The activity of the class teacher in the conditions of modern school. Tmodruk lecture "the main characteristics of the activity of the class teacher"

Activities of the class teacher

Life activity and education of the class group in modern school the teacher supervises in the position of "class teacher", but such a position was not always.

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

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

The essence of the activity of the class teacher

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

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

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

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

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

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

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

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

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

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

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

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

Let's consider some of them.

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

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

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

2. Pedagogical excellence

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

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

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

3. Broad cultural horizons

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

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

4. Pedagogical tact

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

5. Love and respect for children

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

6. Having organizational skills

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

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

7. Creative approach to educational work

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

8. Improving the qualifications of the class teacher

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

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

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

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

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

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

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

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

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

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

Municipal state educational institution

Methodical center

in the system of additional pedagogical education

(training)

Practical - meaningful work

"Features of the activity of the class teacher

in the educational system of the school"

Done by: math teacher

MBOU secondary school No. 21

Klimanova Ksenia Fedorovna

Checked: methodologist MC

Avdeeva Margarita Viktorovna

Kolomna

2015

TABLE OF CONTENTS

INTRODUCTION

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

The combination of the words "class teacher" is clear to those who have already graduated from school, and to those who are still studying in it. It often happens that all memories of the school are somehow connected with the name of the class teacher.

IN school years for students, this person is the third parent. The responsibility that he bears for the life, health and education of schoolchildren is comparable to that of a parent.

Given the diversity of its functions and the growing workload, today, more than ever, a clear understanding of the role of a competent class teacher in a modern school is relevant.

To solve this problem, it is necessary: ​​taking into account the principle of historicism, consider the genesis of the position of the class teacher, consider the requirements for the bearer of this profession, specify his rights and obligations.

CLASS TEACHER IN THE EDUCATIONAL SYSTEM OF THE SCHOOL

Main structural element educational system school is class. It is here that cognitive activity is organized, social relations between students are formed. Representative functions in school self-government bodies are also most often performed on behalf of the class. In the classrooms, care is taken for the social well-being of students, the problems of children's leisure and team building are solved, and an appropriate emotional atmosphere is formed. The organizer of the activities of students in the classroom, the coordinator of educational influences on the student is the class teacher. The class teacher is a teacher who organizes educational work in the class assigned to him. It is he who interacts directly with both students and their parents.

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

A class mentor, an educator was obliged to delve into all the life events of the team entrusted to him, monitor the relationships in it, and form friendly relations between the children. The teacher was supposed to be an example in everything, even his appearance was a role model.

The position of the class teacher at the school was introduced in 1934. One of the teachers was appointed as the class teacher, who was given special responsibility for the educational work in this class. The duties of the class teacher were considered as additional to the main teaching work.

At present, the 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.

The official status of the class teacher largely determines the tasks, content and forms of his work. Thus, it becomes possible for a class teacher to carry out purposeful work with each student, to draw up individual programs for the development of children. In this case, individual forms of work with students and their families dominate.

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

The position of the class teacher in the children's team is variable. It is determined primarily by the type of joint activity: in educational work, the class teacher, as a teacher, is the organizer and leader of the children's activities; in extracurricular 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.

Since the activities of the school are regulated by its Charter, the activities of the class teacher are also based on this document.

FUNCTIONS OF THE CLASS TEACHER

The main functions of the class teacher are the following:

Cognitive-diagnostic;

Organizational and stimulating;

Unifying rallying;

coordinating;

Personal development.

The cognitive-diagnostic function is associated 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. These 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.

The organizational and stimulating function 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 students' activities, the main thing here is the ability of the class teacher to organize extracurricular work in such a way that it captivates students with high content, variety and freshness of forms, constant search 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.

The unifying and rallying function follows from the fact that an effective factor in education is the rallying of students, a healthy psychological microclimate in the classroom, comradely communication, caring for each other, and the influence of the student team. At the same time, it is necessary to prevent the appearance of negative groupings in the classroom, creating conditions for exciting joint activities of students.

The coordinating function of the class teacher is due to the fact that, since several subject teachers work in the class, it becomes necessary to coordinate their pedagogical efforts in teaching and educating students, coordinating their activities and implementing a unified approach to children. Similar work should also be carried out with the parents of students and involve them in joint educational work with the school. 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.

Personal development function. Its implementation requires giving 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.2

The considered functions determine the content of the activity of the class teacher.

RIGHTS AND DUTIES OF THE CLASS TEACHER

The class teacher is an administrative person. He has the right:

receive information about the mental and physical health of children;

monitor the progress of each student;

control the attendance of children's classes;

coordinate and direct the work of teachers of this class (as well as a psychologist and a social pedagogue) in a single direction;

to organize educational work with students of the class through the holding of "small teachers' councils", pedagogical councils, thematic and other events;

submit proposals agreed with the class team for consideration by the administration, the school council;

invite parents (or persons replacing them) to the school; in agreement with the administration, apply to the commission for minors, the psychological, medical and pedagogical commission, the commission and councils for family and school assistance at enterprises, resolving issues related to the upbringing and education of students;

get help from the teaching staff of the school;

determine an individual mode of work with children (freely, i.e. based on a specific situation);

to refuse assignments lying outside the scope of the content of his work.

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

a spiritual mediator between society and the child in mastering the foundations of human culture;

protector from moral degradation, moral death;

organizer of cooperation relations in various types of joint activities cool team;

the organizer of the conditions for self-expression and development of each child, carrying out (together with a psychologist, social pedagogues) the correction of the process of his socialization;

assistant, consultant in organizing everyday life and activities, in understanding the socio-economic, political life of society, in professional orientation;

coordinator of the efforts of teachers, families, society - in a word, all educational institutions of society that influence the formation and development of pupils;

the creator of a favorable microenvironment and a moral and psychological climate in a children's and adolescent team, association, group.

The work of the class teacher is a purposeful system, planned activity, built on the basis of the education program of the entire educational institution, analysis of previous activities, positive and negative trends in social life, based on a personality-oriented approach, taking into account the urgent tasks facing the teaching staff of the school, and the situation in the classroom. collective, 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 class teacher has the right to conduct experimental work on the problems of didactic (to develop an author's program in his subject, if he is also a subject teacher) and educational (to develop a program of educational work) activities.

The responsibilities of the class teacher are as follows:

organization in the classroom of an educational process that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;

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

establishing contacts with parents and providing them with assistance in raising children (personally, through a psychologist, social pedagogue;

comprehensive study of students;

clarification and implementation of the rules of student behavior;

day-to-day monitoring of student progress homework, as well as the regulation of the volume of homework;

periodic holding of student meetings in the classroom;

involvement of students in circle work;

organization of socially useful labor;

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

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.

DIRECTIONS OF WORK OF THE CLASS TEACHER

The main task of the class teacher is to create conditions for the free development of the physical and spiritual strength of students, guided by the interests of children and their age-related needs. The class teacher should be aware of the problems of the physical and psychological health of his students and do everything possible so that parents and students can talk about their problems without fear.

In their activities, the class teacher can use four areas in working with students and their parents.

The first direction is the problem of the physical health of students, since it is the quality of health that determines academic success and overall development. To ensure the normal physical health of students, the class teacher works on the following points: educating children under the Health program, involving physical education teachers and parents in this type of activity, conducting cool events aimed at students' awareness of self-assessment of health, involvement of medical specialists in educational work with parents of students and the students themselves.

The second direction is communication. Communication is an impact that determines the maximum development of the child's personality, primarily ethical education, aimed at the formation of generally recognized values. Solving the problem of communication leads students to an understanding of universal human values, they should become the norm for students:

The highest value is human life. Interest in life is an indispensable condition for working with children, a condition for the effectiveness of education.

Understanding and perception of a person as a person. Having the right to be understood, able to improve, possessing individual values ​​(family, relatives, hobbies).

Cultural values ​​of the world, their significance in the development and formation of a person, the formation of an understanding of their necessity and importance in life.

The main role of the teacher is to become the regulator of the norms of communication between people, the evaluation of human actions. Culture, like all life, is in constant development and change. The teacher's task is to help students understand that without accepting the cultural values ​​of the world, without mastering them, they will not be able to take place in adult life.

The third direction is the cognitive sphere of the child's life. Protecting the student in this area means explaining to all subject teachers the individual characteristics of the student. To solve this problem, you need to pay attention to:

to develop, together with the family, a unified tactic in the development of the student's learning skills, his cognitive activity, his future and professional definition;

on the implementation of activities that expand the horizons and cognitive interests of the student, stimulate curiosity and development of thinking;

to conduct psychological and pedagogical consultations that develop programs for correcting the general educational skills of individual students;

per organization class hours to improve students' learning skills and abilities, self-development.

The fourth direction is a family in which a student grows, is formed, and is brought up. The class teacher must remember that. By educating a student, he influences the educational potential of the family. The object of professional attention is not the family itself and not the parents of the child, but family education. It is within this framework that his interaction with his parents is considered. The teacher needs to know what is the scope of the material well-being of the child, his way of life, traditions and customs of his family. The following points must be taken into account:

studying the atmosphere in the family surrounding the student, his relationship with family members;

psychological and pedagogical education of parents through a system of parent meetings, consultations, conversations;

organization and joint spending of free time of children and parents;

protection of the interests and rights of the child in “difficult” families.

Consequently, the class teacher implements the function of parental education (information about the educational function of the school, about the methods of education, the goals and objectives of the student's personal development for a given period, spiritual development child, about the peculiarities of the student's school activities, about relationships in the class, about the identified abilities).

PLANNING THE WORK OF THE CLASS TEACHER

The educational work of the class teacher is carried out according to plan. The work plan of the class teacher is a concrete reflection of the upcoming course of educational work in its general strategic directions and the smallest details. Hence the expediency of an organic combination of a long-term plan of educational work and plans for specific educational measures.

It is better when the class teacher has a long-term work plan for the entire academic year, and then consistently develops detailed plans for the academic quarters. However, this is determined by the experience of the teacher, as well as the established traditions of the school and possible instructions from the educational authorities.

L.Yu. Gordin believes that the older the students, the more realistic it is to draw up a plan for a longer period, i.e. for the entire academic year, and in those classes where the class teacher has known the children for more than a year, has an idea of ​​their level of upbringing, opportunities and interests. And vice versa, the younger the students, the less time the class teacher worked with this team, the more expedient it is to plan educational work for a quarter or half a year.

The class teacher must begin work on the plan at the end of the previous school year, when the distribution of the teaching load and class management for the new school year becomes known. If the class teacher accepts a new class, he needs to get acquainted with personal affairs pupils, their families, to study the existing system of educational work in the classroom, traditions, official and informal structure of the team. All this will help to implement continuity in educational work.

At the end of the school year, it is expedient to carry out diagnostic “sections” in the classroom with the help of a school psychologist in order to identify the psychological atmosphere, cohesion, value-oriented unity, and other essential parameters of collective life. It is useful to identify the prevailing attitudes of pupils among themselves, as well as to study, work, nature, art and other phenomena and processes of the surrounding reality.

Thus, preparatory stage to drawing up a plan for the educational work of the class teacher is reduced to collecting information about the class team and individual pupils, which will determine the nature of the dominant educational tasks.

Preparation for the preparation of the work plan of the class teacher ends with the preparation of the characteristics of the class team and individual students. This is the initial stage in the deployment of the technological chain for the development of a program for the life of the class and students for the coming period.

The next stage involves the acquaintance of the class teacher with the school-wide plan of educational work, which, as a rule, is ready for the beginning of the new academic year. From it it is necessary to select all those school-wide events, as well as socially useful things for parallels and groups of classes in which the class should take part. Being correlated with specific dates, these events will lay the basic framework for the life plan of the team. Here it is necessary to emphasize the inadmissibility of identifying the work plans of the class teacher and the life of the class team.

Experienced teachers after these two stages begin to formulate specific tasks of educational work with the class for the academic year, think through a system of measures and select realistically feasible socially useful deeds. And it is advisable for novice class teachers to first correlate the information obtained at the previous stages with general data on the characteristics of the age of class students and the available recommendations to help class teachers.

The tasks of upbringing, and, consequently, the specific content for a strictly defined period of time, should determine the social, age and individual situation of development. The social situation, as it were, dictates the ideas of collective affairs (what the team should do), the age situation determines the choice of forms of activity, and the situation of individual development makes the content side of work with children unique. Accordingly, three main objects of attention of the class teacher are distinguished: the team, activity and individuality.

In order to ensure the harmonious development of the personality of each student, selecting the content, the class teacher must include in the plan, and then in the real pedagogical process, cognitive, labor, artistic and aesthetic, sports and recreational, value-oriented and other activities. At the same time, it is important that within the named types of activity a sufficient diversity of their specific types is achieved.

When the plan as a whole is formed, the period of its "finishing" begins. The class teacher discusses its individual sections with colleagues, teachers working with the class, parents and students, and also makes adjustments to the work plans of the class, children's public organizations. The plan of the class teacher is richer than the plan of the life of the team, since it contains educational activities related to both the team as a whole and individual pupils, their study, and the direction of work with parents. It, figuratively speaking, constitutes a kind of background on which the work plan of the class, its assets, student self-government bodies and individual students is superimposed. In their totality, complementing each other, these plans provide for the necessary content of those educational and socially useful activities, the organization and implementation of which are aimed at developing valuable business and moral qualities in schoolchildren.

The final stage in creating a plan for educational work is its discussion at a class meeting, fixing those responsible for organizing certain events, distributing assignments to the asset and individual pupils.

In real school practice, the work plans of class teachers have a different structure. This is due to the different conditions for the functioning of schools and individual class groups as pedagogical systems. The structure, and consequently, the forms of work plans themselves, also depend on the level of pedagogical qualifications of the class teacher. If experienced teacher may be limited to a short work plan, then it is advisable for novice teachers to recommend drawing up detailed, detailed plans.

The traditional structure of the class teacher's work plan is as follows:

1. Brief description and analysis of the state of educational work.

2. Educational tasks.

3. The main directions and forms of activity of the class teacher.

4. Coordination of the educational activities of teachers working in the classroom.

5. Working with parents and the public.

All plans of the class teacher must be opened brief analysis the state of educational work for the previous year and the characteristics of the class. The characteristic reflects the level of general upbringing of the team, its performance and discipline, as well as the formation of such qualities as diligence, responsibility, organization, social activity, etc. The structure of interpersonal relationships (leaders, outsiders, microgroups), the prevailing mood in the class, the content of value orientations are analyzed. that determine public opinion. The characteristics of individual pupils are given, in particular, those who deviate from the accepted norms of behavior, who are lagging behind in their studies, etc.

The second section formulates the main, dominant educational tasks that will be addressed in the new academic year. There should be few of them in order to guarantee their effective, and not formal, implementation. It is important that the tasks take into account the state of the class team, the level of its development, as well as the general tasks facing the school. Since there are no identical teams, the tasks cannot be the same even in parallel classes. In many ways, they depend on the experience and qualifications of the class teacher.

The third section bears the main content load, defining the main areas of activity and methods for solving educational problems. It is this section that determines the structural originality of the plan, since it reflects certain approaches to the development and formation of personality.

The fourth section of the plan outlines specific measures to coordinate the educational influences of all teachers working in the classroom. These may be pedagogical meetings, special consultations, individual conversations with individual teachers and other forms of work.

The final section "Working with Parents" contains a range of issues that are supposed to be discussed at parent-teacher meetings, although the topics of lectures and conversations can be adjusted depending on the circumstances; dates are planned for visiting families in order to study the living conditions and the upbringing of children; forms are planned individual work with parents, liaison with the parent committee, and opportunities to involve parents in the life of the class and school.

At present, it is generally accepted that planning by sections in accordance with the main areas of education (labor, moral, aesthetic, etc.) "tears" the entire pedagogical process into parts, does not cover the entire variety of pedagogical tasks. In recent years, the variant of the plan proposed by N.E. Shchurkova, in which the complex, activity and personal approaches in his individual creative interpretation are reflected in organic unity. Singling out the team, the activities of pupils and the development of individuality as the main objects of education, N. E. Shchurkova offers to big sheet(for the sake of efficiency and the possibility of working with the plan throughout the year), after designating the dominant tasks, highlight three relevant sections: the organization of the team, the organization of educational activities and the organization of work on the development of individuality. The form of such a plan of work of the class teacher is as follows.

Two auxiliary sections, which are located on the back of the sheet, should contain a description of the class team and a description of the individual characteristics of the students, which also reflect the living conditions of the pupils in the family (especially if there are difficulties); their interests and inclinations, and in connection with this - which circles, sections, institutions of additional education they attend, and if they do not attend, then why; health status and the most pronounced personality traits.

In the practice of education, various forms of planning the work of class teachers have developed, so the teacher himself chooses the form of the plan, focusing on the requirements that apply to him, and on his pedagogical "I-concept".

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

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

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

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

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

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

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

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

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 according to different grounds:

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

according to the way the teacher influences - 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 may 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 views, implementation of a joint assignment, individual assistance in specific work, joint search for a solution to a problem, task. These forms can be used individually, but most often they accompany each other. 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. Each needs to be interacted with differently, each needs its own specific, individualized style of relationship.

Group forms of work include case 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 is to help everyone express themselves and create conditions for obtaining a tangible positive result in the group, significant for all members of the team. 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 affairs, competitions, performances, concerts, performances of propaganda teams, trips, tour rallies, sport competitions etc. Depending on the age of students and a number of other conditions in these forms, class teachers can play a different role: a leading participant, an organizer; an ordinary participant in an activity that influences children by personal example; a novice participant who influences schoolchildren by a personal example of mastering the experience of more knowledgeable people; adviser, assistant to children in the organization of activities.

The variety of forms and the practical need to constantly update them put class teachers in front of the problem of their choice. In the pedagogical literature, one can find descriptions of various forms of conducting class hours, competitions, scenarios, holidays, etc. 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, since each form of work should contribute to their solution;

on the basis of 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 on the basis of collective goal-setting, while considering ways to enrich the experience of children with new ideas, forms, for example, through referring to the experience of others, studying published materials, and posing specific questions;

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

WORK OF THE CLASS TEACHER WITH 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.

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 more calm environment and possibly 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. 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" 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.

CONCLUSION

This paper outlines the specifics of the work of the class teacher, reflects the importance of his role in the life of each student. It depends on the effectiveness of his work how the student will be able to solve the problems that have arisen before him, what attitude he will have towards life, etc. Therefore, a properly organized educational activity of a class teacher is the basis for achieving the highest results in the education of a cultural and moral personality.

But time is changing. The requirements for the school, students and teachers are becoming different. However, the importance of the role of the class teacher is not reduced.

In contrast to the school of the 1970s and 1980s, when education was mainly associated with outside influences, the position of class teachers is currently changing. Most of them understand education as the creation of conditions for the development of the internal potential of the child. Hence the change in the system of work.

Individual work with children, affecting the foundations of the physical and mental development of each child, is becoming more and more priority. There is a shift in emphasis in the work of the class as a whole. First of all, attention is paid to the emotional support of groups within the class, the creation of a positive psychological climate in the classroom, the development of self-government, the creation of conditions that allow each child to reveal himself in relation to others, and the inclusion of students in a system of real relationships.

Many class teachers talk about expanding the range of their current activities at school. This was a consequence of the destruction of the activities of children's organizations, the fragility of family ties, the alienation of children and adults, as well as the fact that most children's out-of-school institutions became paid and for many children, especially from low-income families, they became inaccessible.

It is not easy to become a good classroom teacher. But every teacher can become one, subject to hard work on himself and a conscientious, loving attitude to the task assigned, in the presence of high moral qualities. In the memory of schoolchildren, labor affairs, exciting excursions and trips, school evenings and merry New Year trees, vivid reports and heated debates on exciting issues often come up. Heart-to-heart conversations with the class teacher, his friendly support in difficult times are not forgotten either. Many students do not cut ties with their favorite class teacher after graduation. They write letters to him, ask him for advice, share their joys, their achievements and successes in work, in their personal lives.

Thus, not all class teachers are pessimistic about their activities, and many are for their students, as it were, foster parents, close friends.

LITERATURE

Education of individuality: Educational and methodical manual / Ed. E.N. Stepanova. - M.: TC Sphere, 2005. - 224 p.

Educational system of the class: Theory and practice: Guidelines / Ed. E.N. Stepanova. - M.: TC Sphere, 2005. - 160 p.

Gonchar E.V. Documentary support of the educational process // Class teacher. - 2006. - No. 5.

Stepanov E.N. Development of students' individuality in the process of education // Class teacher. - 2006. - No. 6.

Shustova L.B. Education of tolerance: Techniques for individual and group work // Class teacher. - 2006. - No. 4.

PartI

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

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

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

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

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

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

Tasks of the class teacher:

– formation and development of the class team;

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

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

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

– protection of the rights and interests of students;

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

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

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

- an organization of social significance, creative activity pupils.

What are the functions of the class teacher?

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

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

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

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

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

The class teacher has the following job responsibilities:

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

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

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

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

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

- promotes a healthy lifestyle;

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

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

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

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

- helps the activities of various children's organizations;

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

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

- organizes meals for pupils, including free;

- Improves professional skills and qualifications.

The main duties of the class teacher are determined by the Charter of the secondary general education school. In turn, the class teacher works under the direct supervision of the school principal and his deputies. They also provide him with the necessary organizational and pedagogical assistance.

The class teacher is responsible for the content of the educational process, its compliance with the goals of humanistic democratic education and the active participation of children in it. This requires diagnostics, a fairly complete awareness of the educator about the participation of the child in various types activities, his relations in groups, the nature and content of communication, emerging needs and interests, incentives and motives for behavior. Based on the information received from the children themselves, from the direct organizers of their lives, the class teacher controls the state of educational relations, gives advice, and makes pedagogical adjustments throughout life.

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

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

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

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

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

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

1.2. Planning of educational activities

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

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

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

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

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

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

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

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

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

- plan of self-education.

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

1. Characteristics of the class:

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

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

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

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

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

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

5. Individual work with students.

6. Interaction with teachers working in this class.

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

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

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

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

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

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

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

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

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

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

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

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

PartII

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

2.1. Development of the class team

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

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

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

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

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

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

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

2.2. Means of forming a children's team

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

PartIII

Organization of educational activities in the classroom

3.1. educational activity

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

- the principle of orientation to the ideal;

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

- the principle of following a moral example;

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

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

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

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

- the principle of system-activity organization of education.

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

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

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

- training and gaming;

- informal interpersonal;

- reflexive (E.N. Gusarova).

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

3.2. Forms of educational work of the class teacher

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

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

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

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

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

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

- holding a class hour;

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

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

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

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

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

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

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

- minimal preparation of the case;

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

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

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

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

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

- the presence of creativity in the activity;

- intense mental activity;

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

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

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

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

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

Interactive methods include:

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

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

- collective organization of activities;

- collective creativity;

- collective goal setting;

- organization of sample situations;

- emotional saturation of the life of the team;

— public orientation of the team.

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

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

1. Preparation stage:

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

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

1. Carrying out stage:

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

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

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

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

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

The discussion highlights the following technological stages.

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

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

- educational goals put forward in the classroom;

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

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

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

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

The class teacher approaches the choice of forms of work creatively, taking into account the living conditions of the school, the capabilities and characteristics of children, the content of children's life, which will be comprehended, analyzed, generalized and corrected together with children.

PartIV

Interaction of the class teacher with teachers and parents

4.1. Interaction of the class teacher with teachers

Carrying out educational work with students, the class teacher should maintain close contacts with teachers in order to establish uniform requirements for students and improve the quality of the educational process. What form does this work take?

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

The active life position of the student is manifested in his conscious and interested teaching.

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

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

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

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

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

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

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

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

The class teacher should work closely with a social teacher, who is called upon to be an intermediary between the child's personality and all social institutions in resolving students' personal crises. With the direct participation of a social teacher, the class teacher organizes socially significant activities of students, activities aimed at the development of social initiatives, the implementation of social projects.

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

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

4.2. Communication between the teacher and parents

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

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

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

— psychological and pedagogical education of parents;

– organization of joint activities of adults and children;

- individual activities with parents to adjust family education;

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

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

— mutual trust and respect;

- cooperation;

- no pressure on children and parents;

- taking into account the individual characteristics of family education;

— mutual support and assistance;

- differentiation of pedagogical influences on parents;

- patience and tolerance towards each other;

— confidentiality;

— pedagogical optimism.

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

- plans and organizes psychological and pedagogical education of parents;

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

- includes parents in the management of the educational process;

- involves parents in joint activities with children;

- interacts with labor and public organizations of parents;

- corrects educational influence individual families on a child.

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

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

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

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

- illegitimate families;

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

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

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

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

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

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

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

Literature

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

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 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. 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 environment 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.

The implementation of the control function involves identifying, on the one hand, positive results, and on the other hand, the causes of shortcomings and problems arising in the process of education. Based on the analysis of the control results, the work of the class teacher is corrected both with the class as a whole and with a specific group of students or an individual student. Control of the work of the class teacher is not so much control by the school administration as self-control.

Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students. The 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 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 upbringing tasks: the development of cognitive activity, creativity, independence, responsibility, etc.

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 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, industrial 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.