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Functions and main activities of the class teacher in elementary school. Functions of the class teacher in elementary school

STATE HIGHER EDUCATIONAL INSTITUTION

"SEVASTOPOL INDUSTRIAL PEDAGOGICAL COLLEGE"

Subject-cycle commission "Pedagogy, psychologists, private methods"

Course work

According to "Pedagogy" __________________ ______________________________ ______

(name of discipline)

on the topic: "Features of the work of a class teacher in elementary school"

Student (s) Uz-15 course group V

Specialties 5.01010201

Evsyunina Ya.A.

(surname and initials)

Head Filimonova E.L.

(position, surname and initials)

Commission members ______

(signature) (surname and initials)

Sevastopol 2013

Introduction………………………………………………………. ……………………………..…3

1. Class teacher in primary school……………………………………………….

1.1 The history of the emergence of the classroom leadership…………….…………………....5

1.1 The essence of the activity of the class teacher……………………………....5

1.2 Goals, tasks, functions of the class teacher……………………………..... 8

1.3 Functions of the class teacher……………………………………………. ....8

1.4 Organization educational work in class……...................... ...................... 11

1.5 Interaction of the class teacher with students……………………..... 15

1.6 Forms of interaction between the class teacher and parents……………...18

2.Practical part…………………………………………………………………………..20

Conclusion ………………………………………………………………………………………..50

List of sources used…………...……………………………………………….52

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 school team, interesting and useful to organize school life. 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.

The object of this course work will be the pedagogical activity of the class teacher.

Subject - features of the activity of the class teacher - primary school teacher.

The purpose of the course work is to study the features of the activity of the class teacher in the primary grades.

Main goals:

Analyze the literature on the topic;

Give definitions of the main concepts.

Determine the essence of the activity and the main functions of the class teacher,

To reveal the main forms and methods of work of a teacher.

Present practical materials of the real work of the class teacher.

1. CLASS TEACHER IN PRIMARY SCHOOL

1. 1 The history of the appearance of the class teacher

The institution of class leadership has been established for a very long time, practically along with the emergence of educational institutions. In Russia, until 1917, these teachers were called class mentors, class ladies. Their rights and obligations were determined by the Charter educational institution- a fundamental document in the activities of any school. It was he who outlined the terms of reference of all teachers of the children's institution.

Teachers-mentors were selected very carefully. The highest demands were placed on those who performed duties similar to those of a modern class teacher. A class mentor, an educator was obliged to delve into all the life events of the team entrusted to him, monitor the relationships in it, and form friendly relations between the children. The teacher was supposed to be an example in everything, even his appearance was a role model.

During the days of the Unified Labor School, the class teacher was called a group leader.

The position of the class teacher at the school was introduced on May 16, 1934 by the Decree of the Council of People's Commissars of the USSR and the Central Executive Committee of the All-Union Communist Party of Bolsheviks "On the Structure of Primary and Secondary Schools in the USSR."

One of the teachers was appointed as the class teacher, who was given special responsibility for the educational work in this class. It was one of the best teachers in the school, he was approved for this position by the director. The duties of the class teacher were considered as additional to the main teaching work.

1.2 The essence of the activity of the class teacher, etc.

The class teacher is a teacher who organizes, coordinates and conducts extracurricular educational work, one of the leading figures in the educational system of the school.

The main purpose of the class teacher is, within the framework of the general goal of education, to ensure the individual development of the personality of schoolchildren, the discovery of the world of culture, the introduction to the world of modern culture, familiarization with the values of culture, assistance in choosing the environment of life and ways of implementation in culture. The class teacher is engaged in educational activities, he is the central person of the educational process. According to K.D. Ushinsky, “in education, everything should be based on the personality of the educator, because the educational power flows only from the living source of the human personality”

The activity of the 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. It is due to the modern tasks that the world community, state, republic, parents set before an educational institution of any type - the maximum development of each child, the preservation of his originality, the disclosure of his talents and the creation of conditions for normal spiritual, mental, physical perfection (World Declaration on ensuring survival, protection and development).

The class teacher implements these tasks in his educational institution:

1) directly monitor the individual development of the student;

2) contributes to the creation of optimal conditions for the formation of each personality;

3) organizes the interaction and cooperation of all educational forces;

4) makes the necessary adjustments to this process, contributing to the free and full manifestation and development of the abilities of pupils;

5) helps to organize all types of individual and collective activities involving students in a variety of communicative situations;

6) work on the creation of a classroom team as an educational subsystem, environment, society that ensures the socialization of each child.

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.

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 of an 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. High level 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 coordination educational activities 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 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 more often with parents, inform them about academic work and behavior of children, outline the 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.

The class teacher in elementary school has a great responsibility. Together with the parents and the support service (psychologist and social teacher), the class teacher solves the problems of adaptation and socialization of the child. Their joint activity provides a growing person with real assistance in the process of mastering their sociocultural experience.

Any experience begins with understanding the basics. In an educational institution, this is an elementary school. Teacher primary school and the class teacher are inseparable concepts. The entire educational process of junior schoolchildren is educational, both in school hours and outside school hours. This is due to the psychological characteristics of the younger student, for whom the leading activity is educational activity. Therefore, the basis of the work of the class teacher in the primary grades is spiritual and moral education, the formation of the "moral foundation" of the student. The formation of a class team contributes to the improvement of the educational process in the classroom, increases the motivation of students. How does the formation of a children's team begin? Since this work is possible only in close cooperation with the parents of younger students, the work of the class teacher in the primary grades begins with the formation of the parent team.

Short description

In this course work, we will consider what role the class teacher plays in the education of younger students and in the formation of their knowledge. As you know, the education of schoolchildren cannot be carried out without direct activity class leader. Therefore, this position must be present in the field of education. 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.

Table of contents

Introduction……………………………………………………….……………………………..…3
1. Class teacher in primary school……………………………………………….
1.1 The history of the emergence of the classroom leadership…………….…………………....5
1.1 The essence of the activity of the class teacher……………………………....5
1.2 Goals, tasks, functions of the class teacher……………………………..... 8
1.3 Functions of the class teacher………………………………………………..... 8
1.4 Organization of educational work in the classroom…………………………………………………………………………………… ..eleven
1.5 Interaction of the class teacher with students……………………..... 15
1.6 Forms of interaction between the class teacher and parents……………...18
2.Practical part…………………………………………………………………………..20
Conclusion ……………………………………………………………………………………..50
List of sources used…………...………………………………………...….52

Cool guide - professional activity teacher, aimed at educating a child in a classroom student team. The class teacher is a professional teacher who organizes the system of relations between society and the child through various types of educational activities of the class team, creates conditions for the individual self-expression of each child and carries out its activities in the educational process of a general education institution.

In accordance with the concept of R.Kh. Shakurov in management, it is advisable to distinguish three levels of functions. The first level includes pedagogical and social-humanitarian functions, which R.Kh. Shakurov refers to the target group.

Traditionally among pedagogical functions the function of educating students is dominant. The class teacher faces the problem of integrating the efforts of all teachers aimed at solving this problem.

Among the social and humanitarian functions, which are also target functions, the priority is the social protection of the child from adverse effects environment. Social protection as a whole is understood as a purposeful, consciously regulated at all levels of society system of practical social, political, legal, psychological and pedagogical, economic and medical and environmental measures that provide normal conditions and resources for physical, mental and spiritual and moral formation, functioning and development of children, prevention of infringement of their rights and human dignity. The implementation of this function involves the provision of conditions for the adequate development of the child in the existing socio-economic conditions. The activity of the class teacher for the social protection of the child is not only the activity of the direct executor, but also the coordinator helping children and their parents to receive social support and social services.

Social protection as a function of the class teacher is, first of all, a set of psychological and pedagogical measures that ensure optimal social development child and the formation of his individuality, adaptation to existing socio-economic conditions. Realizing this function, he must, solving acute momentary problems, be ready to anticipate events and, relying on an accurate forecast, divert from the child those problems and difficulties that may arise in front of him.

It is advisable to consider social protection in the activities of the class teacher in the broad and narrow sense of the word. In the latter, this is the activity of the class teacher, aimed at protecting children who find themselves in a particularly difficult situation. These are children from large families, disabled children, orphans, refugees and others who need emergency social protection more than others. In the broad sense of the word, this is social and protective work with all children and their parents in various directions.

Consequently, the object of social protection, social guarantees are all children, regardless of their origin, well-being of parents and living conditions. Of course, the principle remains undeniable. differentiated approach to different categories of children, and priority should be given to the most vulnerable categories of children from low-income families or families at risk.

The criterion for the effectiveness of the class teacher can be the real social security of each individual child, which can be assessed by two types of indicators (objective and subjective). Objective - these are indicators of the compliance of the social, material, spiritual and cultural conditions of the child's life with the main ones adopted in modern society norms of food, life, rest, study, development of the ability of legal protection, etc. Subjective indicators characterize the degree of satisfaction or dissatisfaction of children with their social security.

Thus, the functions of upbringing and social protection of the child are the core around which the system of activity of the class teacher is built and filled with appropriate content.

To achieve the goals of education and social protection of students, the class teacher must solve a number of private tasks related to the formation of relations between students and their peers in the class (organization of the team, its rallying, activation, development of self-government). These tasks determine the socio-psychological functions, which include, first of all, organizational ones.

The main purpose of the class teacher is to support the positive initiative of students related to the improvement of the life of the region, the microenvironment, the school and the students themselves. In other words, the focus of the class teacher is not so much on the organization of students, but on helping them in self-organization.

The class teacher organizes a variety of student activities: cognitive, labor, aesthetic, as well as free communication of students, which is part of the leisure of schoolchildren.

In the process of working with the class, it seems important to implement the function of team building. At the same time, the task of uniting the team does not act as an end in itself, but as a way to achieve the goals set for the team. One of the tasks facing the class teacher is the development of student self-government.

The implementation of the diagnostic function involves the constant identification by the class teacher of the initial level and changes in the upbringing of students. It is aimed at studying the personality and individuality of the child, analyzing them, searching for the reasons for the inefficiency of the results obtained and characterizing the integral pedagogical process.

Realizing the diagnostic function, the class teacher can pursue a dual goal: firstly, to track the effectiveness of their activities; secondly, diagnostics can turn from a tool for research and study of a child in the hands of a class teacher (class teacher) into a tool for shaping personality and developing individuality.

The goal-setting function can be viewed as a joint development of the goals of educational activities by the class teacher together with the students. Depending on the age of the students and the level of formation of the class team, the share of participation of the class teacher (class teacher) in this process will change.

The logic of goal-setting is reflected in the process of planning the activities of the class teacher. Planning educational work is the help of the class teacher to himself and the class team in the rational organization of activities.

The main goal of the function of control and correction in the activities of the class teacher is to ensure continuous improvement of the educational process. The implementation of the control function involves, on the one hand, the identification of positive results, and on the other hand, negative results and the causes of existing shortcomings, as well as emerging problems in the process of education. Based on the analysis of the results of control, the process of correcting the activities of the class teacher is carried out both with the class as a whole, with a group of students, and with individual students. The control process should be considered not only by the administration, other members of the teaching staff, students, but also as the implementation of the function of self-control by the class teacher. Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students.

The systematically and competently implemented function of control and correction in the activities of the class teacher (class teacher) is of great educational, developing and organizing importance, increases the efficiency of the educational process.

The above functions determine the content of the 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. 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 public duty.

The activity of the class teacher achieves its goal and gives 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 the 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.

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.

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 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 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 are imposed on him, the fulfillment of which creates favorable conditions for improving the quality of his educational activities.

Conclusion: The main functions of the class teacher are diagnostic, education, social protection, support for the positive initiative of students, the function of team building, goal setting, control and correction.

1 . Sports and recreation.

Target:

1. Preservation of the moral, mental and physical health of children.

2. Attraction of public attention to the problem of preserving and strengthening the health of children.

3. Creation of health-saving technologies and their use in the educational process, creation of relationships with all interested services.

Tasks:

*Give students an informed choice healthy lifestyle life.

* Learn to follow the daily routine and the rules of personal hygiene.

* To develop sports skills, interest in sports.

*Form the basics of life safety.

Forms of work:

*Conversations

*Cool clock

*Sports games, competitions.

*Lessons of health, holidays.

Artistic and aesthetic activities:

Target:

1. Contribute to the full development of the individual through self-expression and creativity.

2. Education in students of moral and aesthetic qualities.

3. Formation of the need for creative activity.

Tasks:

* To develop artistic taste in students.

* Teach children to see beauty in all areas of life.

*Formation of aesthetic attitude to work. (The beauty of things created)

Forms of work:

* Conversations

*Creative workshops

* Exhibitions of children's works, etc.

Environmental activities:

Target:

1. Formation of responsibility for the state of the natural environment.

2. Education of respect for nature and love for nature.

3. Promote the development of environmental culture.

Tasks:

* To develop thinking and observation of students.

* To teach children to observe, see and understand the beauty in nature, to be able to convey what they see in drawings, crafts, and creative works.

Forms of work:

*Poetic minutes on an ecological theme.

* Drawing contests.

*Holidays, etc.

Spiritual and moral activity:

Target:

1. Contribute to the acquisition and expansion of students' knowledge about Russia and their native land.

2. Develop a sense of patriotism.

3. Introduce the moral qualities of the individual.

4. Education of students' moral and ethical qualities.

Tasks :

* Acquaintance with the traditions of the Russian and Mordovian peoples.

*To promote students' understanding of their personal responsibility for the future of the country.

*Expand children's knowledge about the world around us, environmental problems.

* Teach your child to respect his home, his family, the people around him.

Forms of work:

*Cool clock

*External travel

*Conversations

Communicative (social) activity:

Target:

1. Contribute to the formation of the value of human communication.

2. Contribute to the formation of skills to improve in

Student team.

3. Formation of communication skills.

Tasks:

*Introduce the basic rules of business and household etiquette

* To form in children a negative attitude towards the manifestation of negative qualities,

Teach children to find ways to overcome them.

Forms of work:

*Lessons-fairy tales

*Disputes

*Creative games

Intellectual (cognitive) activity:

Target:

1. Contribute to increasing the interest of schoolchildren in knowledge.

2.Develop intellectual ability students, develop thinking, horizons of students,

maintain interest in new things.

Tasks:

*Create conditions for familiarization with the value of knowledge.

* Instill interest in literature, choose the right books and use them.

*To teach children to analyze, compare, generalize the information received.

Forms of work:

*Quiz

* Library Lessons

* Subject Olympiads.

1.Once a year:

Registration of personal files of students.

Analysis and drawing up a plan of educational work with the class team.

Analysis and compilation calendar-thematic subject planning.

2.Once a quarter:

Making a classroom magazine.

MO primary school teachers

Analysis and implementation of KTP and its adjustment.

Analysis of the implementation of the plan of the class teacher and its adjustment.

3.Monthly: School psychologist consultations.

Work with the parent committee.

Consultations with teachers leading lessons in other subjects.

Consultations with teachers conducting extracurricular activities.

4.Weekly: Check student diaries.

Working with a class asset.

Working with parents. holding consultations.

Carrying out activities according to the plan.

Work with the GPA educator on issues of upbringing and education.

5.Daily: Individual work with students.

Class meeting.

Organization of duty in the classroom.

1. Individual conversations.

2. Cool parent meetings.

3. All-school parent meetings.

4. extracurricular activities with the involvement of parents.

1.First time in first class.

2. Daily routine in the life of a student.

3. How to support the desire to learn in schoolchildren.

4. The world of emotions and feelings of the child.

1. Development of independence of schoolchildren in the preparation of homework.

2.Companionship and friendship.

3. Principles of family education.

4. The role of the game at school age.

1. Bad habits in childhood.

2. Education of tolerant interaction with the outside world.

3. Development creativity at students.

4. Ability and giftedness.

1. Computer games: possible dangers.

2.Value project activities in student development.

3. The nature of children's aggression.

4. How to help your child prepare for the transition to high school.

1. Consultations - individual and collective thematic.

2. Days open doors- permission for parents to attend lessons, extracurricular activities.

3. Practical exercises for small groups of parents (on organizing home holidays, on the culture of behavior, etc.)

4. Helpline - discussion with the teacher at certain hours of important issues on education.

5. Involvement of parents in the organization of excursions, trips, holidays.

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Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Tyumen State University"

Institute of Pedagogy and Psychology

Department of General and Social Pedagogy

Topic abstract

"Modern activities of the class teacher of elementary school"

I've done the work

Kulikov Alexander Yurievich

1 course, gr. 25POMO132

checked

candidate of pedagogical sciences

Chekhonin Alexander Dmitrievich

Tyumen, 2014

Introduction

Chapter 1. The class teacher and his functions

Chapter 2

2.1 Standards for the work of the class teacher

2.2 The concept of primary general education

Conclusion

Bibliography

Introduction

Remembering childhood, each of us often reproduces events related to life in school years. A good memory remained of that teacher, with whom joyful moments of communication are associated, who helped in solving personal problems, in choosing life path, was interesting personality. Most often, this is the class teacher. He really stands closest to the child in the teaching staff of the school, since the class teacher is the link between the student, teachers and parents, society, and often between the children themselves.

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. It is due to the modern task that the world community, the state, parents set for the educational institution - the maximum development of each child, the preservation of his originality, the disclosure of his talents and the creation of conditions for normal spiritual, mental, physical perfection.

The relevance of this work lies in the fact that, in connection with the improvement of education, a modern class teacher must not only work with children, but also comply with the Federal State Educational Standard (FSES) of elementary school. In this regard, teachers have a mountain of paperwork and no time at all to work with children. educational plan, work program for each subject, filling out a class journal and much more.

The purpose of the work: to show the complexity of the activity of the class teacher of an elementary school.

describe the main functions of the class teacher

reveal the main provisions of the Federal State Educational Standard

bring the concept of primary education.

Chapter 1. The class teacher and his functions

The class teacher is a teacher who carries out the functions of the organizer of children's life at school. The class teacher has a higher or secondary special pedagogical education. The activities of class teachers are supervised by the deputy director for educational work. The class teacher reports on the results of his work to the teachers' council, director, deputy. school principal in due course.

The purpose of the work of the class teacher is to create favorable conditions for personal development, manifestation of initiative, independence, responsibility, sincerity, mutual assistance, self-affirmation of each student, disclosure of his potential.

The main tasks and content of the work of the class teacher:

contributes to the creation of favorable conditions for the individual development and moral formation of the child's personality, makes the necessary adjustments to the education system;

creates a favorable microenvironment and moral and psychological climate for each child in the class;

helps the child to solve problems that arise in communication with friends, teachers, parents;

promotes the acquisition of additional education by students (pupils) through a system of circles, clubs, sections, associations organized in educational institutions at the place of residence;

promptly notifies the school administration of each accident, takes measures to provide first aid;

conducts safety briefings at training sessions, educational events, during vacation time with mandatory registration in the briefing registration log;

observes the rights and freedoms of students;

together with student self-government bodies, actively promotes a healthy lifestyle.

The class teacher has the right:

receive regular information about the physical and mental health of children;

control attendance training sessions students of his class;

monitor the learning progress of each student, noting successes and failures to provide timely assistance;

coordinate the work of subject teachers who have an educational influence on his students at pedagogical councils;

develop, create programs together with a social pedagogue, doctors individual work with children and teenagers, girls, boys, parents of students;

invite parents (persons replacing them) to an educational institution;

participate in the work of the teachers' council, administrative council, scientific and methodological council and other public bodies of the school;

conduct experimental and methodical work on various problems of educational activity;

create their own educational systems and programs, creatively apply new methods, forms and techniques of education;

The class teacher does not have the right to:

humiliate the personal dignity of the pupil, insult him with an action or word, inventing nicknames, hanging labels, etc.

use grade to punish a student;

abuse the trust of the child, break the word given to the pupil;

use the family (parents or relatives) to punish the child;

discuss behind the eyes of their colleagues, present them in an unfavorable light, undermining the authority of the teacher and the entire teaching staff.

The classroom teacher should be able to:

communicate with children, encouraging children's activity, responsibility, setting an example of efficiency and responsibility;

to form their educational goals;

plan educational work;

organize an educational event: a conversation, debate, excursion, hike, Classroom hour;

hold a parent meeting;

use psychological and diagnostic tests, questionnaires and use them in work.

Functions of the class teacher.

Daily:

Working with latecomers and finding out the reasons for the absence of students.

Catering for students.

Organization of duty in classrooms.

Individual work with students.

Weekly:

Check student diaries.

Carrying out activities in the classroom (according to the plan).

Working with parents (depending on the situation).

Working with subject teachers.

Every month:

Attending classes in your class.

Consultations with a social pedagogue, psychologist.

Excursions, visits to theaters, etc.

Meeting with the parent asset.

Organization of the participation of the class team in the affairs of the school.

Organization of the participation of the class team in extracurricular activities (district competitions, subject Olympiads, excursions, etc.).

Once a quarter:

Making a class journal at the end of the quarter.

Analysis of the implementation of the work plan for a quarter, correction of the plan of educational work for a new quarter.

Conducting a parent meeting.

Once a year:

Holding an open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student portfolio.

A real class teacher owns the technology of his activity, thanks to which he is able to see in each of his pupils a unique personality; with the help of which he deeply studies each student on the basis of pedagogical diagnostics, harmonizes relations with him, and contributes to the formation of a children's team. The class teacher is called upon to be a link between the student, teachers and parents, society, and often between the children themselves.

The class teacher predicts, analyzes, organizes, cooperates, controls everyday life and activities of students in their class. The modern class teacher in his activities uses not only known forms of educational work, but also includes new forms of work with the student team in his practice. Forms of work are determined based on the pedagogical situation. The number of forms is endless: conversations, discussions, games, competitions, hikes and excursions, competitions, socially useful and creative work, artistic and aesthetic activities, role-playing training, etc.

The class teacher designs the educational system of the class together with the children, taking into account their interests, abilities, wishes, interacts with parents, takes into account the ethno-cultural conditions of the environment.

But at the same time, it is also important professional quality Keywords: education, general outlook, erudition.

The teacher humanizes the relationship between children in the team, contributes to the formation moral meanings and spiritual guidelines, organizes socially valuable relationships and experiences of pupils in the class community, creative, personally and socially significant activities, a system of self-government. The class teacher creates a situation of security, emotional comfort, favorable psychological and pedagogical conditions for the development of the child's personality, contributes to the formation of students' self-education skills. In the course of their activities, a modern class teacher primarily interacts with subject teachers, attracts teachers to work with parents, and includes students in their class in the system of extracurricular work in subjects. These are various subject circles, electives, issue of subject newspapers, and joint organization and participation in subject weeks, themed parties and other events. In his work, the class teacher constantly takes care of the health of his pupils, using the information received from the medical workers of the educational institution.

The class teacher promotes the inclusion of students in various creative associations on interests (circles, sections, clubs), operating both in general educational institutions and in institutions of additional education.

Collaborating with the librarian, the class teacher expands the reading circle of students, contributes to the formation of a culture of reading, attitudes towards moral ideals, ethical standards of behavior, awareness of one's own individuality through the development of classical and modern literature.

The class teacher should also 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.

One of the most important social institutions upbringing is the family. The work of the class teacher with parents is aimed at cooperating with the family in the interests of the child. The class teacher invites parents to participate in the educational process in 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 at home. At the same time, the most important task remains the actualization of the content of educational activities that contribute to the emotional development of the student, his speech, and intellect.

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

Already from the first year of schooling, the class teacher develops the skills of self-management in the children. From the 2nd grade, a shift asset led by a shift commander coordinates work on academic subjects and creative groups preparing class events. Class members are elected by secret ballot once every quarter. By the 4th grade, children prepare class hours on their own, organize holidays, meetings with interesting people, publish a newspaper twice a quarter. Self-management in the children's team includes the following areas:

education

health

culture

ecology

information

public order

Thus, the class teacher is a professional teacher who performs the functions of the organizer of children's life at school. To successfully address the issues of education, upbringing and development of the child's personality, active interaction of all participants in the educational process is necessary.

Chapter 2

2.1 Standards for the work of the class teacher

The main standards for the work of the class teacher are spelled out in the Federal State Educational Standard (FGOS) of primary education. At the heart of the Federal State Educational Standard, the class teacher provides the direction:

equal opportunities to receive quality primary general education;

spiritual and moral development and education of students at the stage of primary general education, the formation of their civic identity as the basis for the development of civil society;

continuity of the main educational programs of preschool, primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education;

preservation and development of cultural diversity and linguistic heritage of a multinational people Russian Federation, the right to learn one's native language, the possibility of obtaining primary general education in mother tongue, mastering the spiritual values and culture of the multinational people of Russia;

the unity of the educational space of the Russian Federation in the context of the diversity of educational systems and types of educational institutions;

democratization of education and educational activities, including through the development of forms of state and public administration, the expansion of opportunities for exercising the right of teachers to choose teaching and upbringing methods, methods for assessing the knowledge of students, pupils, using various forms of educational activities of students, developing the culture of the educational environment of an educational institution;

formation of criteria for evaluating the results of mastering the basic educational program primary general education, the activities of teachers, educational institutions, the functioning of the education system as a whole;

conditions for the effective implementation and development by students of the main educational program of primary general education, including the provision of conditions for the individual development of all students, especially those who are most in need of special learning conditions - gifted children and children with disabilities.

To obtain results, a system-activity approach is used, which involves:

education and development of personality traits that meet the requirements information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society;

transition to a strategy of social design and construction in the education system based on the development of the content and technologies of education that determine the ways and means of achieving the result of personal and cognitive development students;

orientation to the results of education as a backbone component of the Standard, where the development of the student's personality on the basis of the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education;

recognition of the decisive role of the content of education, ways of organizing educational activities and the interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;

taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;

ensuring the continuity of preschool, primary general, basic and secondary (complete) general education;

a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities) that ensure growth creativity, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity;

guaranteed achievement of the planned results of mastering the basic educational program of primary general education, which creates the basis for the independent successful assimilation of new knowledge, skills, competencies, types and methods of activity by students.

The result of the standard of primary education is focused on the formation of the personal characteristics of the graduate. The portrait of a primary school graduate looks like this: this is a student who loves his people, his land and his homeland; respecting and accepting the values of the family and society; he is inquisitive, actively and interested in knowing the world; possessing the basics of the ability to learn, capable of organizing their own activities; a student who is ready to act independently and be responsible for his actions before his family and society.

The result of the work of the class teacher of primary education is the development by students of the main educational program of primary general education. The activities of the program are divided into 3 types of results:

personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of civic identity.

meta-subject, including mastered by students universal learning activities(cognitive, regulatory and communicative), providing mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts.

subject, including mastered by students in the course of studying subject experience of activity specific to a given subject area in obtaining new knowledge, its transformation and application, as well as a system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

Thus, the class teacher must base his work on the basis of the Federal State Educational Standard, since it indicates the direction of work, methods and methods for achieving results. The result of the work of the class teacher is comprehensive development students, students achieving a portrait of a primary school graduate.

2.2 The concept of primary general education

Today, the elementary school is in fact engaged in the selection and screening of children, it is not able to educate and educate everyone. Those whom it sifts into C grades and hooligans, already in the 5th grade, join the group of potential outcasts, fans, drug addicts, criminals, passive, offended and humiliated citizens. This happens because one elementary school teacher cannot teach and educate 25-30 very different, individual, original, inimitable, small, nimble, distracted kids. This comes from the installation of the class-lesson system: “you can’t teach everyone, which means you need to select those who learn on their own.” In fact, this is the path to social segregation, the path to a social dead end.

The teacher is the foundation. A class teacher cannot be considered outside the school, outside the classroom system, outside of his rights and obligations, outside of the material, moral and regulatory incentives that determine the work of a teacher. So, if we want to change the quality of education, we must change all the components of the system:

Classroom system. It can be summarized that the elementary school must be restructured in such a way as to teach and develop everyone - today it can best case carry out the selection.

Normative acts. Very important point- This is a teacher's position. It should not exceed 18 hours a week - this is a scientifically proven and practice-proven requirement. It is impossible to load the teacher, as today with thirty - fifty hours - the teacher does not work on the assembly line, he needs to emotionally recover, because he gives his emotions to the children. The teacher should have free time for rest, preparation for classes, his own continuous development. The second point is the number of students per teacher - the most optimal for the effective work of a teacher in an elementary school is 5-7 people in a group. Large classes can only be from high school.

Material incentives and assessment of the work of the teacher. The salary of a novice teacher should already be at the level of the average for the economy. And then there must be incentives. Two criteria for the success of the teacher's work: firstly, the level of progress of all students, and secondly, the criterion for success should be the attitude of students and parents to the teacher of all children. It is necessary to change the criteria for evaluating the work of teachers and schools in general - to evaluate them not only by academic performance, attendance and USE results, and at the request of students of the school, starting from first graders and ending with graduation classes. The desire to learn is easy to assess through online surveys. The selection of teachers will be carried out not by an official, but by life itself, by the children and parents themselves.

Moral incentives - the status of the teacher. It needs to be raised not only by salaries, but also by the attitude of the state: in sleep, the first places on TV are jokers and politicians, and if there are teachers, then these are “teachers” or “teachers”. We need an information policy to improve the status, but now it is going down.

Teacher's toolkit. These are textbooks, methods, an assessment system. We need very good textbooks written in a systematic way (there are few systematic textbooks for children in the Russian language - chaos, all sections are mixed up and scattered around the classes). A lot of good practices, but they do not fit into the class-lesson system.

Today there is another problem: the teacher, built into the class-lesson system, when giving a grade to a student for a dictation or a math test, does not meaningfully give any signals to the student and his parents about what needs to be done, what to work on. The student and the parent under the current grading system (it doesn’t matter: what is the number of points 5 or 100), seeing the “deuce” experience only negative emotions, but do not understand: what to work on for the child. The teacher himself, tied to the quantitative assessment of the student's work (one error - "5"; two or three errors - "4", four or six errors - "3", etc.), does not get used to working on the content. It turns out in such a system the following: the teacher, giving a quantitative assessment ("5", "4", "3" or "2"), actually sorts the students into strata: excellent students, ..., losers - this is required of him by the system. A student who received a “deuce” and his parents, experiencing negative emotions and not understanding what to do, turn out to be fools. The student learned the rule for "5", wrote a dictation for "2", received marks in the diary - but neither he nor his parents understand what needs to be done. The following solution is suggested:

The existing student assessment system should be changed. How it might look like: the teacher, together with the parents and the student, outlines a plan - each teacher gives the student and parent from the very first grade skill cards in all subjects. These cards (for example, in mathematics, communication or reading) spell out all the skills that the student must master (in writing, reading, counting, communication, and so on). The teacher has the necessary exercises and techniques for training individual skills, for developing skills in all areas. Working with children, the teacher keeps track of each student on an individual skills map: what path has been traveled, at what level of skill formation the student is, what needs to be done to advance. Instead of an assessment, the teacher puts a flag on the segment of the path that has been passed, "won" by the student (the number of flags for all children is the same in terms of the number of skills). Parents and the student can be active with such tracking, because they now see the content side of the problem, and not an empty mark. class teacher school

Final work. Dictations and controls are not canceled, but now they become only informative. For example, a test to check the skill of cheating will no longer be assessed with points ("5", "3", "4" or "2") - the student will be given recommendations for practicing the skill (if the skill has not yet been worked out) or more complex tasks for independent development at will (if the skill is worked out at the level of the 1st grade). Similarly in mathematics: the goal of the teacher is to track the development of a skill during tests and tests, and not to set an empty mark.

Individual subject trajectory of development of skills and abilities. As a result of all this, in a month we will get an individual trajectory for the development of skills and abilities for each specific child in each subject, and it will be clearly visible on the map of skills and abilities. On each subject map, specific achievements in skills development will be marked and it will be clear: what needs to be worked on. It will be seen that in some children some skills will be better, in others it will be worse to form, but neither the teacher, nor the parent, nor the student will now lose sight of the content of the study.

Connect active parents to the educational process on a new level. The teacher works not only with students, but also with parents, explaining to everyone what and how to do, providing them with methodological and educational literature - in fact, pedagogical training of parents is underway.

A student (from the first grade) gets used to working on content, on specific skills, learns to set educational tasks for himself and solve them, thereby solving one of the main tasks of elementary school: each child develops the ability to learn independently, children learn to set educational content for themselves. tasks. The same approach will allow you to track: which student needs to be given more attention, which less, what content needs to be invested in working with each specific student. In addition, this approach develops in children strategic thinking and the skills of strategic and tactical problem solving and tasks. And most importantly, this approach will allow all children to be taught basic learning skills by the end of primary school.

Changing the accountability system of teachers in elementary school.

But such an approach will automatically require the school system in elementary school to change the system for evaluating teacher work and remuneration. Today, payment depends on the number of students, and reporting is reduced to counting the number of "excellent", "good" and "triple" students. In the new system, there will be no need to write meaningless assessment reports, the teacher will be able to present (in electronic or paper form) how and how far his students are progressing in the formation of skills. This approach will encourage teachers to look for the most effective methods.

Thus, the concept of primary education has both advantages and disadvantages. A class teacher with a heavy workload must objectively evaluate students, but also make verification work so as to test basic learning skills. Also, the class teacher should track the development of skills and work with gifted people.

Conclusion

The class teacher of an elementary school is a teacher assigned to a class, having a huge number of functions and rights that allow you to competently teach the Federal State Educational Standard. The main thing in his activity is the interaction of all structures for the benefit of the student's development: from parents to the director of the school. Extra-curricular activities of the teacher in many ways allows you to see the potential of students. It depends on his activity how much his students will correspond to the portrait of a primary school graduate.

The Federal State Educational Standard (FSES) shows what is the focus of the work of the class teacher, what methods help to achieve this result, and what the teacher should receive at the end of primary education. The Federal State Educational Standard also shows what types of results a teacher (class teacher) should achieve.

The concept of modern primary education shows that primary schools have problems that need to be addressed. The problem of assessment and the workload of class teachers is still relevant today. The concept also suggests how you can achieve satisfactory results and not harm anyone.

Bibliography

Artyukhova I.S. Handbook of the class teacher grades 1-4. - M., Eksmo, 2012.

Dyukina O.V. Diary of a class teacher of primary classes - M., Wako, 2011.

Kosenko A.M. New concept of elementary school. 2011. http://professionali.ru/Soobschestva/kakie_esche_konferencii_nuzhny_v_etom_forume/novaya_koncepciya_nachalnoj_shkoly/.

Methods of educational work / ed. V. A. Slastenina. - M., 2012.

Nechaev M.P. Management of the educational process in the classroom. - M., 5 for knowledge, 2012

Federal State Educational Standard of Primary General Education, 2011.

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Functions and main activities of the class teacher in elementary school. Functions of the class teacher in elementary school

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