all participants in the pedagogical process, the inclusion of students together with teachers and parents in socially significant activities.

The role of the class teacher in this is high. The class teacher can and should:

- be a role model;
- to recognize in each student a personality, to respect the feeling and position of each;
- to be able not only to listen, but also to hear and understand each child;
- to develop students' self-esteem and respect for others;
- enable students to solve problems on their own;
- to prevent the manifestation of authoritarianism;
– encourage joint activities;
- Treat all students equally.

Analyzing the results of past years, I conclude that I am working in the right direction.

The work of the class teacher:

Daily

1. Dealing with latecomers and finding out the reasons for the absence of students
2. Catering for students.
3. Organization of duty in the classroom.
4. Individual work with students and parents.

Weekly

1. Checking student diaries.
2. Conducting a class hour.
3. Holding an information and educational hour.
4. Carrying out extra-curricular activities (according to plan).
5. Work with subject teachers, social pedagogue, psychologist, nurse (according to the situation)
6. Working with parents (according to the situation)

Every month

1. Conducting a thematic class hour.
2. Attending lessons in your class.
3. Consultations with the head teacher on educational work , school psychologist, social pedagogue.
4. Presence at meetings with the director and deputy directors.
5. Home visits to students and registration of acts (if necessary).

Once a quarter

1. Registration of a class magazine at the end of the quarter.
2. Participation in the meetings of the MO class teachers.
3. Presence at instructive and methodological meetings of class teachers following the results of the HSC and work planning.
4. Analysis of the implementation of the work plan for the quarter, correction of the plan of educational work for the new quarter.
5. Holding a parent meeting.

Once a year

1. Preparation of statistical data of the class (lists, social passport, acts of examination of the housing conditions of students, psychological and pedagogical characteristics, etc.)
2. Registration of personal files of students.
3. Holding an open extra-curricular event according to the developed scenario.
4. Conducting an analysis and drawing up a plan of educational work.

Documentation and reporting

1. Cool magazine.
2. Personal files of students.
3. Pedagogical diary of the class teacher.
4. Plan of educational work with the class.

The class teacher prepares a report:

1. Class statistics.
2. Results of diagnostics of the level of upbringing
3. Reports on educational work with the class.

Working with parents.

• Study of families of students;
• Pedagogical education of parents;
• Ensuring the participation of parents in the preparation and conduct of collective affairs in the classroom;
• Pedagogical management of the activities of the parent committee in the classroom;
• Individual work with students;
• Informing parents about the progress and results of education, upbringing and development of students.

The result of my work is a high level of learning motivation, security and comfort, which can be traced on the basis of the analysis of class performance.

The percentage of the quality of knowledge in the 10th grade increased compared to the 9th grade due to the fact that, on the basis of the 9th grade team, a physics and mathematics class was opened, and 3 people from a parallel class with high academic performance moved into it. The percentage of the quality of knowledge in the 11th grade increased due to the fact that each student was preparing to enter a higher educational institution. During the final state certification, there were no students who did not score the minimum passing score. Special sample certificate and medal "For special successes in teaching” were received by 3 students. The performance rating throughout the years of study in grades 5 to 11 remained at a significantly high level.

Satisfaction of parents with the educational system of the class (according to the results of questionnaires, surveys)

The main principle of my work with parents is the rejection of the repressive nature of communication. The traditional “reporting” to parents about the progress of children, about their actions and sins with the requirement to take action without a pedagogical analysis of the reasons, results of observation, recommendations is unacceptable for my style of communication with parents.
The constructive nature of our communication presupposes an understanding by the parties of what we are doing, so our communication with parents is based on an understanding of what a school is, what it can, should, and what are the limits of its capabilities and responsibilities.
At meetings, I conduct anonymous surveys and surveys in order to find out the most truthful opinion of parents about my work with children, with their consent to my forms and methods of work, to further adjust my work and achieve maximum positive results of education. I compose questionnaires so that parents do not have to write anything, ensuring complete anonymity. Children put questionnaires on my table only when I'm not there.

Conclusions on the degree of parental satisfaction with the quality of educational and upbringing services based on the results of the study according to the methodology for studying parental satisfaction (modification of the methodology of E.N.Stepanova) are presented in the table:

The intensity of the educational environment, the emotional and psychological climate, satisfaction with the educational environment, the democratic nature of the educational environment, promoting the formation of cognitive motivation, satisfaction with the quality of educational services provided by the school showed that the vast majority of parents are generally satisfied with the work of the class teacher.