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The system of educational work of the class teacher. Educational system of the class teacher

The main structural element of the educational system of the school is the class. It is here that cognitive activity is organized, social relations between students are formed. The organizer of the activities of students in the classroom, the coordinator of educational influences on the student is the class teacher. It is he who interacts directly with both students and their parents. The class teacher is a teacher who organizes educational work in the class assigned to him.

The teacher had to be an example in everything, even his appearance was a role model.

At present, the types of such educational institutions as gymnasiums, lyceums, etc. have been revived. The activity of the mass secondary general education school has changed. Accordingly, the institution of class leadership has changed. Now there are several types of class guide:

A subject teacher who simultaneously performs the functions of a class teacher;

A class teacher who performs only educational functions (a released class teacher, he is also called a class teacher);

In some educational institutions, the position of a class teacher (a variant of the position of a released class teacher) has been introduced, as well as a class curator (Latin trustee; a person entrusted with overseeing some work) or tutor (Latin protector, patron, guardian) when students ready to take on a number of organizational functions of the teacher. They may have a minimal teaching load.

Variable position of the class teacher in the children's team. It is determined primarily by the type of joint activity: in educational work, the class teacher, as a teacher, is the organizer and leader of the children's activities; in extracurricular work, it is important for the teacher to take the position of a senior comrade, an ordinary participant.

The role of the teacher varies depending on the age, experience of collective, self-management activities of children: from the direct organizer of work to a consultant and adviser.

Functions of the 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 the children, 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 first level includes pedagogical and social-humanitarian functions, which he refers 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 three 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 environment; integration of the efforts of all teachers to achieve the educational objectives. Among them, the priority is the function of social protection of the child.

Social protection 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 the physical, mental and spiritual and moral development of children, preventing 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.

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

The main purpose of the organizational function is that the class teacher not only organizes students, but helps them in self-organization of various activities: cognitive, labor, aesthetic, as well as free communication, which is part of leisure.

The third level of functions of the class teacher expresses the requirements arising from the logic of the activity of the subject of management of educational activities. These are managerial functions, which include: 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 personality and individuality of the child, 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, and secondly, diagnostics can turn from a tool for studying personality into a tool for developing a 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.

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.

The main goal of the function of control and correction in the activities of the class teacher is to ensure the continuous development of the educational system.

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 on the part of the school administration as self-control for the purpose of correction. Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students.

The responsibilities of the class teacher are as follows:

Organization in the classroom of the educational process, optimal for the development of the positive potential of the personality of students within the framework of the activities of the whole school team;

Assisting the student in solving acute problems (preferably in person, a psychologist can be involved);

Establishing contacts with parents and assisting them in raising children (personally, through a psychologist, social pedagogue).

For a pedagogically competent, successful and effective performance of their duties, the class teacher needs to know well the psychological and pedagogical foundations of working with children, be informed about the latest trends, methods and forms of educational activities, and own modern technologies of education.

Forms of work of the class teacher with students. In accordance with their functions, the class teacher selects the forms of work with students. All of their diversity can be classified on various grounds:

By type of activity - educational, labor, sports, artistic, etc.;

According to the method of influence of the teacher - direct and indirect;

By time - short-term (from several minutes to several hours), long-term (from several days to several weeks), traditional (regularly repeating);

By preparation time - forms of work carried out with students without including them in preliminary training, and forms that provide for preliminary work, training of students;

According to the subject of the organization - the organizers of children are teachers, parents and other adults; children's activities are organized on the basis of cooperation; the initiative and its implementation belongs to the children;

According to the result - forms, the result of which can be information exchange, the development of a common decision (opinion), a socially significant product;

According to the number of participants - individual (teacher-pupil), group (teacher - a group of children), mass (teacher-several groups, classes).

Individual forms, as a rule, are associated with extracurricular activities, communication between class teachers and children. They operate in group and collective forms and ultimately determine the success of all other forms. These include: conversation, intimate conversation, consultation, exchange of opinions (these are forms of communication), the implementation of a joint assignment, the provision of individual assistance in specific work, a joint search for a solution to a problem, task. The use of individual forms of work involves the solution by the class teacher of the most important task: to unravel the student, to discover his talents, to discover everything valuable that is inherent in his character, aspirations, and everything that prevents him from expressing himself.

Group forms of work include business councils, creative groups, self-government bodies, micro circles. In these forms, the class teacher manifests himself as an ordinary participant or as an organizer. Its main task, on the one hand, is to help everyone express themselves, and on the other hand, to create conditions for obtaining a tangible positive result in the group, significant for all members of the team, other people. The influence of the class teacher in group forms is also aimed at the development of humane relationships between children, the formation of their communication skills. In this regard, an important tool is an example of a democratic, respectful, tactful attitude towards the children of the class teacher himself.

The collective forms of work of the class teacher with schoolchildren include, first of all, various cases, competitions, performances, concerts, performances of propaganda teams, hikes, tour rallies, sports competitions, etc. Depending on the age of students and a number of other conditions in these forms, class teachers can perform different roles: leading participant, 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.

At the same time, the question of the choice of forms of work with students arises primarily before the class teacher. In doing so, it is advisable to be guided by the following:

Take into account the educational tasks defined for the next period of work (year, quarter), since each form of work should contribute to their solution;

Based on the tasks, determine the content of the work, the main activities in which it is advisable to include children;

Make up a set of possible ways to implement the intended tasks, forms of work, taking into account the principles of organizing the educational process, opportunities, preparedness, interests and needs of children, external conditions ( cultural centers, production environment), the capabilities of teachers, parents;

Organize a collective search for forms with the participants of the event based on collective goal-setting, while thinking about ways to enrich the experience of children with new ideas, forms, for example, by referring to the experience of others, studying published materials, raising specific questions, etc.;

Ensure the consistency of the content and forms of educational work.

The place of the class teacher in the educational system of the school.

The main structural element of the educational system of the school is the class. It is here that cognitive activity is organized, social relations between students are formed. In the classrooms, care is taken for the social well-being of students, the problems of children's leisure and team building are solved, and an appropriate emotional atmosphere is formed.

The organizer of the activities of students in the classroom, the coordinator of educational influences on the student is the class teacher. It is he who interacts directly with both students and their parents. The class teacher is a teacher who organizes educational work in the class assigned to him.

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. Through a variety of forms and methods of individual work, the class teacher creates favorable conditions for the development of citizenship, worldview culture, skills of creative work, creative individuality, the successful entry of the child into society, the formation of a democratic culture in the system of class self-government.

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

The system of work of the class teacher

Considering the system of work of the class teacher, it is necessary to study three areas: work with schoolchildren, work with subject teachers and interaction with students' parents.

The work 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.

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.

Also, the functions of the teacher express the requirements arising from the logic of the activity of the subject of management itself and the organization of the activities of students in general. These include: 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 the study and analysis of the personality and individuality of the child, to find the reasons for the ineffectiveness of the results.

Goal setting function can be viewed as a joint development of the goals of educational activities with students. The share of participation of the class teacher in this process depends on the age of the students and the level of formation of the class team.

The logic of goal setting is reflected in the process of planning the activities of the class teacher . Planning is the help of the class teacher to himself and the class team for 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.

The main purpose of the control function and corrections in the activities of the class teacher - this is to ensure the continuous improvement of the educational process.

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

Interaction of the class teacher with subject teachers.

The effectiveness of this work largely depends on the coordination of actions of teachers working with students of a particular class.

Each teacher is interested in a professional and educational result, which can be improved if you combine and coordinate your efforts with the actions of colleagues. The center of this coordination and organization of the educational process is the class teacher, who, in cooperation with subject teachers, solves the following tasks:

The study of the personal characteristics of teachers, their capabilities in organizing educational work with children;

Studying the features of the teaching activity of the teacher of his contacts, relationships with children;

Regulation of relations between class teachers, between teachers and children, between teachers and parents;

Definition of common goals, organization of joint activities to achieve them;

Pedagogically expedient use of the capabilities of teachers in the organization of educational work with children and parents.

The basis of interaction between the class teacher and class teachers is:

Mutual awareness of children, their relationships, organization and results of the educational process;

Mutual assistance, mutual support in solving complex problems;

Interest in the success of the class and each student;

Joint search for ways to solve pedagogical problems, joint efforts, joint work on the implementation of the planned tasks;

Joint analysis of the work done, the pedagogical problems being solved, the results obtained;

Joint definition of perspectives in the work of the class team, individual students.

At first glance, the implementation of all these joint actions may seem unrealistic, but a lot is done by the class teacher and teachers in everyday communication and requires the most time, which pays off with a significant increase in the quality of pedagogical work. At the same time, both sides, helping each other, help themselves.

The class teacher informs teachers about the state of the pupil, the characteristics of the family, organizes meetings of parents with subject teachers in order to exchange information, assist parents in organizing homework with students.

It is especially important to involve teachers in goal-setting and planning educational work in the classroom.

When the work plan of the student and parent teams is drawn up, the class teacher invites teachers to find opportunities, forms of participation in the implementation of the plan, to determine the cases that will be carried out with the involvement of class teachers. These can be educational events, public reviews of knowledge, parent meetings and lectures.

Particular attention should be paid to new teachers, whom it is important to acquaint with the characteristics of the classroom team, individual students, and the requirements that the previous teacher sets for class teachers.

The teacher is interested in developing interest in the subject, raising its prestige, so holding events in an interesting and exciting way during extracurricular time with the participation of a subject teacher will contribute to solving educational and educational problems.

The class teacher attracts subject teachers to work with parents, contributes to the formation of respectful trusting relationships between them. This can be facilitated by question and answer evenings, joint discussion of class problems at parent meetings

One of the forms of interaction between the class teacher and subject teachers, which ensure unity of action and contribute to the development of common approaches to raising a child, is a pedagogical council. Here a comprehensive view of the child is formed. Everyone who works with a student receives information about his mental, physical, mental development, his individual abilities, opportunities and difficulties. Teachers analyze the results of observations of the student, exchange information, agree on ways to solve problems that arise, distribute functions in working with the child.

The main form of work with subject teachers is individual conversations. They should be planned so as not to miss an important stage in the organization of the teacher's work with the child and to prevent possible difficulties and conflicts. It is important to conduct such conversations as joint reflection, a joint search for a solution to a particular problem. In some cases, it may be necessary to organize individual consultations between teachers and specialists.

Forms of interaction between the class teacher and teachers can be very diverse. Much depends on personal contacts, interest in the success of both interacting parties.

The work of the class teacher with the parents of students.

The main thing in the work of the class teacher with parents is to ensure the unity of the requirements for the upbringing of students from the family and the school, to create normal conditions for their home teaching and to direct the educational activities of the family. Let us highlight some issues of the activity of class teachers in maintaining ties with the parents of students.

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

The duty of class teachers is to carry out pedagogical education of parents, especially taking into account the specific approach to students of different age groups. Thus, it is necessary to acquaint parents with the age characteristics of the upbringing and development of those students with whom the class teacher works, and give practical advice on how these characteristics should be reflected in the process of family education. Conversations, lectures and reports for parents usually cover the following issues: features of family education of younger students (teenagers or older students); relationships between parents and children and their impact on family education; how to help children learn; sanitary and hygienic regime of a schoolchild in the family; acceleration and its impact on the education of students; organizing leisure activities for children in the family, etc.

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

Influencing the educational activities of the family, the class teacher at the same time relies on parents in carrying out educational work with students. On his initiative, parents often take patronage over "difficult" schoolchildren who are not properly influenced by the family. Parents - specialists in various fields of knowledge and professions - conduct conversations with students on medical, patriotic and industrial topics, take part in organizing excursions, literary and artistic evenings, etc. .

The activities of the class teacher in a modern school

INTRODUCTION

school classroom education head

The main structural element of the school is the class. It is in the classroom that the cognitive and creative activity of students is carried out, social relations are formed, and the personality of each student develops.

Classes show concern for the social well-being of students, solve the problems of children's leisure and team building, and form an appropriate emotional atmosphere. The organizer of the activities of students in the classroom, the coordinator of educational influences on the student is the class teacher.

The class teacher is the direct and main organizer of educational work in the school, an official appointed by the director of the school to carry out educational work in the classroom. Without the active work of class teachers at school, it is difficult and even impossible to create psychological comfort and a creative atmosphere, conditions in which children and adolescents can truly reveal themselves and creatively realize themselves.

The official approval of the institute of classroom mentoring first took place in Russia in the 70s. 19th century However, as early as the beginning of the 19th century, during the reign of Alexander I, the “Charter of Educational Institutions Subordinated to Universities” (1804) was adopted, according to which teachers, in addition to educating students, were supposed to be involved in their upbringing based on a humanistic approach to the child. This was stated in the Charter as follows: “Teachers take the place of parents with their students and therefore must receive them kindly, patiently, attentively and must not regard themselves as autocratic judges over children.” The problem of interaction between teachers and parents did not go unnoticed in the Charter: “The teacher, by cumulative work and advice with parents, should try to bring up the best children”.

During the period of Soviet power, class mentoring was abolished (1923), since the emphasis was placed on student self-government. But, as school practice has shown, the educational activities of student organizations were in a state of crisis, as the lack of experience in the organizational activities of children, the reassessment of their capabilities and the reduced role of the teacher in the formation of self-government and the organization of the activities of the student team affected. At one time, they found a way out in the fact that group teachers were attached to the classes. And only in 1934, by the Charter and the Regulations on the unified labor school, the responsibility for organizing the educational process in the classrooms were again assigned to class teachers. In the same year, 1934, the “Regulations on the class teacher” was approved, which became the main document regulating the activities of class teachers in schools.

In the work of every teacher there is a difficult, but very important mission - to be a class teacher. No matter how difficult the work of the class teacher, children undoubtedly 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 class teacher remains the organizer of the activities of students in the classroom, the coordinator of educational influences. 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 work is to study the directions and content of the activities of the class teacher.

The object of the research is the process of activity of the class teacher.

The subject of the study is the forms and methods of work of the class teacher.

Main goals:

1) To reveal the essence of the activity, the main functions of the class teacher.

) Consider goal-setting and planning in the work of the class teacher.

) Consider the main forms and methods of work of the class teacher on the experience of the work of Shoba S.N., class teacher of the 10th grade. school number 15.

4) Present practical materials of the real work of the class teacher (plan of the educational work of the class teacher; plan of work with parents, social and pedagogical characteristics of grade 10)

The following methods were used in the work:

1.Analysis of scientific-pedagogical and methodical literature;

2.Studying the experience of the class teacher.

Experimental base: 10th grade, school No. 15 in Mozyr.

CHAPTER 1. THE ROLE OF THE CLASS TEACHER IN THE SCHOOL MANAGEMENT SYSTEM

1.1The main functions and duties of the class teacher

To organize extra-curricular educational work in the middle and senior classes, class teachers are appointed from among the most experienced teachers. Their necessity is due to the fact that in these classes, educational and educational work is carried out by several teachers, whose activities require some coordination. In addition, many types of extracurricular work, such as, for example, the creation and education of a student team, the organization of socially useful work, numerous types of moral and artistic and aesthetic activities of students, are not directly included in the duties of subject teachers and are assigned to the class teacher.

Today, the class teacher also interacts directly with both students and their parents. The modern class teacher carries out his activities on the basis of basic principles, among which the following stand out:

a combination of natural conformity and cultural conformity in the organization of educational activities of students;

the socialization of the personality of each student is carried out through self-determination, self-government and self-realization;

pedagogical stimulation of creative self-development of the individual and the student team.

The educational tasks, content and forms of work of the class teacher cannot be uniform. They are determined by the needs, interests, needs of children and their parents, the conditions of the class, school, society, and the capabilities of the teacher himself.

Therefore, the main tasks of the class teacher are:

formation in the class team of a favorable psychological climate that contributes to the spiritual development of each student.

Based on the tasks, the functions of the class teacher are indicated by the need to create conditions for the existence of a child in a general educational institution for his successful life, to promote the versatile creative development of the individual, spiritual development, and comprehension of the meaning of life. The class teacher, receiving and processing information about his pupils, their psychophysical development, social environment, family circumstances, controls the course of a holistic educational process, the process of becoming the personality of each child, his moral qualities; analyzes the nature of the impacts exerted on him; coordinates the educational activities of each pupil and the entire class team, self-determination, self-education and self-development of the student, the formation of a class team, the development of creative abilities of students, relationships with other participants in the educational process. According to G.N. Sibirtsova, the class teacher must perform the following functions:

Functions of the class teacher Methods and procedures of education Diagnostic In-depth study of the individual and the classroom team based on observation, questioning, conversations, interviews, testing, etc. Conceptual Selection of priority theories and principles of education based on the characteristics of the class Target Selection and specification of the goals and objectives of education in accordance with the purpose, designing the activities of studentsOrganizingOrganization of self-government class, the collective activities of students; teaching them the rational use of study time and involving them in extracurricular activities of interest Stimulating Activation of the activities and positive behavior of students, their interests and creativity based on motivation Communicative Psychological contact with the class team: a favorable atmosphere, mutual understanding, cooperation Corrective Correction of the system of communication and behavior of students, the use of conflict resolution technology and systematic control measures; analysis, accounting and evaluation of the results of education, stimulation of self-control and self-esteem Prognostic Building a model of education for the future, taking into account the identified problems and the results

The tasks, functions, rights and obligations of the class teacher are reflected in the document “Regulations on the class teacher of a general education school.” Here are also the areas of his activity, which include:

education in schoolchildren of a positive conscious attitude to learning;

preparing students for work and career choice;

the formation of socially significant personality traits, the moral position of each pupil, the culture of his behavior;

inclusion of students in the field of extracurricular activities, taking into account their interests and abilities;

interaction with subject teachers, parents of students and public organizations in the process of education;

taking care of the mental and physical health of students; cooperation with the social pedagogue and school psychologist.

In the formation and development of the personality of the child, the disclosure of his abilities and potential, the leading role belongs to the class teacher.

“The duties of the class teacher” (See Appendix B) are due to the modern task that society sets for itself - the maximum development of each student, the preservation of his originality, the disclosure of his potential talents and the creation of conditions for normal spiritual, mental, physical improvement.

2 Goal-setting and planning in the work of the class teacher

The key to the success of educational work is highly professional goal-setting and planning by the teacher of interaction with students. Planning work is a creative process that does not stop throughout the work with children. It is based on the cooperation of the teacher, the children's team and the parents of students, their understanding of the goals and objectives of their joint activities and the desire to make school life interesting, useful, creative.

As a rule, before setting the goals and objectives of education, the teacher first studies his class team using diagnostic methods (the psychological atmosphere, the specifics of interpersonal relations, the level of upbringing of each student, the interests and inclinations of children, the ability of students to various types of activities, etc.). Based on the diagnostic results obtained, he proceeds to the definition of educational goals and objectives.

When setting the goals of educational work with the children's team, the teacher predicts changes that should occur in relations between children, in the value orientations of the team. In the goals formulated on the basis of diagnostics, they reflect those new formations that will be inherent in the student team after a certain period of its development. These goals are usually related to the development of children in various areas:

moral and legal (manifestation of feelings, formation of relations and moral positions, legal literacy, legal thinking);

cognitive (development of intellectual skills, acquired knowledge and norms, formation of motives for cognitive activity);

ecological (formation of ecological outlook, ecological education and upbringing, stimulation to nature protection activity);

health-improving (sports and labor skills and abilities);

creative (development of natural inclinations and abilities);

communicative (relationships in the systems “student-teacher”, “student-student”, “student-parents”, “student-surrounding people”);

personal-evaluative (skills of introspection, self-esteem, self-education).

The educational tasks set by the teacher specify what abilities, qualities, relationships will be developed among schoolchildren, what knowledge, skills and abilities students will master.

The planned goals and objectives of educational work determine the teacher's choice of forms and methods of interaction with students, which forms the basis of the plan of educational work. Certain requirements are imposed on such a plan: 1) purposefulness of the content; 2) taking into account the age characteristics of students, leading interests in the class team; 3) continuity, systematic, sequence of planned cases; 4) the reality of the implementation of the plan; 5) variety of planned forms and methods; 6) the creative nature of planning.

Based on the foregoing, the class teacher draws up the following documentation, while compiling a personal “Class teacher journal”, which includes sections:

Psychological and pedagogical characteristics of the class.

Educational goals and objectives.

Analysis of educational work with the team. Classroom problems.

Plan of educational work with the class.

Individual work with students.

Family work.

Legal support of educational work.

Creative laboratory of psychological and sociological research.

The section "Plan of educational work with the class", as a rule, is a complex of forms and methods of working with students.

There are various approaches to the design of this section of the plan. Among them stand out:

planning for key cases (V.A. Karakovsky);

scheduling;

grid plan (linear-chronological planning);

integrated planning by type of activity (N. E. Shchurkova).

Let's bring exemplary sample registration of planning of educational work based on the use of activities.

Fragment of an exemplary comprehensive plan educational work with the class

No. Forms of educational work and their goals Time of implementation Responsible executors Mental education of schoolchildren 1. Design of a class corner Purpose: to form a microclimate of the school team, to reveal the creative potential of students. September Class teacher, class asset 2. Parent meeting "The influence of motivation on academic performance" Promoting their awareness of the need to control student workloads and homework. October Classroom teacher, subject teachers leader 4. Quiz "Ancient Russian cities" Purpose: development of intellectual abilities and erudition of students. February Class teacher, subject teachers, students of the class subject teachers, class asset Aesthetic education of students, etc.

In order for the plan of educational work of the class teacher to be competent and effective, it is necessary to analyze the results of the educational work carried out in the past year, draw up a psychological and pedagogical description based on the analysis and characteristics, determine the main educational tasks, and choose the form of the plan. But with any form of plan, it should be remembered that the content of the work, forms and methods should contribute to the solution of the tasks set, correspond to the level of development of this team, take into account the age-related psychological characteristics of students, and comply with the planning algorithms at school.

1.3 Analysis as a managerial function of the class teacher

The role of pedagogical analysis is extremely great. Deep and substantiated, it contributes to the knowledge of the essence of the pedagogical process, allows you to consciously and effectively influence its development. Thanks to the analysis in each specific situation, effective solutions to certain tasks facing the class teacher can be made in a timely manner.

Analysis is closely related to goal setting, forecasting, and work planning. The deeper it is, the more correctly and specifically the goals and objectives of the class teacher's activities for the next period will be determined, the selection of the content and forms of the planned work can be optimally carried out.

As a result of the analysis of the pedagogical process, the class teacher determines:

the effectiveness of their activities and the whole team of the class;

The class teacher analyzes the work on a daily basis. At the same time, there are special situations when a purposeful analysis of one's work is necessary, the organization of the analytical activities of students, parents, teachers working in the classroom.

The implementation of the analysis of pedagogical work is one of the most difficult issues for the class teacher. First of all, it is important to determine the main, starting point of the analysis. As a rule, these are goals, objectives, main pedagogical ideas or functions of the class teacher. The following information should be collected for analysis:

a) materials reflecting the results of the work carried out;

b) a list of pedagogical tools used to solve problems;

c) information about the conditions of work, factors that could affect its effectiveness;

d) materials on the degree of influence of various pedagogical means on the results achieved.

If the class teacher starts analysis, he needs to know the most important mental operations that permeate analytical work:

description of the phenomenon as a whole, generalized characteristics of the element, subject (system) of analysis;

dismemberment of the phenomenon, the subject of analysis (system) into its constituent parts;

comparison with what was and what has become, with the ideal state of the phenomenon, its state for various situations and conditions;

establishment of causal relationships;

classification of features in the subject of analysis, highlighting the main characteristic;

generalization, synthesis, allowing to draw conclusions based on the results of the analysis;

abstraction, the assumption of possible ways of development this phenomenon(systems).

Since tasks and their implementation are most often taken as the basis for the analysis, we offer the class teacher an algorithm that is advisable to use when analyzing the solution of a particular problem:

a clear, specific statement of the problem;

selection of constituent parts, components of the problem and their brief description;

definition in the problem of the main characteristics that are relevant for a given situation;

development of criteria and indicators of the level of problem solving, taking into account the main characteristics;

development of methods for studying the results of solving the problem;

compiling a list of pedagogical tools used to solve the problem, as well as factors influencing its solution;

development of methods for studying the effectiveness of the pedagogical tools used and the degree of influence of various factors on the solution of the problem;

implementation of methods, collection of information;

processing of information on blocks using tables, diagrams;

execution of the analysis in written or oral form;

discussion and approval of the analysis with class teachers, parents, school administration.

The design of the analysis of the solution of the problem can be represented taking into account the following scheme: Synthesis 1 -> analysis -> synthesis 2.

Synthesis 1: a conclusion about how the task was solved in general - facts, figures confirming this conclusion.

Analysis: what was done to solve the problem, what work was done, what and how influenced its solution (characterization of the degree of influence of various pedagogical means on the solution of the problem).

Synthesis 2: conclusions about the most effective pedagogical tools, unused opportunities and reserves, the reasons for the decrease in the effectiveness of pedagogical work, the main directions for further activities to solve the problem.

There are various types of analysis that can be classified according to the object (what is analyzed), the subject (who analyzes), content, and time. The above is relevant to any type of analysis. At the same time, each of them has its own characteristics. Most often, the class teacher turns to the analysis of a specific form of work.

Approaches to the analysis of the form of work can be different. Since it is a process and, therefore, refers to procedural systems, has certain stages interconnected, a system-structural analysis is appropriate. To do this, it is necessary to have objective information about all stages of the implementation of this form: about planning, goal-setting and impact in the process of preparing and conducting, summing up. We offer a possible scheme of analysis (self-analysis) of educational activities in this case. (see annex B)

Ways to study the effectiveness of the class teacher.

Based on the functions of the class teacher listed in paragraph 1.1, 2 groups of criteria for the effectiveness of his work can be distinguished.

The first group is effective criteria showing how effectively socio-psychological functions are implemented.

The performance indicators reflect the level that the pupils of the teacher reach in their social development.

The second group: procedural indicators 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, and also what processes of activity and communication of students he organizes.

The work of the class teacher is effective, in which both procedural and productive indicators are high. At the same time, the priority in the work is positive changes in the level of upbringing of students and their relationships.

The style of class leadership, the style of communication of the class teacher with children, largely determines what kind of relationship the children develop with the teacher and among themselves. The democratic style, in which the student is considered as an equal partner in communication, his opinion is taken into account in decision-making, independence of judgment is encouraged, contributes to the creation of a relaxed, friendly, creative atmosphere of cooperation and mutual assistance in the classroom.

In addition to these main performance indicators of the work of the class teacher, arising from his target functions, a number of additional concepts were introduced:

Firstly, these are those psychological neoplasms that arise in the teacher himself in the course of his work.

Secondly, it is satisfaction with the result of the work of the class teacher on the part of students, administration, other teachers working with the class, as well as the teacher himself.

Finally, the third indicator is the psychological assessment of the result, that is, the expenditure of time, emotional and physical strength of students and the teacher. The teacher's excessive enthusiasm for his work often leads to the fact that he forgets about himself, his family, health, which ultimately affects his activities. The work of a nervous, emotionally unbalanced person who experiences great problems in family and personal life cannot be effective. The problem of “burning out” of a teacher at work has recently become so urgent that many teachers, in order to avoid this, neglect their duties as a class teacher, approach them formally. Such activity of the class teacher is effective, for which the optimal amount of time, physical and moral strength is spent.

The process of pedagogical activity of the class teacher is based on the methods, techniques of educational influences used by him in his work, that is, the means aimed at achieving the result. The choice of methods and means of education to a large extent depends on the characteristics of the personality of the teacher, his individuality.

The professional behavior of a teacher is primarily determined by the level of formation of those pedagogical knowledge, skills, personality traits that directly affect the effectiveness of his activity.

CHAPTER 2

1Forms and directions of work of the class teacher with the student team

In order to study the activities of the class teacher, we studied the work experience of Shoba S.N., the class teacher of the 10 B class of the secondary school No.

In the activities of the class teacher, the main thing is to promote the self-development of the child's personality, the realization of its creative potential, the provision of active social protection, the creation of the necessary reliable conditions for enhancing the efforts of children to solve their own problems.

Shoba S.N. identifies the following main functions in its activities:

.Studying students and the class team: obtaining demographic, medical, psychological and pedagogical data (family, social and financial situation, health status, level of development, upbringing and learning, individual characteristics, etc.)

.Organization, conduct and adjustment of various types of activities in accordance with the tasks set and the planned plan: holding class hours, collective creative activities, excursions, hikes, evenings, parent meetings, etc.

.Organization of work with parents of students: systematic informing about the progress, behavior of students, visiting students at home, providing pedagogical education to parents, involving parents in educational work with students.

For the academic year 2012-2013 Shoba S.N. the following goals were set:

1.To promote the development of children's independence of responsibility for the tasks assigned.

2.Promote a healthy lifestyle.

.To form love for the native land.

.Promote the development of interest in learning, improve the quality of students' knowledge.

.Contribute to the development of children's abilities.

To achieve the goals set in the work plan of the class teacher with the class, activities were planned in the following areas:

1)educational and cognitive; (intellectual tournament for the best knowledge of the history of the Republic of Belarus);

2)civil-patriotic (rally dedicated to the 67th anniversary of the Great Victory);

)individual work with schoolchildren;

)artistic and aesthetic; (exhibition "Fantasy of autumn")

)formation of a healthy lifestyle; (sportlandia "Higher, faster, stronger!")

)vocational guidance and labor education (collection of scrap metal "Labor landing");

)promoting the processes of self-knowledge and self-improvement of high school students (Week of School Olympiads);

Pupils took an active part in all the activities, but the girls gave more preference to the activities of the artistic and aesthetic direction, and the boys at the events are aimed at the formation of a healthy lifestyle.

The event is carried out in accordance with the plan of educational work provided in Appendix D.

In secondary school No. 15, educational work is carried out according to the program Mercy Therefore, great attention is paid to the moral education of students. Therefore, lessons of morality are included in the educational plan of work with the class. The emphasis is on the education of such qualities as the ability to control oneself, a sense of restraint (especially in sexual education), caring, mercy, kindness and sensitivity, responsiveness. Morality lessons are held together with parents, pre-determining tasks for students. In grade 10 B, a survey was conducted What is your mission, man? The students answered the questions: What qualities of character do you value in a person? (Answers: Honesty, fairness, kindness to the young and old . What is the beauty of human actions? (In the ability to give up a seat on the bus to the elderly, to help mother and father around the house, to protect the weak, to love neighbors ). What expectations of your parents do you not live up to? (I don’t study well enough, I don’t have enough sensitivity ). Summing up the results of the survey, Svetlana Nikolaevna highlights that such qualities as responsiveness, caring, self-control, kindness and sensitivity are present among students.

The main task of the class teacher is to instill in the children the skills of self-organization. To educate a creative person, it is necessary to provide her with an opportunity for self-realization. Without the individual there is no team, but there is a crowd. Proceeding from this, the class teacher builds his activity, combining various forms of educational work, so that each child has the opportunity to try his hand, to find himself. In the educational process, a large role is played by the variety of forms of class hours. In his practice, the class teacher uses such forms of class hours as correspondence travel (“Know your history”), discussions, dialogues (Class hour for the prevention of road injuries “Road and Pedestrian”), hours of creativity (preparation for the New Year) and others. Various competitions, competitions, family holidays, evenings, lights, round tables.

In order to develop the individual characteristics of the child, Svetlana Nikolaevna uses a personality-oriented approach in her activities. The content of the conducted class hours includes the material necessary for self-construction, self-realization and self-affirmation of the child's personality. In the arsenal of the teacher, there are many techniques and methods that help to ensure the subjective position of students and their parents in drawing up the subject of class hours:

) method of sociological survey. During the survey or conversation, the teacher finds out the opinion of students and parents in drawing up the topics of class hours on the following questions: What should be discussed first of all in our class? What question would you like to receive an answer to in class, etc.;

) unfinished sentence technique: the main problem in our class is ... the problem that worries me most of all is ...

) technique We are building a new cool house;

) technique Monument to the problem of the century, etc.;

A significant role in the educational process is played by the organization of self-government in the classroom. This form of work with the class team helps to educate the children in a sense of personal responsibility for the collective affairs of the class, allows you to identify the level of claims of each, allows each child to show their abilities, contributes to the development of personality, helps to determine their place in the team.

Self-government in the classroom is organized taking into account the relationship of students. How do children treat each other, who is respected, who is considered a leader, based on this, students independently distribute responsibilities in the classroom, children do what they are interested in, what they can do. Naturally, educational work is impossible without the participation of parents, therefore, Svetlana Nikolaevna regularly acquaints students and parents with the legal foundations of family education, with the Constitution of the country, Legislative documents on marriage and the family, the Convention on the Rights of the Child, tries to maintain close contact with parents and cooperate with the parent committee .

Obviously, one of the real conditions for evaluating the activities of a class teacher is performance, the criteria for which are as follows:

· the level of organization of the classroom team during study;

· the degree of the teacher's awareness of the learning successes and failures of the students in the class;

· the degree of parents' awareness of the academic successes and failures of students in the class;

· the degree of formation of positive motivation for learning activities in the class team;

· versatility and diversity in work aimed at the development of cognitive interests and cognitive activity;

· the attention and interest of the class teacher in the formation of general educational skills and abilities in their pupils;

In his educational work, Shoba S.N. identifies three main areas:

the study of individual characteristics, its development, environment, interests;

programming of educational influences;

implementation of a set of methods and forms of individual work;

team building;

formation of a favorable emotional atmosphere;

inclusion of students in various types of social activities;

development of children's self-government;

) correction of the influence of various subjects of social relations:

social assistance to the family;

interaction with the teaching staff;

correction of mass media;

neutralization of the negative impacts of society;

interaction with other educational institutions.

The organization of the educational work of the class team is the largest and most important part of all the activities of the class teacher.

2.2 Interaction of the class teacher with the subjects of the pedagogical process (school psychologist, social pedagogue, subject teachers)

The class teacher and subject teachers ensure the integrity, purposefulness of the pedagogical process in the classroom. In working with the student team and individual students, all teachers solve common educational and educational tasks: the development of cognitive activity, creativity, independence, responsibility, etc. The effectiveness of this work largely depends on the consistency of long-term and operational goals and objectives, as well as on the consistency of actions teachers working with students in a particular class.

Systematic interaction of the class teacher Shoba S.N. with subject teachers working in the class entrusted to her, is aimed at solving the following tasks:

a comprehensive study of the characteristics of the teaching activities of each teacher, his relationship with children;

regulation of relations between class teachers, between teachers and children, between teachers and parents;

determination of common goals and means of activity, organization of joint work to achieve them;

pedagogically expedient use of teachers ' opportunities in the organization of out - of - class educational work with children and their parents .

Class teacher Shoba S.N. acquaints teachers with the results of diagnosing the levels of learning and upbringing of students, with the degree of their advancement in knowledge in the subjects studied. Together with teachers, the class teacher outlines ways and means to ensure the self-realization of each student in the classroom and outside of school hours.

The need to discuss the issue concerning the interaction of the class teacher, social teacher and school psychologist is primarily due to the fact that their work is related to its object itself - this is a person, a student, a pupil in a social environment. If we compare the functions performed by the class teacher, social pedagogue and school psychologist, they are largely similar. The difference lies only in the scope of implementation. Unlike class teachers, even those released, who almost always have a teaching load at school, the social pedagogue and school psychologist do not have a teaching or educational function in the first place.

The class teacher is the link between the students, the social pedagogue and the school psychologist. He receives a request and primary information about the child. Most often, he turns to a specialist when his own measures of influence on the pupil and his family do not bring the desired result. Svetlana Nikolaevna developed a plan for working with the families of students in the SOP, provided in the position of D.

The interaction of the class teacher, social pedagogue and school psychologist is aimed at jointly identifying the causes of the problems that arise in the child and carrying out socio-pedagogical and psychological correctional work to provide assistance and prevent possible problem situations. A work plan was also developed, provided in Appendix E.

Social educators have more information than a class teacher about the life of children outside of school, which is sometimes a powerful factor influencing the child and explaining his behavior and actions at school and at home. Moreover, the social pedagogue not only provides information about the child's life outside the school, but can continue in the microdistrict the work begun at the school with a particular student. He provides class teachers with a social "portrait" of the microdistrict, studies its pedagogical potential. The social educator can include in this “portrait” the situation of families in this microdistrict, which will allow more effective planning of interaction with the family during the educational process at school.

As the study of school practice shows, among the most common questions that a class teacher addresses to a social teacher are:

assistance in the socio-pedagogical examination of the child (the environment of the child, life outside the school, etc.);

timely support for children in extreme situations (deprivation of their fathers and mothers of parental rights, orphanhood of a child, placement of a child in a state institution for further education and upbringing, etc.);

collection of documents to identify children and adolescents in special educational and preventive institutions, etc.;

taking educational measures for the child in case of frequent absences from school;

interaction in the course of work with the parents of the child;

ensuring the protection of life and health, promoting a healthy lifestyle among children and adolescents (Class hour "Youth against AIDS";

obtaining special information or advice related to deviations of a moral nature in the child's behavior (addiction to bad habits, alcoholism, drug addiction, etc.).

A psychologist at a higher professional level owns the methods of producing diagnostics. The class teacher can successfully cope with the task of studying students and the class team, but only a psychologist can give broader and more complete information about the child, his adaptation in the class, the relationship of children, class problems and, accordingly, the provision of psychological assistance.

The class teacher turns to the school psychologist, as a rule, on the following issues:

students' difficulties in mastering the curriculum;

the complexity of the relationship of students with teachers, peers and parents; resolution of a conflict situation (spend an hour of a psychologist with the class, conduct sociometry in the class);

adaptation of children (especially beginners) at school and in the classroom (studying the adaptation of a child who has just come to class, studying intra-family relations, conducting a questionnaire in the class “What makes a new student pleasant to me”);

emotional and personal disorders of students, which become the causes of school and communication problems (conducting the Bass-Darky questionnaire in the classroom to identify the level of students' aggressiveness, conducting classes to reduce aggressiveness);

identification and development of interests, inclinations, potential abilities of students.

Joint forms of work of the class teacher, social pedagogue and school psychologist: joint consultations both for individual students and for the whole class; psychological and pedagogical workshops with children and their parents; joint seminars for students, parents, school teachers; game methods for correcting children's behavior, co-hosting parent meetings; observation of students in the classroom and outside of class, etc.

At first glance, the implementation of all these joint actions may seem unrealistic, but a lot is carried out by the class teacher and teachers in everyday communication and requires a small amount of time, which pays off with a significant increase in the quality of pedagogical work. While helping each other, they help themselves.

2.3 The specifics of the work of the class teacher with the families of students

The pace of development of modern society poses more and more new problems for parents, which are often very difficult to solve alone. Great help in solving emerging problems is provided by services working at the school and for the school.

In her work with her parents, Svetlana Nikolaevna had to involve social educators, psychologists, the administrative council, the juvenile affairs inspection, career guidance and employment centers, youth organizations and other services. But the solution of any issue always began with a discussion at the parent committee or at the parent meeting. A plan was drawn up for the work of the class teacher with the families of students, provided in Appendix I.

The class teacher Shoba Svetlana Nikolaevna began her activity at the beginning of the class leadership with the preparation of a class social passport and an individual map of work with the family, which is already the primary diagnosis of the student's family.

In her experience of working with parents, collective and group forms are used.

Forms of cognitive activity: public reviews of knowledge, creative reports on subjects, days of open lessons, a holiday of knowledge and creativity, tournaments of connoisseurs. In all these forms, there is a direct relationship between children, parents and teachers.

Forms of labor activity: office design, collection of waste paper and scrap metal, etc.

Forms of psychological and pedagogical education of parents: work with parents is interconnected and represents a single stable system (parents' meeting, lectures, workshops, seminars, conversations, consultations, etc.).

Open lessons are usually organized to familiarize parents with new programs in the subject, teaching methods, and teacher requirements. It is necessary to give parents the opportunity to attend an open lesson at least once or twice every six months.

The day of open lessons is held at a convenient time for parents. 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 analysis: achievements are noted, the most interesting forms of the lesson, the results of cognitive activity, problems are posed, prospects are outlined.

The parent meeting is the main form of work with parents, where the problems of the life of the classroom and the parent team are discussed. As work experience shows, the system of holding class meetings not only arouses interest among parents and is positively assessed by them, but also helps to jointly solve important issues related to the upbringing of children. A large role is played by memos for parents, as well as feedback from teachers prepared for the meeting on the educational activities of students.

The Parents' Lecture Hall acquaints parents with the issues of upbringing, improves their pedagogical culture, and helps develop unified approaches to raising children.

Role-playing games are a form of collective creative activity to study the level of formation of the pedagogical skills of participants. The role-playing technique provides for the definition of the topic, the composition of the participants, the distribution of roles between them, a preliminary discussion of possible positions and behaviors of the participants in the game. At the same time, it is important to play several options (positive and negative) of the behavior of the participants in the game and, through joint discussion, choose the best course of action for this situation (“healthy lifestyle against tobacco and alcohol”).

Debate - reflection on the problems of education - is one of the forms of increasing pedagogical culture that are interesting for parents. It takes place in a relaxed atmosphere and allows everyone to join in the discussion of the problem (“Problems of the relationship between parents and children”).

Meeting with the administration, teachers of the class is held annually. Teachers acquaint parents with their requirements, listen to their wishes.

Collective and group forms of interaction permeate individual forms. These include conversations, intimate conversations, consultation-thinking, the implementation of individual assignments, a joint search for a solution to the problem, correspondence. Individual work with parents requires much more effort and ingenuity from the teacher, but its effectiveness is much higher. It is in individual communication that parents learn the requirements set by the school for students and become allies of the class teacher.

Visiting the family is an effective form of individual work of the class teacher with parents. When visiting the family, there is an acquaintance with the living conditions of the student. The class teacher talks with parents about his character, interests and inclinations, about his attitude towards parents, towards school, informs parents about the success of their child, gives advice on organizing homework, etc.

The system of work of the teacher with parents also provides for their involvement in school self-government. Parents of students are not legally included in the school team and do not form a team in general, but they are no less interested in the success of the school than teachers or their children. They are a kind of social customers of the school, so they should be able to influence its activities and participate in school life. One of the forms of cooperation between the class teacher and a group of the most experienced, proactive parents is the class parent committee. The parent committee works on the basis of the regulation on the parent committee of the school. He, together with the class teacher and under his leadership, plans, prepares and conducts all joint work on teacher education, establishing contacts with parents, assisting in the upbringing of class children, analyzes, evaluates and summarizes the cooperation between the school and the family. The organization of joint leisure activities or the involvement of parents in joint activities with children is also one of the functions of the work.

Finds a place in the work of the class teacher such a form as intellectual games for parents The most erudite family , contests Culinary duels , Ah, potatoes and others. Mandatory joint activities with parents on a healthy lifestyle (seminars, promotions, quizzes, etc.) In the methodology, one can single out the so-called non-traditional forms of cooperation between the class teacher and the student's family. These include the following forms:

parent evenings

Individual consultations

Group consultations

Thematic consultations

Keeping communication notebooks

Trainings

Thematic round tables held by parents.

Diagnosis plays a huge role in the teacher's work. Without the use of psychological and pedagogical diagnostics, it is impossible to plan educational work in a children's team, to establish relations with a team of parents. Any information that the class teacher can get from parents and children can provide an invaluable service to the family and the child.

The educational work of the class cannot be built without taking into account the fact that the individuality of the child is formed in the family.

The class teacher coordinates the educational possibilities of individual processes, including the influence of parents on the basis of presenting uniform requirements for the student, taking into account their individual abilities.

The interaction of the school and the family involves the establishment of an interested dialogue and cooperation, developing into active assistance aimed at ensuring the main function of the educational system - to develop the integrity of the individual.

CONCLUSION

The study allowed us to draw the following conclusions.

1.The class teacher is the direct and main organizer of educational work at school.

The main tasks of the class teacher are:

assistance to each student in the development of his personality; creation of conditions for the manifestation and enrichment of his internal forces, inclinations, interests and abilities;

organization in the class team of educational and developmental activities;

formation in the class team of a favorable psychological climate that contributes to the spiritual development of each student.

Based on the tasks, the functions of the class teacher are indicated: diagnostic, conceptual, target, planning, organizational, stimulating, communicative, corrective control and evaluation, prognostic.

The tasks, functions, rights and obligations of the class teacher are reflected in the document "Regulations on the class teacher of a general education school." Here are the directions of his activities.

"The duties of the class teacher" are due to the modern task that society sets for itself - the maximum development of each student, the preservation of his originality, the disclosure of his potential talents and the creation of conditions for normal spiritual, mental, physical improvement.

2.When setting the goals of educational work with the children's team, the teacher predicts changes that should occur in relations between children, in the value orientations of the team. In the goals formulated on the basis of diagnostics, they reflect those new formations that will be inherent in the student team after a certain period of its development. These goals, as a rule, are associated with the development of children in various areas: moral and legal, cognitive, environmental, health, creative, communicative, personal and evaluative.

3.As a result of the analysis of the pedagogical process, the class teacher determines:

The effectiveness of their activities and the overall class team;

the expediency of the ongoing pedagogical work;

conditions, factors that determined the results achieved;

the effectiveness of the pedagogical means used, the degree of their influence on the results of work;

achievements and shortcomings in the organization of pedagogical activity, their causes;

unused opportunities and pedagogical means, reserves for further improvement of work;

ways of developing the pedagogical process and eliminating the causes of the identified shortcomings.

.In order to study the activities of the class teacher, we studied the experience of Shoba S.N., class teacher of the 10 B class of school No. Shoba S.N. identifies the following main tasks in its activities:

organize a variety of activities in the classroom;

take care of the development and health of the child;

help students solve problems.

In her educational work, she identifies three main approaches:

) direct impact on the student:

) creating an educational environment:

) correction of the influence of various subjects of social relations.

The main task of the class teacher is to instill in the children the skills of self-organization. In order to develop the individual characteristics of the child, Svetlana Nikolaevna uses a personality-oriented approach in her activities. A significant role in the educational process is played by the organization of self-government in the classroom.

The main stages of the activity of the class teacher with the class are:

.Study of students and class staff: obtaining demographic, medical, psychological and pedagogical data.

.Setting educational tasks common to the class or individual groups, students of the class.

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

.Organization, implementation and adjustment of various types of activities in accordance with the tasks set and the planned plan.

.Organization of work with parents of students.

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

.The class teacher is the link between the students, the social pedagogue and the school psychologist.

Joint forms of work of the class teacher, social pedagogue and school psychologist: joint consultations both for individual students and for the whole class; psychological and pedagogical workshops with children and their parents; joint seminars for students, parents, school teachers; game methods for correcting children's behavior, holding parent-teacher meetings together; Observing students in class and outside of class

6.In his work with the parents of Shoba S.N. social educators, psychologists, the administrative council, the juvenile affairs inspectorate, youth organizations and other services had to be involved. But the solution of any issue always began with a discussion at the parent committee or at the parent meeting.

Forms of interaction between teachers and parents is the variety of organization of their joint activities and communication:

Forms of cognitive activity: public reviews of knowledge, creative reports on subjects, days of open lessons, a holiday of knowledge and creativity, tournaments of connoisseurs.

Forms of labor activity: designing an office, collecting waste paper, planting a memorial alley.

Forms of leisure: joint holidays, preparation of concerts, performances, competitions, contests, KVN, home weekend clubs, parental schools of interest.

Forms of psychological and pedagogical education of parents: lecture, conversation.

Family and school play a major role in a child's life, and how he feels in them depends on his development as a person. Therefore, neither a school without a family, nor a family without a school are able to cope with the subtlest, most complex tasks of becoming a schoolchild. The school should invite the family to cooperate, taking into account its capabilities. The family should consider the school as a friend in the education of the student. Cooperation between the school and the family is the result of purposeful and long-term work, which, first of all, involves a comprehensive and systematic study of the family, the characteristics and conditions of the family upbringing of the child. The interaction of participants in the pedagogical process should be planned and organized. The essence of the interaction between the teacher and the family is that both parties are interested in studying the child, revealing and developing the best qualities in him.

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10.Journal // Festival of Pedagogical Ideas " Public lesson» #"justify">APPLICATIONS

POSITION

About the class teacher

CHAPTER 1 GENERAL PROVISIONS

This provision has been developed on the basis of the Instructional and Methodological Letter on the organization of the work of the class teacher of the class of a general educational institution and a higher educational institution that provides training and education at the III stage of general secondary education, the curator of the educational group of the institution providing vocational and secondary specialized education of December 7 2009 No. 12-01/295ds.

The regulation on the class teacher of the State Educational Institution "Valavasky Kindergarten Secondary School" regulates the organization, the main areas of work of the class teacher of the class that provides education and upbringing in the gymnasium.

The class teacher is appointed by order of the director on the basis of the proposal of the deputy director for educational work, from among full-time teachers for the entire period of schooling of students at school.

In his work, the class teacher is guided by the legislation of the Republic of Belarus, the Charter of the school and this instruction, as well as other legislative acts of the Republic of Belarus.

The class teacher interacts with the director, deputy directors, teachers, medical workers, heads of primary public associations, student self-government, other interested, as well as legal representatives of students at school, in order to coordinate the work on shaping the personality of students in their class.

The main requirements for the work of a class teacher are professional competence, personal readiness to carry out ideological and educational work, citizenship, high moral and political culture, responsibility and communication skills.

The main principles of the work of the class teacher are a personality-oriented (individual) approach to education, respect for the personality of the student, priority of the rights and legitimate interests of students, pedagogical support in social development, assistance to self-development and self-realization of students, the formation of their citizenship, a healthy lifestyle, the development of student self-government, goodwill in relations with students and their legal representatives, ensuring the humanistic nature of education.

The work of the class teacher is subordinated to the general goals of teaching, educating and developing the personality of the students of the gymnasium, the class team.

Educational work with students is carried out by the class teacher in accordance with the Concept of Continuous Education of Children and Students in the Republic of Belarus, approved by the Decree of the Ministry of Education of the Republic of Belarus dated December 14, 2006. No. 125, Program of continuous education of children and young students in the Republic of Belarus for 2006-2010 dated December 28, 2006 No. 132.

Organizational and educational work at the school is carried out outside the time allotted for conducting training sessions, including on the sixth school day, in accordance with the plans for ideological and educational work (class, school) and includes the following types of work: class management, individual and group work with students, ideological, cultural and leisure, sports and recreation, sports and mass work, promotion and formation of a healthy lifestyle, organization of socially useful activities, labor education and career guidance, prevention of unlawful behavior of students, social and pedagogical work with students and their parents.

CHAPTER 2 DUTIES AND RIGHTS OF THE CLASS TEACHER

The class teacher must:

Comprehensively study the individual and personal characteristics of each student, class team, features of family education, identify students who are in a socially dangerous situation, monitor the assessment of the quality of education;

To form a system of ideological and educational work in the classroom, taking into account individual and age characteristics, inclinations, interests, needs and value orientations of students, the specifics of the gymnasium and the socio-cultural environment;

Conduct weekly information hours in order to timely familiarize students with the socio-political and cultural life of the country;

Conduct a weekly class hour on the planned topics, as well as at least once a month on the state of discipline, the results of students' educational activities, their attendance at classes, participation in socially useful work, cultural and social life of the class, school.

Contribute to the creation of conditions for successful educational and cognitive activity of students, strengthening discipline, developing skills and abilities of independent study work, adaptation at school;

Contribute to the creation of a health-saving space in the classroom, the preservation and strengthening of the physical and mental health of students;

To carry out work on the prevention of family troubles and social orphanhood, support for minors who are in a socially dangerous situation, legal education of students, prevention of illegal behavior;

Provide pedagogical support to student self-government bodies, primary organizations of public associations "Belarusian Republican Pioneer Organization", "Belarusian Republican Youth Union", other children's and youth public associations, whose activities do not contradict the legislation of the Republic of Belarus;

Develop school traditions, help ensure compliance with internal regulations, protect the rights and legitimate interests of students;

To promote the secondary employment of students, their creative, mass cultural and sports and recreational activities, participation in the work of circles, clubs, sections, and the activities of student self-government bodies;

To carry out the organization of the educational process in the classroom on the basis of planning ideological and educational work, socially useful work, rest and health improvement of students during extracurricular time and during the vacation period;

Facilitate the organization of meals and medical care for students in accordance with established requirements;

Comply with the established requirements for labor protection and the creation of safe conditions for the health and life of students;

Improve your skills and constantly improve your professional skills.

The class teacher has the right:

Choose pedagogically sound forms, methods, ways and means of educational activities in the classroom, taking into account the individual and age characteristics, interests, inclinations and value orientations of students;

Conduct pedagogical observations of students (including during classes, exams and other ongoing activities held at school), study their family environment, using the information obtained in this case solely for educational purposes;

Submit proposals to improve the educational process for consideration by the school principal, school council, pedagogical and methodological association of class teachers;

Participate together with teaching staff in studying the quality of education of students in the classroom;

Make proposals to encourage students and their legal representatives, as well as proposals to bring students to disciplinary responsibility for violating the charter and internal regulations of the school;

Participate in the discussion of issues and decision-making regarding the life and activities of students in the class;

Receive from the director of the school, his deputies organizational, methodological, technical assistance on the problems of education; participate in seminars, conferences and other events on issues of ideological, educational work and state youth policy;

To participate in the competitions of pedagogical workers of the gymnasium, who have high achievements in educational work.

CHAPTER 3 ORGANIZATION OF THE WORK OF THE CLASS TEACHER

The deputy director of the educational work of the school coordinates and directs the activities of class teachers, provides them with organizational and methodological assistance, and also monitors the quality organization of the educational process in the classroom.

The class teacher plans work with students, taking into account the specifics and characteristics of the class on the basis of the school's ideological and educational work plan for the academic year. Planning includes the development of plans for the ideological and educational work of the class for the academic year, a quarter.

Based on the tasks of the class, the class teacher can develop comprehensive targeted programs, projects, plans (monthly, weekly) in various areas of educating students, and other planning documentation.

The actual performance of organizational and educational work is reflected by the teacher in the class journal.

The class teacher participates in the work of the methodological association of class teachers of the school in order to provide methodological and practical assistance in organizing and conducting educational work, improving qualifications, summarizing and disseminating the best work experience of class teachers.

APPENDIX B

OFFICIAL DUTIES OF THE CLASS TEACHER

General provisions.

1. A class teacher is a school teacher who performs the functions of an organizer of children's life, a corrector of interpersonal relations and a defender of pupils in his class in difficult business and psychological collisions of school life.

2. The class teacher has a higher or secondary specialized pedagogical education.

3. The activities of class teachers are managed by the deputy director for educational work.

4. The class teacher reports on the results of his work to the teachers' council, director and deputy director of the school for educational work in the prescribed manner.

The main tasks and content (directions) of the work of the class teacher in the class.

1. Contributes to the creation of favorable psychological and pedagogical conditions for the intellectual, physical and spiritual development child's personality. For what:

1.1. It studies the developmental features of each child, the state of health, emotional well-being, reflecting all the data in the psychological and pedagogical map.

1.2. He studies the inclinations, interests, sphere of talents of the child, choosing for each a certain type of activity where he can expect success.

1.3. Contributes to the creation of a favorable atmosphere and moral and psychological climate for each individual pupil in the class.

1.4. In accordance with the age needs of children and the requirements of class life, he organizes the life of the class team.

1.5. Develops classroom self-government, accustoming children to self-organization, responsibility, readiness and the ability to make life decisions.

1.6. Helps pupils to solve problems that arise in relations with teachers, comrades, parents, adapt in a team, win recognition, take a satisfying social status among their peers.

1.7. Directs self-education and self-development of the personality of the child. Together with the school psychologist, he organizes psychological education of students, introduces them to the rights and freedoms of a Russian citizen.

2. Provides assistance to pupils in educational activities.

3. Organizes and participates in pedagogical councils (small teachers' councils) on the problems of students in their class, if necessary attends the lessons of subject teachers.

4. Promotes the acquisition of additional education by students through a system of circles, clubs, sections, associations that exist at school and at the place of residence.

5. Promotes professional self-determination of the graduate, leads to a conscious choice of profession.

6. Protects the rights and freedoms of pupils, is responsible for their life, health and safety at school and in agricultural work during school hours.

7. Gives advice to parents. Conducts parent-teacher conferences, attracts parents to help the school.

8. Organizes food, duty, collective cleaning of the school, helping children to repair the school, fills out a journal, keeps records of attendance, immediately informs the administration and parents about all emergencies related to the health and life of children.

9. Participates in the work of teachers' councils, seminars, administrative and methodological meetings.

Mode of operation of the class teacher.

1. The working time of the class teacher, which he is obliged to devote to children during the week, 4 hours (20% of the teacher's rate).

2. Hour of the class teacher (hours of communication) - once a week according to the schedule, about which he makes an entry in the class journal.

3. The number of educational events - at least two cases per month, of which one may be school-wide.

4. The number of classroom parent meetings should be at least one per quarter.

5. Reports on the work done are provided to the administration at the end of trimesters in accordance with the approved procedure.

6. During the holidays and summer time, the working hours of the school are established according to the additional plan.

The rights of the class teacher. The class teacher has the right:

1. Participate in the work of school self-government structures: the teachers' council, the school council, trade unions and other public bodies of the school.

2. Take the initiative, make proposals for improving the activities of the school, make business, constructive criticism.

3. Create your own educational systems and programs, creatively apply new methods, forms and techniques of education, guided by the only principle of "do no harm."

4. To defend one's own honor and dignity in school self-government and protection bodies, if it is impossible - in state authorities and courts.

The class teacher does not have the right to:

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

2. Use an assessment (school score) to punish or punish a student.

3. To abuse the trust of the child, break the word given to the pupil, deliberately mislead him.

4. Use the family (parents or relatives) to punish the child.

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

The class teacher should know:

1. Law of the Republic of Belarus "On Education".

2. UN Convention on the Rights of the Child.

3. Pedagogy for children, developmental, social psychology.

4. School hygiene.

5. Pedagogical ethics.

6. Theory and methodology of educational work.

7. Fundamentals of labor legislation.

The classroom teacher should be able to:

1. Communicate with children, encouraging children's activity, responsibility, setting their own example of efficiency and responsibility.

2. See and formulate your educational goals.

3. Make a plan for educational work in your own class.

4. Organize an educational event.

5. Organize and hold a parent meeting.

6. Use psychological and diagnostic tests, questionnaires, questionnaires, other diagnostic methods and use them correctly in educational work.

Documentation and reporting.

The class teacher maintains (fills out) the following documentation:

1. Cool magazine.

2. Plan of educational work with the class team.

3. Personal files of students.

4. Psychological and pedagogical maps for studying the personality of students.

5. Minutes of parent meetings.

6. Diary of students.

8.7. Folders with the development of educational activities, the results of class pedagogical and socio-psychological research.

APPENDIX B

SCHEME OF ANALYSIS OF EDUCATIONAL EVENT

PURPOSE

1. Correspondence of the purpose of this event with the general goal of education.

2. Clarity of the formulation of the planned goals of the event.

3. Compliance with the goal of the level of upbringing, age characteristics and needs of students.

4. The place of this event in the system of educational work.

5. Awareness by the students themselves of the significance, expediency of the event.

6. Correspondence of the content of forms and methods with the target settings.

1. The relevance of the topic, the content of the event.

2. Availability of content (taking into account age characteristics, volume, level of preparedness).

3. Novelty of information.

4. The educational value of the content, the possibility of emotional impact.

6. The level of knowledge of the material by the organizers of the event, the degree of their erudition in this matter.

METHODOLOGY

1. The validity of the choice of forms and methods of the event, their compliance with the goal, content.

2. Organizational clarity, expediency of time allocation.

3. Activity, independence of students, methods and techniques that provide them. The role of self-government bodies.

4. The ratio of frontal, group and individual work.

5 The role of the environment (venue, design), the use of special techniques to create the necessary emotional sphere.

6. The use of external and internal visibility, TCO.

7. Techniques, ways to enhance the attention of students at various stages of the event.

8. The ratio of pre-prepared material and improvisation (both for the teacher and students), the appropriateness of this ratio.

9. The presence of emotional contact between the participants of the event and its organizers, ways and means of achieving it.

10. Using the elements of the game, the implementation of the principle of romance.

11. Accounting for the specifics of the form of educational activities.

12. The influence of the personality of the teacher on the preparation and course of the event.

13. Pedagogical abilities, level of teaching technique, teacher's pedagogical skills.

PERFORMANCE

1. Achievement of the set goals, the level of implementation of tasks.

2. The attitude of students to the event: interest, activity.

3. Cognitive efficiency: what new knowledge students have received, what skills and abilities have been formed and consolidated.

4. What social attitudes, feelings, beliefs were formed in children.

5. The impact of the event on the formation of motives for the behavior of students.

6. Possible ways of further development, consolidation of what has been achieved during the event.

7. The level of analysis of the event by its organizers. Evaluation of its effectiveness by the educator, students.

8. Shortcomings discovered during the preparation and conduct of educational activities, their causes and possible solutions.

APPENDIX D

WORK PLAN OF THE CLASS TEACHER FROM 10B CLASS FOR 2012-2013

No. p / p Forms of educational work and their goals Time of implementation Responsible. Performers1. 2. Solemn ruler. The first lesson dedicated to the Day of Knowledge. Purpose: development of cognitive interest of students, the significance of the level of knowledge. September 1 Class teacher, teacher-organizer, students of class 3. Class hour dedicated to the Day of Slavic Writing. Purpose: familiarization with the spiritual values \u200b\u200bof their country. September 2 Class teacher, class students 4. Exhibition "Fantasies of Autumn" Goal: development of culture and aesthetic taste September 16 Class teacher, class students 5. Preparation of holiday greetings for Teacher's Day Purpose: development of creative abilities, moral guidelines, culture of behavior26 -September 29 Class teacher, teacher-organizer, students of class 6. Labor landing. (Scrap metal collection) Goal: instilling labor skills, economy and frugality. October 8 Class teacher, students of the class 7. Concert dedicated to Mother's Day. Purpose: to cultivate spirituality and respect for relatives, for culture. October 14 Class teacher, teacher organizer, students of the class 8. 9. Class hour "Know your history!" Dedicated to the October Revolution. Goal: fostering respect for history and traditions October 28 Class teacher, class students 9. Participation in the school sportland "Higher, faster, stronger" Goal: instilling healthy lifestyle skills. October 29 Class teacher, physical education teacher, class students 10. Week of school olympiads students' abilities. spring-cleaning Cabinet Day against AIDS Poster competition Classroom hour “Don't die of ignorance” Aid team “We are against AIDS” Disco “Our life is in our hands! Let's protect her from AIDS!" "Workshop of Santa Claus" preparation for the New Year holidays, decoration of offices, poster competition New Year's Masquerade Ball Excursion to Belovezhskaya Pushcha to Santa Claus Tatyana's Day "What is in my name to you ..?" “Fire safety” (watching a video film). Conversation with a firefighter Entertainment program “Evening of Alumni Meetings” Competitive program “Love-Carrot” Conversation “A well-mannered person - what is he like?” Competitive program dedicated to the Defender of the Fatherland Day "Come on, guys!" Questioning and testing, a conversation with a psychologist "How to choose the right profession" Competitive program dedicated to the day of March 8 "Come on, girls!" Class hour "Are there knights today?" Participation in the action "If not us, then who?" assistance to veterans and pensioners Table tennis competition Day of self-government Class hour “Save electricity!” School championship in volleyball and basketball Participation in the military sports game "Flame" Holding a rally dedicated to Victory Day Conversation "How to prepare for exams?" Last call"Goodbye school!" November 16 November 21-26 November 26 December 1 December 10-27 December 27 January 7 January 25 January 31 January 7 February 14 February 21 February 23 February 2 March 8 March 16 March 21 March 26 March 1 April 12 April 26 April May 2 May 8 May 17 May 25 Class teacher, subject teachers, class students Class teacher, class students Class teacher, teacher organizer, class asset Class teacher, teacher organizer, class students Class teacher, teacher organizer Class teacher, teacher organizer, class asset Class teacher, teacher organizer, class students Class teacher, class students Class teacher, teacher organizer, class asset Class teacher, teacher organizer, class asset Class teacher, class students Class teacher, teacher organizer, class students Class teacher, school psychologist, class students Class teacher, teacher organizer, class asset Kla class teacher, class students Class teacher, teacher organizer, class students Class teacher, physical education teacher, class students Class teacher, teacher organizer, class students Class teacher, class students Class teacher, physical education teacher, class students Class teacher, physical education teacher, class students Class teacher, physical education teacher, class asset. Class teacher, subject teachers, students of the class Class teacher, teacher organizer, students of the class November 11.17 - World No Smoking Day 1. Classroom hours dedicated to the Day of Non-Smoking 2. Evening of rest “We are for a healthy lifestyle” November 17 November 19 Class teacher, teacher organizer, students of the class 12. Action “Do not die from ignorance!” for AIDS Day. Purpose: the formation of healthy lifestyle skills, moral behavior, mercy. December 1 Class teacher, teacher organizer, class students 13. Action "They need help." Providing assistance to single people and veterans. Purpose: to instill mercy, benevolence towards people December 10 Class teacher, students of the class 14. Class hours on the prevention of road injuries "Road and Pedestrian". Purpose: instilling the skills of proper behavior on the road. December 20 Class teacher, students of class 15. Santa Claus workshop (preparation for the celebration of the New Year). New Year's masquerade. Purpose: development of creative abilities, culture of behavior, aesthetic taste. December 20-24 December 27 Class teacher, teacher organizer, class students 16. Preparation and participation in the festival of KVN school teams. Purpose: development of the need to expand horizons January 3-6 Class teacher, teacher organizer, class students 17. Futsal competitions between school students. Goal: instilling healthy lifestyle skills. January 15 Classroom teacher, physical education teacher, class students 18. “It's great that we are all here today!” Meeting with alumni. Purpose: development of creative abilities, moral guidelines, culture of behavior February 6 Class teacher, teacher organizer, students of the class 19. Staged military-patriotic song competition. Purpose: development of creative abilities, moral guidelines, culture of behavior February 18 Class teacher, teacher organizer, students of the class 20. Competition "Gentlemen of Fortune". Goal: development of creative abilities, culture of behavior, aesthetic taste. February 23 Class teacher, teacher organizer, students of class 21. Competition "Come on, girls!" Purpose: development of creative abilities, culture of behavior, aesthetic taste. March 7 Class teacher, teacher organizer, students of the class 22 Day of the Constitution of the Republic of Belarus. Meeting with law enforcement officers. Purpose: to educate a person with a civil position. March 15 Classroom teacher, 23 Action "Take care of your home" (landscaping the school territory). Purpose: to instill environmental education skills. April 2 Class teacher, students of the class 24 Earth Protection Day. Environmental rally "Who will save the Earth." Goal: to instill environmental education skills. April 4 Class teacher, class students 25 World Health Day. Cross Goal: instilling healthy lifestyle skills. April 16 Class teacher, physical education teacher, class students 26 Memorial Day. Class hour dedicated to the 22nd anniversary of the Chernobyl tragedy. Purpose: to instill mercy, benevolence towards people. April 26 Class teacher, teacher organizer27 Class hour dedicated to LABOR HOLIDAY - MAY 1 Labor Day. (Labor affairs for the improvement of the territories assigned to the school) Purpose: the formation of respect for work. April 29 Class teacher, students of the class MAY 289 - VICTORY DAY. 1) Exhibition of posters dedicated to Victory Day 2) Class hour "Tears of War" 3) Rally dedicated to the 69th anniversary of the Great Victory (laying wreaths at monuments) 4) Congratulation to war veterans Concert dedicated to the 60th anniversary of Victory history and traditions. May 2-7 Class teacher, teacher organizer, class students , class students

APPENDIX E

PLAN OF WORK WITH CHILDREN IN SOCIALLY DANGEROUS SITUATION AT SCHOOL #15

TermsEventsResponsibleOctoberIndividual conversations with children brought up in this category of families Social teacher Class teacherOctoberIndividual conversations with minors living in this category of familiesSocial teacher Class teacherOctober-November Director for VR Class teacher During the year Identification of families in which unfavorable conditions for the life of minors Social teacher Class teacher During the year Control over the attendance of minors in training sessions Class teacher Social teacher During the year Attending classes to monitor minors who are in a socially dangerous situation Class teacher Social teacher During the year the work of school circles, sports sections Social teacher Teacher organizer Class teacher February Repeated visits to families at home Drawing up survey reports Social teacher Class teachers February Conversation “Attention deficit. Six strategies for correcting attention deficit "Social teacher Class teachers During the year (if necessary) Preventive conversations of the inspector for juvenile affairs inspector for juvenile affairs April Conversation "Human Disadvantages and Their Influence on His Destiny" for parents Social educator Class teachers May Analysis of the progress of minors living in this category of families Deputy . director of VR Social teacher Class teachers May-June Home visits Drawing up survey reports Social teacher Class teachers May-June Conversation "Attention of parents to the child" Social teacher Class teachers Social teacher V.V. Simonchik

Class teacher S.N. Shoba

APPENDIX E

JOINT WORK PLAN

class teacher of the 10th grade Shoba S.N., social teacher for the prevention of antisocial behavior of students

for 2012/2013 academic year

Task: prevention of delinquency and deviant behavior of students, negative family education

n / p EVENTS DATES PERFORMERS1. Adjustment of the data bank: -registered children -single-parent families, -families in SOPDO 20.09.13 Social class teacher. leader2. Raids to check the living conditions of dysfunctional families and registered adolescents, conversations with parents and children. Last Friday of each month Social class teacher. head, 3. Preventive conversations with students: “What determines a person’s actions” “Law and responsibility” “A teenager and the law” “Is it possible to be free without responsibility” September December March Social teacher 4. Parent meeting “Our leisure is either pleasant and useful” October social educator, class leader5. Psychological and pedagogical seminar "The problem of raising a child in an incomplete family" director of VR, social teacher, teacher psychologist, class. leader6. Visiting families experiencing difficulties in upbringing. February Social teacher, teacher psychologist, class. leader7. Work on organizing summer holidays for children preferential category, adolescents of the "risk" group, children from dysfunctional families. April, May Deputy director for VR., social teacher., class. supervisor Class teacher S.N. Shoba

Social teacher V.V. Simonchik

Teacher psychologist A. M. Sheshko

APPENDIX G

PARENT MEETING ON THE TOPIC: "HOW TO HELP YOUR CHILD TO LEARN"

Purpose: integration of the efforts of parents and teachers to form successful learning activities of students.

expand the amount of knowledge of parents about the forms and methods of solving problems with children;

develop a joint program of action to stimulate the cognitive activity of students;

to identify the problems of interaction between parents and the child to overcome educational difficulties

Event form: round table

In preparation for the round table, we will ask the children and parents to answer the following questions:

Is it easy to be a student?

In order for the teaching to be successful...

· What ensures the success of the lesson?

· Why do we want the child to study well?

· What contributes to the improvement of academic performance at home?

Introduction:

In childhood, most people think that studying requires a lot of effort. Some students grasp everything on the fly, others do not. Some have a highly developed ability to listen, and they can perceive information quite well by ear. Others have developed visual perception - the material is better absorbed when reading. In this situation, someone may have difficulty learning. It turns out that more than two-thirds of the underachievers are potentially capable, but these abilities have not been developed for various reasons. Probably, one of these reasons was the inability (and sometimes unwillingness) to provide timely support to your child in educational activities. Hence, academic performance sometimes does not correspond to the level of the student's own abilities.

The training is very difficult. Children begin to worry about grades. Someone skips classes, explaining that no matter how hard he tries, he cannot fully master the educational material, someone sits all evening memorizing homework. For some guys, teaching has turned into a heavy duty, and its formal sign - evaluation - alas, is often not encouraging. In addition, according to estimates, parents get some idea of how their child learns, because the study of our children is what accompanies your, dear parents, life for a long time and in which you (to varying degrees, of course) are sure to participate. How many hopes, how many happy expectations were associated with studying in families!

Our task today is to identify together typical problems in the educational activities of children and work out practical methods of helping them in this activity.

But first we want you to smile, get in trouble , for this we will now show you a comic scene with the help of our children.

(When are you going to do your homework?

After cinema.

Too late after the movie!

It's never too late to learn!

Why don't you open your textbook at home?

Well, you yourself said that textbooks should be protected!)

Question for parents:

Why do we want our child to study well? (parents' answers to the question posed)

Standard answers - to be no worse than others, to go to college, make a career, etc. But this is for us. Let's listen to the children: is it easy for them to be students and what does it mean to study well? (performance by 3-4 students).

Question for teachers:

What, in your opinion, ensures the success of the lesson? Guest teachers provide the necessary information about what students need to do so that the lesson is not in vain.

Based on the foregoing, it follows:

In order to improve your academic performance, you must treat your studies responsibly!

Never justify your poor progress by reasons beyond your control: the tasks on the control were too difficult, the teacher was picky, etc.

Let's ask today those who are conscientious about their studies, what is the secret of their success? (2 students share experiences)

Let's develop a program to stimulate the cognitive activity of students. Take advice to help improve your academic performance.

Take your homework seriously.

Make a plan for studying subjects.

Remember to take short breaks between subjects, especially if the task is large.

Start your homework with a difficult subject.

Tips for parents:

Never call a child stupid, etc.

Praise your child for any success, no matter how small.

Every day, look through notebooks and diaries without complaints, calmly ask for explanations on this or that fact, and then ask how you can help.

Love your child and give him confidence every day.

Do not scold, but teach!

And now, dear participants, we will work in groups and try together to "get to the bottom of to the reasons for the lack of interest of our children in educational activities

An exchange of views on the question "Why do our children lose interest in learning?

Summing up the meeting.

Today we have seen that the reasons for the "unsuccessful there are a lot of educational activities for children. You can find out these reasons and get rid of them only with the support of teachers and you parents. Every child is unique. In conclusion, I want you guys to not waste your time and try your best to study well. Then your efforts will be crowned with success in your studies, which, in turn, will bring to each student and his parents a lot of joy and great satisfaction. I have prepared for you the booklets "Psychotherapy of underachievement and I am pleased to offer them to you, ending today's conversation (I give out recommendations to parents).

Tips for parents "psychotherapy of underachievement (Based on materials by O.V. Polyanskaya, T.I. Belyashkina)

Rule one: do not beat the lying. "Deuce - a sufficient punishment, and it is not worth punishing twice for the same mistakes. The child has already received an assessment of his knowledge, and at home he expects calm help from his parents, and not new reproaches.

Rule two: no more than one flaw per minute. To save a child from a lack, notice no more than one per minute. Know the measure. Otherwise your child will just "pass out" , will stop responding to such speeches, will become insensitive to your assessments. Of course, this is very difficult, but if possible, choose from the many shortcomings of the child the one that is especially endurable for you now, which you want to eliminate first of all, and talk only about it. The rest will be overcome later or will simply turn out to be unimportant.

Rule three: you will chase two hares... Consult with your child and start by eliminating those learning difficulties that are most significant for him. Here you will rather meet understanding and unanimity.

The fourth rule: to praise - the performer, to criticize - the performance. The assessment must have an exact address. The child usually believes that his whole personality is being evaluated. It is in your power to help him separate the assessment of his personality from the assessment of his work. Praise should be addressed to the individual. A positive assessment should refer to a person who has become a little more knowledgeable and skillful. If, thanks to your praise, the child begins to respect himself for these qualities, then you will lay another important foundation for the desire to learn.

Rule Five: Evaluation should compare the child's successes today with his own failures yesterday. No need to compare the child with the success of the neighbor. After all, even the smallest success of a child is a real victory over oneself, and it should be noticed and appreciated according to its merits.

Rule six: do not skimp on praise. There is no loser who has nothing to praise for. To single out a tiny island, a straw, from the stream of failures, and the child will have a springboard from which to attack ignorance and inability. After all, parental: “I didn’t, I didn’t try, I didn’t teach gives birth to Echo: "I don't want, I can't, I won't!

Rule Seven: Estimated Security Technique. It is necessary to evaluate child labor very fractionally, differentiatedly. A global assessment is not suitable here, in which the fruits of very different efforts of the child are combined - both the correctness of calculations, and the ability to solve problems of a certain type, and the literacy of the record, and the appearance of the work. With a differentiated assessment, the child has neither the illusion of complete success nor the feeling of complete failure. The most practical motivation of the teaching arises: “I don’t know yet, but I can and want to know.

Rule Eight: Set very specific goals for your child. Then he will try to reach them. Do not tempt the child with unfulfilled goals, do not push him onto the path of deliberate lies. If he made nine mistakes in a dictation, do not take promises from him to try to write without mistakes next time. Agree that there will be no more than seven, and rejoice with the child if this is achieved.

APPENDIX AND

PLAN OF WORK OF THE CLASS TEACHER WITH FAMILIES OF STUDENTS

No. p / p Forms of educational work and their goals Time of implementation Responsible, Performers 1. 2. Choice of a class parent committee Participation in joint school-wide events. "Health Day" September Administration, class teachers Class teachers1. 2. 3. Participation in the school-wide parent meeting "Problems of relationships between parents and children." Participation in the elections of the school-wide parent committee Meeting of the "Family Club"October Director Troyan S.V., deputy director for educational work Korzh G.P., class teachers Social teacher Simonchik V.V.1. 2. 3. Thematic parent meeting "Misconduct, offense, crime." Individual consultations. Meeting of the Parent CommitteeNovember Class teachers, teacher - psychologist Sheshko A.M., social teacher Plokhotskaya V.V.1. 2. 3. Parent general education "How to help a child in preparation for the CT" Meetings of the parent committee. Participation in a joint school event. Action "Mercy"December Director of the school. Troyan SV, Deputy director for educational work Korzh G. class teachers,1. 2. Lecture hall for parents. "Prevention bad habits in teenagers Participation in joint activities during the Christmas holidays. Excursion to Belovezhskaya Pushcha. January SPPS service, teacher, organizer Sidorovich A. N.1. 2. Thematic parent-teacher meetings “Family traditions and a healthy lifestyle” Lecture hall for parents “Teach children kindness” February Class teachers, SPPS Service1. 2. 3. Parents' conference “Education of students' skills of law-abiding behavior. Fulfillment of parental responsibilities Meetings of the parent committee. Joint school activities. Joint concert of parents and students on Women's Day. March Director Troyan S. V., administration, District Inspector of the JDN, representatives of children's rights protection bodies, SPPS service1. 2. Lecture hall for parents. “Leisure in the family. Interaction between the family and the school in organizing students' leisure time ”Class parent meeting. “The role of parents in the process of choosing a profession and self-determination of adolescents” April Administration, class teachers1. 2. School-wide parent meetings: “Results of work for the year. Prospects for the work of the school in the new academic year. Participation in a joint school event. Excursion to the burnt village of Kamenka. MayAdministration, class teachers

Introduction

Chapter I Class teacher in a modern school

1.1 The class teacher at school, the specifics of his work

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

1.3 The purpose of training and education of the class teacher

1.4Education methods for the practical work of the class teacher

1.5 Mastery

1.6 Forms of work of the class teacher

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

1.8 Pedagogical tasks of the class teacher

1.9 The educational process and its patterns

1.10 Professional suitability of the class teacher

1.11 Teaching skill

Chapter II . Organizational and pedagogical work of the classroom

leader

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

2.2 Supervision of the class teacher for students

2.3 Team building

17 Innovation

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

3.1 Creation of the student team

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

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

4.1 Work of the class teacher with teachers

4.2 Work of the class teacher with parents

4.3 Planning the class teacher of educational work.

Maintain class documentation

Conclusion

Literature

Introduction

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

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

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

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

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

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

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

The class teacher is a professional teacher, a spiritual mediator between society and the child in mastering the culture accumulated by mankind, organizing a system of relations through various types of educational activities of the class team; creating conditions for the individual self-expression of each child and the development of each personality, the preservation of originality and the disclosure of his potential abilities, the protection of the interests of childhood.

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

Chapter I .

Classroom teacher

in modern school

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

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

The main activity of the class teacher is the education of students and their rallying into a friendly team. Of course, in the center of his attention are the issues of educational work, raising the level of knowledge. But he approaches their solution primarily as an educator. It helps teachers to improve the quality of teaching.

The class teacher only partially directly organizes the children's life and activities. Parents, subject teachers, mentors, craftsmen, leaders of circles, sections, studios, who organize everyday life, educational and socially useful work, social activities, tourism, local history, technical and artistic creativity of schoolchildren, play a significantly larger role in this sense. 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.

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

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. Not unimportant 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 well about his students, 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, they themselves need to be well educated and highly educated, constantly replenish and improve their 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 to improve their skills ensures their constant movement to the heights of pedagogical skill.

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

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

In addition, many types of extracurricular work, such as, for example, the creation and education of a student team, the organization of socially useful work, numerous types of moral and artistic and aesthetic activities of students, are not directly included in the duties of teachers - district teachers and are assigned to the class teacher.

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

In a peculiar form, this institution also exists in modern schools of some foreign countries. In Belgium, for example, teachers do not educate and discipline students. Their responsibility is to ensure that students are fully knowledgeable in the subject they teach. Everything else is up to the teachers. They monitor order in the classroom and conduct extracurricular activities. This position is most often taken by young people, since in Belgian schools the majority of teachers are women.

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

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

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

1.2. The main functions and responsibilities of the class teacher

At school

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

organizational (carrying out work on all pedagogical aspects) - consists in actively promoting class self-government, the development of children's amateur performances.

educational (formation of personality and team)

communicative (organization of communication);

coordinating (coordination of all influences, establishment of interaction between all participants in the educational process);

corrective (transformation, personality change);

ecological (protection of the child from adverse influences);

administrative (maintenance of personal files of students and other official documents).

Ideological and educational function - manifests itself as an analytical-generalizing. The need to establish interaction between four teams (students, teachers, parents, the public) emphasizes the importance of the coordination and information function. The importance of direct trusting contact with children in order to timely relieve mental stress makes the psychological function relevant.

Stimulating-inhibiting function - makes it possible to activate the socially valuable activities of children and stop the negative ones.

Improvisational and creative function - provides the class teacher with increased contact, communication efficiency, purposeful interaction with children.

The most important functions (from lat. functio - execution, obligation) of the class teacher are the following: cognitive-diagnostic, organizational-stimulating, unifying-rallying, coordinating and personal-developing. Let us briefly consider the essence of each of them.

A) Cognitive diagnostic function(from lat. cognitio - knowledge, knowledge; diagnos - definition). It is connected with the need to comprehensively study the characteristics of the development and behavior of students and determine the level of their upbringing in order to take these features into account in the process of extracurricular work and implement an individual approach to their education and upbringing. The class teacher needs to know the state of health of students and physical development, the conditions of home education, the nature of their learning and upbringing, interpersonal contacts and participation in organized activities, their inclinations, abilities and interests, attitude to educational work and the dynamics of progress. The specified data must be brought to the attention of the teachers working in the class so that they take them into account in the process of teaching and educational activities.

b) Organizing and stimulating function. It is due to the fact that the participation of schoolchildren in extracurricular activities is, to a certain extent, a voluntary matter. It is incompatible with either coercion or strict regulation of the activities of students. The main thing here is the ability of the class teacher to organize extracurricular work in such a way that it captivates students with high content, variety and freshness of forms, and a constant search for new approaches to its implementation. Even the most traditional types of work (for example, New Year's Eve, birthday celebrations, class hours, etc.) need to be done in a new way each time, giving them bright, colorful forms.

V) Uniting-rallying function. This function stems from the fact that an effective factor in education is the cohesion of students, a healthy psychological microclimate in the classroom, friendly communication, caring for each other, and the influence of the student team. At that time, it is necessary to prevent the appearance of groupings with a negative orientation in the classroom, creating conditions for exciting joint activities of students.

G ) Coordinating function class leader. It is due to the fact that, since, as noted above, the need to harmonize their pedagogical efforts to educate and educate students, coordinate their activities and implement a unified approach to children. Similar work should also be carried out with the parents of students and involve them in joint educational work with the school. Shortcomings in the home teaching of students, and various deviations in behavior, and the activation of extracurricular reading, etc. can act as problems for such work.

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

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

These include:

a) a comprehensive study of students;

b) clarification and implementation of the rules of student behavior;

c) daily monitoring of students' progress, control of their homework, as well as regulation of the amount of homework;

d) periodic holding of student meetings in the classroom;

e) involvement of students in circle work;

f) organization of socially useful labor;

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

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

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

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

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

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

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

1. Pupils solve problems in the process of learning that are of interest and significance to them.

2. The class teacher feels congruent towards the students, i.e. manifests himself as a person as he is, expressing himself freely.

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

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

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

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

We can distinguish the following patterns of education .

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

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

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

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

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

Only in conditions of love and security does the child freely and freely express his relations and develop favorably. Therefore, education includes in its content a demonstration of love for the child, the ability to understand, help the child, forgive his missteps, protect;

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

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

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

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

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

Methods of educational influence- This concrete ways influence on the consciousness, feelings, behavior of pupils for solving pedagogical problems in joint activities, communication between pupils and the teacher.

1.4. Methods of education for the practical work of the class teacher

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

The essence of this method is to observe students in various conditions of educational and extracurricular work, to identify the features of their attitude to the performance of school duties, character traits, culture of behavior, etc. In order to draw generalizing conclusions on these issues, one must have facts and examples that characterize stable, not random phenomena. For example, when observing one or another of the students, the class teacher notices that in the classroom he cannot restrain himself and behaves restlessly, runs screaming along the corridor at breaks, pushes his comrades, etc. it is logical to conclude that his discipline is insufficient. If teachers complain about a student that he cheats on homework or does not do it at all, it must be assumed that he requires constant attention and help in improving homework. Such observations and factual material should be accumulated by the class teacher not only according to the student's academic performance, but also according to their moral manifestations, attitude towards socially useful activities, health and physical development, behavior in their free time, etc.

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

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

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

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

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

The study of schoolchildren is a continuous process. The class teacher not only pays attention to the behavior, character and various activities of his pupils, but also to the changes that occur in their development. That is why, using the methods discussed above, the class teacher also determines the dynamics that characterize the level of upbringing of schoolchildren, and predicts further collective and individual work in the class. All this requires that it constantly record and accumulate data on the results of the study of students and deeply analyze them. A.S. Makarenko considered it necessary for the teacher to keep a diary of the study of students, regularly write down key facts their behavior, saw the trends in their development and, on this basis, predicted and designed educational work.

For the practical work of the class teacher, the following classification of methods is most suitable

upbringing:

Methods of persuasion, with the help of which the views, ideas, concepts of the educated are formed, there is an operational exchange of information

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

Methods of exercises (taming), with the help of which the activity of the educated is organized and its positive motives are stimulated (various types of tasks for individual and group activities in the form of assignments, requirements, competitions, showing samples and examples, creating situations of success);

Methods of assessment and self-assessment, with the help of which actions are assessed, activities are stimulated, educators are assisted in self-regulation of their behavior (criticism, encouragement, remarks, punishments, situations of trust, control, self-control, self-criticism.

1.5. SKILL

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

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

“I am convinced,” he wrote, “that it is as easy to teach to educate, perhaps as to teach mathematics, how to teach to read, how to teach a good miller or turner, and I taught.

What is this study? First of all, in the organization of the character of the teacher, the education of his behavior, and then in the organization of his special knowledge and skills, without which not a single educator can be a good educator, cannot work, since he does not have a voice, he does not know how to talk with a child and does not know in what cases how to speak. There can be no good educator who does not own facial expressions, who cannot give his face the necessary expression or restrain his mood ... The educator must behave in such a way that every movement educates him, and must always know what he wants at the moment and what he doesn't want to."

Mastery also includes those pedagogical improvements that the class teacher (educator) carries out, drawing the necessary conclusions from the shortcomings, mistakes and successes made, enriching his methodological arsenal.

1.5. Form of 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 adolescents takes place. The number of forms is endless: conversations, discussions, games, competitions, hikes and excursions, competitions, socially useful and creative work, artistic and aesthetic activities, role-playing training, etc. At the same time, the most important task remains to update the content of educational activities that contribute to the emotional development of the student, his speech, and intellect; formation of skills of a critical attitude to information, including audiovisual.

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.

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. The forms planned by him, of various contents, “classroom hours”, are designed to cover the analysis of the entire holistic educational process, to crystallize its leading ideas in the minds of children, to help assess emerging ideals, value orientations, tastes, to express a fundamental attitude towards superficial, alien, harmful.

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

"Hour of Knowledge and Belief" is devoted to the analysis of the students' worldviews, political, moral, aesthetic ideals, value orientations. Taking into account the educational material mastered by schoolchildren, knowledge of current socio-political events, new phenomena in science and art, the class teacher with the children determines the topic of the interview, discussion, debate. On the chosen topic, the educator himself and all students are preparing. Students make presentations, ask questions, express judgments and beliefs. During the discussion, the class teacher shares his thoughts. In the final part of the "Hour" he expresses his judgments, assessments of knowledge, considerations, views, beliefs of the children, gives them a clear idea of what they have mastered well, what to work on, what moral, aesthetic views need to be rethought. Today, when many values are being reassessed in politics, economics, social sciences, art, all this analytical and evaluative work of the educator acquires a special meaning and significance.

During "Hour of Labor" children actively discuss the issues of restructuring the economic life of the country, which are accessible to their understanding, as well as the practice of their own labor relations in the team. "Hour of Labor" can turn into a kind of production meeting, which discusses the organization of work of high school students, product quality, the guys' attitude to work, and the distribution of earned funds. If the “Hour of Labor” on general economic issues can be organized as a seminar, then on labor relations in a team it can be organized as a meeting or conference dedicated to pressing topical issues, contradictions and conflicts.

"Team Hour" » is a kind of form of meeting of the class team. It poses and comprehends the actual problems of the life of school-wide and class collectives, the state of self-government, the fulfillment of public assignments, collective relations, and the behavior of individual children. Together with the class asset, the educator identifies an urgent topic, studies the state of affairs. All the guys are specially preparing for performances: they study positive experience and shortcomings. During the "hour" a free discussion is held, the main conclusions and decisions are formed, topics and questions are put forward for the next "Hour of the team". When the “Hour of the Collective” is held as a reporting general meeting, authorized and responsible for the types of activity come forward with answers: headman, cultist, hozorg, fizorg, editor of the wall newspaper, turorg. The results of the competition, school duty, organization of self-service, evenings, hikes, physical culture and sports events are also discussed. During all discussions, the class teacher expresses his opinion in a tactful, unobtrusive manner. The final moment of the "hour of the team" is the expression of public opinion: the adoption of an agreed decision, appeal, recommendations, wishes.

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

"Family Hour" in terms of content, it is aimed at understanding the experience of family life. Schoolchildren discuss examples of the life of families in which outstanding personalities grew up. Before them are interesting people, their own parents, and the children themselves talk about their attitude to fathers and mothers, other family members, to domestic work, to spiritual communication in the family. It is important for the class teacher to understand what ideas about life are drawn in the family, how they are correlated with those acquired at school, in public organizations, from mass media sources. The class hour can be devoted to the problems of the street. Children should be given the opportunity to actively discuss their lives in the yard, in an informal group. How much time does the street take for the guys, with whom they are friends, what they play, what is the atmosphere, the content of relationships and communication.

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

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

directions

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

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

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

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

The main directions of the class teacher are:

1. The study of students and the class team: obtaining demographic, medical, psychological and pedagogical data (family, social and financial situation, health status, level of development, upbringing and learning, individual characteristics, etc.)

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

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

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

5. Organization of work with parents of students: systematic informing about the progress, behavior of students, visiting students at home, providing pedagogical education to parents, involving parents in educational work with students.

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

1.8. Pedagogical tasks of the class teacher

One of the most important tasks of the class teacher is systematic work with the class team. The teacher humanizes the relationship between children in the team, contributes to the formation of 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; 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 self-education skills of students. 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.

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

* analytical-reflexive tasks, i.e. tasks of analysis and reflection of the integral pedagogical process, its elements, arising difficulties, etc.;

* constructive and prognostic tasks, i.e. the tasks of building a holistic pedagogical process in accordance with the general goal of professional and pedagogical activity, the development and adoption of a pedagogical decision, predicting the results and consequences of decisions made;

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

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

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

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

Another important task of the class teacher to ensure the integrity of the educational process is to coordinate the activities and establish relationships between the four leading teams: children's educational, teachers working with the class, parents and labor (basic enterprise). In the children's team, the class teacher contributes to the organization of student self-government, the establishment of business relations of responsible dependence, and the development of relations of interest. He interacts with children on the basis of respect, mutual exactingness, attentiveness, empathy, mutual assistance and justice. With a team of teachers working in the classroom, the class teacher exchanges information, agrees on common actions, requirements and joint forms of work. Interactions with the parent team are based on the exchange of information, the unity of requirements, the implementation of parent pedagogical general education, the participation of parents in certain forms of pedagogical work with children. Relations with the labor collective are organized as sponsorship, business and free communication.

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

1.9. Educational process and its patterns

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

Any educational task should be solved through the initiation of the child's activity: physical development - through physical exercises, moral - through a constant orientation to the well-being of another person, intellectual - through mental activity, etc.

Speaking about the activity of the child, we must imagine that it essentially depends on his motivations. Therefore, the teacher must first of all rely on the needs and motives of the child, determine what is the main thing for the child at the moment.

The second pattern determines the unity of education and education. Education is aimed at shaping the general culture of a person. At the same time, the development of the individual takes place, acquiring social experience, forming a complex of necessary knowledge, spiritual abilities. Considering the process of education and upbringing as a single process, it is necessary to single out the specifics of these two socio-pedagogical phenomena. Forming knowledge, a person develops; developing, he seeks to expand the scope of his activities and communication, which, in turn, requires new knowledge and skills.

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

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

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

The essence of the integrity of the educational process lies in the subordination of all its parts and functions to the main task: the formation of a holistic person (the development of the child's individuality and his socialization). This approach to the organization of educational work involves the implementation of the following conditions:

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

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

· thirdly, to ensure the unity of upbringing and self-education, education and self-education. At the same time, it is necessary to establish links between the elements of the pedagogical system. They are information communications (information exchange), organizational and activity communications (methods of joint activity), communication communications (communication), communications of management and self-management.

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

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

Principles always correspond to the goals and objectives of education, in accordance with the possibilities for their achievement.

1.10.Classroom professional suitability leader

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

“It is necessary to call for pedagogical work, as for a marine, medical, or the like, not those who seek only to secure their lives, but those who feel a conscious vocation for this work and for science and foresee their satisfaction in it, understanding the general need of the people. ".

The professional suitability of a person is nothing more than a necessary set of abilities, physical, neuropsychic and moral qualities that are required to master certain work functions and succeed in a particular area of production or spiritual life. Therefore, it cannot be reduced only to the sum of knowledge, skills and practical skills that are acquired in the course of vocational training. Still needed, as noted above, the inclination to work, the presence of certain natural data and moral qualities.

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

1.11.PEDAGOGICAL SKILL

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

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

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

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

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

II chapter

Organizational and pedagogical

class teacher work

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

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

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

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

The study of students requires knowledge of the psychological properties of the student's personality, as well as mastering the principles and methods of pedagogical research. Unlike theoretical teachers, the class teacher studies his pupils for purely practical purposes: it is better to know in order to educate better.

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

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

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

It is necessary to establish his attitude to learning and work: whether he studies conscientiously or dishonestly, what subjects he loves, how systematically he studies, whether he helps his classmates to study better, how independence is developed, etc., how he relates to physical labor, what kind of work he prefers, hardworking or lazy ; how he relates to tools and materials, how thrifty and accurate in work.

The success of the teaching largely depends on the talents and abilities of the student. Therefore, it is important to determine what abilities he has, what type of thinking and memory he has; whether he is observant, quickly or slowly learns educational material, whether he has imagination and wit; what he is interested in after school hours, how he spends his leisure time.

A special question for the study of the student is his attitude to social work: what assignments and how he performs; how developed initiative, responsibility, sense of duty.

1. Features of the general properties and qualities of the personality - the orientation of the personality, its moral qualities, character, temperament and abilities:

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

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

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

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

Experience in practice

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

There are students who do not show due perseverance in work, cannot force themselves to do homework. The conditions of family education, the state of health, the influence of those contact groups with whom he is in constant communication, etc.

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

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

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

2.2.Supervision of the class teacher for students

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

Monitoring must be planned and systematic. It is important to outline an observation plan, in which to provide not only a program, but also the sequence, time and place of observation. Systematic monitoring implies the regularity of its implementation.

Observation is usually carried out in the natural conditions of education and upbringing, in various activities of students. Observing students in their lessons and the lessons of other teachers, the class teacher reveals the features of their cognitive activity, attitude to the subject, their interests and abilities, skills and abilities of educational activities, volitional qualities, etc.

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

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

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

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

2.3.Team building of the class

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

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

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

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

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

This short organizational stage is followed by the identification of the class's asset and the formation of all self-government bodies in the primary collective.

The team is united in the process of joint activities and communication. First of all, business relations arise in it - relations of responsible dependence. They are the core of the team. But interpersonal comradely relations between students soon develop, based on the mutual interest of schoolchildren. Gradually, another type of interpersonal relationship arises - selective relationships between friends in the class in accordance with personal sympathies.

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

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

So, the team is formed in active relations. It matures most intensively in creative, problematic activities, when schoolchildren do not just perform this or that task, but jointly solve complex, but feasible tasks. A.S. Makarenko insisted that more and more complex and exciting tasks be consistently put forward before the team. The team, in his opinion, lives in a promising, tomorrow's joy.

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

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

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

The formation and management of this real force of education, however, presents no small difficulties. The value judgments of adolescents are often based primarily on feeling and are not sufficiently understood. In addition, they sometimes develop latently, imperceptibly, and once rooted, they are firmly held in the minds of schoolchildren. An example of negative public opinion in school groups is the so-called psychology of a threesome - a deliberate overestimation of a three.

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

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

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

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

The exactingness of the primary team to the schoolchild is combined with the education of schoolchildren of friendliness, attentiveness and sensitivity in relations with each other. V.A. Sukhomlinsky wrote in this regard: “An indelible mark on the soul of the pupil leaves the sensitivity and care shown by the educators. But even stronger is the sensitivity and caring of the team. The task of the educator is to ensure that every child experiences a sense of gratitude to the team for sensitivity, for help in difficult times.

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

2.4. INNOVATION

Top level professional activity teacher is a pedagogical innovation. “Innovation is new in the creative activity of people; activity of innovators. The very same concept comes from lat. novator, which means a renovator, a person, ideas, techniques in a particular field of activity.

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

Let's look at an illustrative example:

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

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

Only a loving teacher can be a favorite teacher.

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

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

3.1. Creation of a student team

Only by rallying students into a friendly and efficient team, it is possible to successfully carry out their education and upbringing. The main questions of the methods of organizing and educating the student body are covered in detail in a special chapter on this topic. Therefore, here it is necessary to touch only on some features of the work of the class teacher in this direction.

The creation of a student team, as well as education in general, must begin with getting to know the students. When starting to work with the class, the class teacher needs to look at the personal files of students, talk with teachers, analyze the class journal for the previous academic year and get a general idea of the progress, positive aspects and shortcomings of the class in order to determine a more correct approach to organizing educational work.

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

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

The asset usually consists of the best students who study well and are respected among their comrades. Activists should be regularly briefed and assisted in the tasks ahead. It is necessary to explain in detail what duties are assigned to the head of the class, the heads of various commissions. But this is not enough. The practical assistance of the class teacher in the work of the asset is important. Therefore, it is necessary to teach activists to develop planned activities, help them in the distribution of public assignments and give advice when certain difficulties arise.

Sincere individual conversations are of great importance in the work of the class teacher with activists. In the process of such conversations, the class teacher learns a lot about the class, about the relationship of students, as well as about the difficulties that activists face in their activities, and has the opportunity to maintain their mood in a timely manner, encourage good advice, sensitivity.

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

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

EXPERIENCE IN PRACTICE

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

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

These are some of the features of the work of the class teacher in creating a student team. At the same time, a variety of work is being carried out to comprehensively educate students and, in particular, to improve academic performance, moral and aesthetic education, as well as to develop industriousness.

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

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

labor and moral education of students

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

First of all, the class teacher uses the class team to increase the requirements for students on issues of study and discipline. To this end, special meetings are held at which the state of educational work in the classroom is analyzed, and reports from individual students on their implementation of the rules of conduct are heard.

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

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

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

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

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

Labor is an equivalent subject of the curriculum. True, in recent years, in most schools, work has been in decline. This is due both to the general socio-economic situation and to the general development of society. In this regard, labor training requires a radical restructuring. Labor must assume a broader function than, but not excluding, the preparation of children for work in production. This is where I see the future of labor education.

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

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

Many teachers work in schools who achieve high quality teaching and upbringing, creatively approach the methodological side of the educational process, enrich best practices and make a significant contribution to the development of the theory and practice of the educational process. Many of them were awarded the honorary titles of "Honored Teacher", "Teacher Methodist", "Senior Teacher".

In the context of reforming and renewing our society, the role of the teacher in these processes can hardly be overestimated. In many respects, the education of the people, its culture and morality, as well as the direction of the further development of society depend on it. Currently, a number of measures are being taken to improve the professional training of teachers in pedagogical institutes and universities. In particular, their creative and practical training in those disciplines that will be the subject of teaching at school is intensified, the study of psychological and pedagogical disciplines is significantly expanded and their theoretical and practical orientation is deepened. The mechanisms for selecting applicants for enrolling them to study at pedagogical institutes and universities are being improved. They run undergraduate courses. Measures are being taken to wage teachers was not lower than the average monthly earnings of workers and employees of other professions.

But the social position and prestige of the teacher, the class teacher to a large extent depend on him, on his erudition and quality of work. This is not a simple matter. Teaching is one of the most complex activities. And here a number of professional problems arise before the teacher, the class teacher. The appeal of pedagogical theory to the class teacher does not at all reduce the difficulties that he encounters in his work. The point here is the following. The theory contains generalized provisions on how to educate and educate students; it fixes general methodological ideas about the approach to children, about taking into account their age and individual characteristics. Practice, on the other hand, appears in a wide variety of the concrete and the individual, and often raises questions to which theory does not always provide direct answers. That is why a great practical training, experience, pedagogical flexibility and the ability to creatively approach the solution of emerging problems are required from the class teacher, the teacher. general plan determine the level of his professionalism.

Work of the class teacher with teachers

and parents

4.1. Work 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.

The active life position of the student is manifested in his conscious and interested teaching. “Learn with integrity! should be the rule for all students.

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

The classroom mentor, in unity with the teachers, forms a cognitive interest in students. He promotes the involvement of students in the work of subject circles, organizes conversations on scientific topics and meetings with scientists, the class asset under his leadership promotes popular science literature, etc.

An important problem in the work of the class teacher with teachers is the organization of assistance to 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 topics, participate in class meetings, in establishing social 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.
For successful solution the issue of education, upbringing and development of the child's personality requires active interaction of 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. Work of the class teacher with parents

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

The class teacher organizes all his activities with parents through the class parent committee, as well as through teachers working in this class. The functions of the parent committee of the class are basically the same as those of the general school, but here special attention is paid to an individual approach to the parents of students, the study of students, the implementation of measures to eliminate the causes of poor progress and shortcomings in behavior, the development of creative activity of students, the contacts of the committee with all teachers working in this class.

The elements of the system of work with parents are: the study of the family, its way of life, microclimate, the nature of educational activities; establishing and maintaining uniform requirements of the school and family in the upbringing of children; consistent psychological and pedagogical education of parents; systematic mutual informing about the progress of the student's development; joint decision-making that contributes to the successful education and upbringing of children; practical pedagogical assistance parents, if necessary; assistance in establishing family relations with the public in order to improve the upbringing of children; involvement of parents in extra-curricular educational work with students at school and outside it.

Working with parents requires from the class teacher the ability to establish trusting and business relationships with them, pedagogical tact, endurance, consistent and relentless attention.

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

The main thing in the work of the class teacher with parents is to ensure the unity of the requirements for the upbringing of students from the family and the school, to create normal conditions for their home teaching and to direct the educational activities of the family. The content and main forms of work of the school with the family are disclosed in a special chapter on this topic. Therefore, here we will limit ourselves to highlighting only some issues of the activity of class teachers in maintaining ties with students' parents.

Parents, according to the methodical letter “On the work of the class teacher”, are a kind of collective that is constantly acting and organized on a voluntary basis. Like any collective, it must have its own organization, management bodies, authorized persons, distribution of duties. The class teacher in all work relies on this team, primarily on its highest body - the parent meeting. The parent meeting elects its working body - the parent committee.

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

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

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

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

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

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

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

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

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

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

Sanitary and hygienic regime of a schoolchild in the family;

Acceleration and its impact on the education of students;

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

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

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

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

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

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

b) the participation of parents in the organization of educational work, assistance in preparing holidays, various events, in organizing excursions, going to theaters, museums; assistance in the design, repair of the office, career guidance; run by circles;

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

A special task of the class teacher is to help parents in the economic education of children. Studies have shown that teenagers and even high school students, as a rule, do not participate in the distribution of the family budget. Some parents consider money to be an evil that children should face as late as possible. Others, on the contrary, reliably supply children with money, “reward” them with money for education and services. Still others give out money for accumulation, borrow money from children, and then give it back with interest, and so on.

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

Nothing contributes to the rapprochement of the school with the family as inviting parents to talk with students, to lead circles and sections. At the same time, the authority of parents increases, and the interest of their children in school is also noticeably increased.

An essential element of school management is the coordination of the activities of class teachers to maintain and strengthen ties with the family, as well as the organization of this work on a schoolwide scale. However, since these issues are covered in the chapter on working together with the school, family, and community, they do not need to be discussed in detail here. It should only be emphasized that the issues of improving family education should be discussed at teachers' councils, in methodological associations (sections) of class teachers, and also help in the work of parent committees. The personal responsibility of all school leaders, teachers, class teachers, educators of extended day groups for the successful performance of their official functions.

4.3.Planning by the class teacher of educational

work. Maintain class documentation.

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

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

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

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

In practice, the following structure of the plan was established: the characteristics of the class, the tasks of education, the system of educational activities.

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

At the beginning of the plan, a description of the class is given, which reflects the state of upbringing of the class team and individual students. The degree of cohesion of the team, the effectiveness of public opinion about it, the ratio of the asset and the rest of the class, i.e. the degree of development of the activity of all students, the quality of students' knowledge, the nature of mutual assistance within the team, deviations from the norms of behavior on the part of individual students and their causes. The dominant interests of students and other features of the class are also indicated. The characteristic serves as the basis for concretizing the tasks of education for a quarter.

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

The tasks of education can be detailed in such a way that they correspond to the sections of the plan. It is not advisable to set tasks for certain types of educational work, since this can lead to formalism, because any work in the classroom is aimed at the comprehensive development of students.

Systematism in educational activities is one of the main requirements for the work plan of the class teacher. First of all, it requires the establishment of continuity in educational work between classes. Taking into account the age characteristics of schoolchildren in education is the most important principle of planning work with the class. A good guide in this case is the manual "The Approximate Content of the Education of Schoolchildren". These features are taken into account in the following areas:

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

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

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

G) from simple executive work to independent social activity. By implementing continuity, the class teacher prevents harmful "marking time", gradually complicates the tasks and forms of educational work (which does not allow the weakening of students' interest in the social life of the school and class), taking into account the progress in the development of students. When students move from class to class, the teacher provides a constant update of the types of educational work, giving students a lot of room for independence and initiative, expanding self-government of students.

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

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

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

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

In the section of school-wide events, the time of their holding, the degree and forms of participation in them by class students are fixed, and those responsible are outlined. The section "Work with the primary educational team" is the central link of the plan. It plans class hours, the participation of the educator in the affairs of the children's team: socially useful work, duty, disco, excursions, festive evenings and hikes. The section "Working with teachers teaching in the classroom" includes activities for the exchange of mutual information, for the joint development of recommendations for improving the knowledge, skills and abilities of schoolchildren, the implementation of an individual approach to them in the learning process. The section “Working with a team of parents is planned on the basis of established, proven forms of interaction. Among them are parent meetings, individual confidential conversations of the class teacher with parents, meetings of parents with subject teachers. The section "work with the staff of the base enterprise" includes meetings of the head with the workers on the reform of the school, its role in the acceleration strategy, educational opportunities for labor collectives; joint activities of workers and schoolchildren dedicated to the features of modern production technology, economic reform, labor traditions of the team, new forms of labor organization, production and everyday discipline.

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

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

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

However, a preconceived “program” does more than just make our behavior meaningful. If it is compiled and fixed in the mind of a person, it encourages him to perform the intended actions and deeds, giving them a strong-willed character.

The more complex human activity and the longer it covers, the more important is its preliminary thinking, programming or, in other words, planning. It is these types of activities that include pedagogical activities and, in particular, the educational work of the class teacher. It is always calculated for a more or less long time, is associated with the simultaneous solution of many problems and tasks, and if it is not forecasted in detail and carefully planned, success will not be achieved. To work without a plan means, as a rule, to follow the events. To work according to a predetermined plan means to direct events, create educational situations and give purposefulness and effectiveness to pedagogical work.

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

a) the plan should provide for a variety of activities and types of work that would contribute to the comprehensive development of students;

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

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

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

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

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

First stage. Starting to draw up a plan, it is necessary first of all to determine the level of upbringing of the class, its positive aspects and disadvantages. It is important to study the shifts in the life and work of the class, the level of development of the team. For example, progress has been made in the cohesion of the class, in the holding of exciting extra-curricular activities. So, relying on these positive aspects, we need to take care of organizing a more meaningful practical activity and giving it the character of interesting prospects, thus realizing the "law of motion" of the team.

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

At the same time, attention should also be paid to the shortcomings that take place in the classroom: a decrease in discipline, a weakening of interest in reading fiction, a deterioration in interpersonal relations, a team disunity into separate groups, etc. Each of these shortcomings can become the subject of a leading educational task, the solution of which also needs to be planned.

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

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

a) conversation “Compliance with the daily routine is a feature of a cultured person”;

b) conversation "Techniques for active reproduction of the studied material in the preparation of homework";

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

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

e) participation in the improvement of the school territory, planting decorative bushes;

f) a joint meeting of students and parents on the issue "On the participation of schoolchildren in domestic work";

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

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

i) preparation of the literary evening "Motherland - in poetry";

j) participation in the sports competition of the school under the motto "Olympic Reserve";

l) conducting once a week a review of newspapers on the topic "How does the world live?"

Third stage- development of measures to solve the leading educational problem. "Increasing student responsibility for doing homework":

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

b) a conversation with students "Basic rules for doing homework";

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

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

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

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

Fourth stage- Drawing up a plan of educational work. If the necessary activities for the academic quarter or semester have been developed, they must be arranged in the chronological order in which they should be carried out. It is good to use such a plan, because it is clear what needs to be done and when.

All this work is carried out by the class teacher himself. But the drawn up plan must be discussed with the students, it is imperative to acquaint them with the leading task, to which they should pay special attention. Naturally, it is necessary to take into account the suggestions of students, to justify the planned activities.

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

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

The plan should optimally combine verbal and practical methods of work. Giving preference to the organization of students' activities, one should not underestimate the role of clarification and ideological and moral enlightenment.

Co-operation and mutual assistance of class teachers should be encouraged. A conversation well prepared by the teacher can be conducted in several classes. The knowledge and experience of the teacher, valuable for the education of students, should not be limited to the framework of one class. By activating this pedagogical reserve, the team of teachers will save their strength.

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

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

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

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

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

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

CONCLUSION

Most of the educational work is provided by the school. The school has qualified teachers and builds educational work on a scientific and pedagogical basis.

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

The school is an exceptionally complex and highly ramified mechanism in its internal structure, which can function successfully only if each of its individual links and subdivisions act in a coordinated and efficient manner. It is difficult, for example, to achieve high results in training and education if the teaching staff of the school does not have a single line and consistency in work, if it is not united by clearly defined goals. No less important is the properly organized interaction of all parts of the student team, the degree of its influence on the study and behavior of schoolchildren. All this testifies to the enormous role of developing the scientific foundations of school management and its educational work.

The implementation of the law on education also requires explanatory work among parents and young people about the ways of obtaining education. To this end, the school organizes parent meetings, talks, lectures and reports on these issues, collective and individual consultations for parents and students on vocational guidance. An important place in this direction is occupied by the expansion and strengthening of the educational and material base of the school. With the help of sponsoring enterprises, teachers equip classrooms, create a backdrop for textbooks and teaching aids for students to use free of charge, strengthen the basis for labor training and education, and so on.

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

With frontal control, the work of several teachers or the entire teaching staff is studied in order to solve all the main tasks of training and education. In this case, the lessons of teachers who are attended by the principal and his deputies are analyzed in terms of their content, methodological organization and educational orientation, as well as the quality of knowledge and behavior of students.

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

When attending classroom and extracurricular activities, school leaders record their comments and conclusions in a special journal and then report them to teachers and class teachers. At the same time, it is necessary to maintain high objectivity, delicacy and tact, so that the ongoing analysis of the lessons does not offend the teacher, but, on the contrary, encourages him to improve his work. At the same time, the analysis of classes should be accompanied by advice and methodological recommendations to teachers on overcoming the observed shortcomings and making fuller use of psychological and pedagogical theory.

In school practice, the following forms of methodological work have developed: the preparation and discussion of reports (abstracts) of teachers and class teachers on the most important issues of teaching and educating students (activating the cognitive activity of schoolchildren, the formation of scientific concepts, the mental development of students in the learning process, stimulating cognitive needs, strengthening personal dignity of schoolchildren in a team, etc.); collective visit and discussion of lessons of extracurricular activities; discussion of novelties of psychological and pedagogical literature; holding scientific and methodological conferences; exchange of work experience; study and dissemination of advanced pedagogical experience. IN last years a peculiar form of mentoring is gaining ground, when more experienced teachers patronize young teachers, passing on their learning achievements to them, inviting them to their lessons, and doing their joint analysis.

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

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

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

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

LITERATURE

1. Kharlamov I.F. Pedagogy: Textbook.-4th ed., Revised. and additional – M.: Gardariki, 2002.

2. Krol V.M. Psychology and Pedagogy: Textbook for tech. universities. – M.: Vyssh.shk., 2001.

3. Likhachev B.T. – Pedagogy: Course of lectures / Textbook for student teacher. Proc. Institutions and students of IPK and FPC. -4th ed., revised. And additional - M .: Yurait, 2000.

4. Pedagogy: Proc. Allowance for students ped. In-tov /. Under the editorship of Yu.K. Babansky.- M.: Enlightenment, 1983.

5. Pedagogy: Textbook for students of pedagogical in-tov / Yu.K. Babansky - 2nd ed., add. And a reworker. - M., Enlightenment, 1988.

6. Stolyarenko L.D., Stolyarenko V.E. – Psychology and pedagogy for technical universities. Series "Textbooks for technical universities", Rostov N / D: "Felix", 2001.

7. Shchurkova N.E. The program of education of schoolchildren - M., 1998.

8. Karakovsky V.A., Novikova L.I., Selivanova N. Education? Education... Education! - M., 1996.

9. Bondarevskaya E.V. Value bases of personality-oriented education. // Pedagogy. 1995. No. 4.

10. Agutov P.R. Technology and modern education // Pedagogy. -1996. - No. 2/.

11. Anikeeva N.P. Education by game: Prince. for the teacher. - M .: Enlightenment,

12. Afanasiev V.G. Consistency and society. – M.: Politizdat, 1980.

13. Fridman L.M., Kulagina I.Yu. "Psychological handbook of the teacher".

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