Variability of classroom management
The main structural element of the school is the classroom. It is here that cognitive activity is organized and social relationships between students are formed. Representative functions in school self-government bodies are also most often exercised on behalf of the class. In classes, care is taken for the social well-being of students, problems of children's leisure time and team building are solved, and an appropriate emotional atmosphere is formed.
The organizer of student activities in the classroom and the coordinator of educational influences on the student is the class teacher. It is he who directly interacts with both students and their parents. However, the functions of class teachers, the content of their work, the range of powers and responsibilities, and the variations are still not clearly defined.
woven forms of solution by them pedagogical tasks, in connection with which the problem of ensuring optimal performance class teacher.
Due to the variety of tasks solved by the class teacher, it is advisable to consider the issue of variability in class management. This variability in school can be presented in different aspects:
In organizational terms - options for professional and job status;
In psychological and pedagogical studies, it is the choice of position in relations with students (organizer, ordinary participant, observer, senior friend, curator, etc.).
The variability of classroom management is due to the following factors:
Working conditions educational institution, features of the educational system;
Economic opportunities of the school and parents;
Age characteristics of children, their level of education, organization, learning ability, state of health and physical development of students;
The preparedness of teachers to organize extracurricular educational work.
The following options for the job status of a class teacher in secondary schools are possible:
Class teacher (exempt class teacher);
Classroom teacher;
Cool curator.
The classroom teacher works full time as a teacher. It is advisable to combine classroom management with teaching academic subject in the same class. His working day is not standardized, but the teacher’s weekly employment with educational extracurricular work can be agreed upon with the school administration and class teachers. The introduction of a classroom teacher position is advisable in those classes where the majority of children need special individual pedagogical support.
The most common is the position of a class teacher, which is financially supported by an additional payment to the basic teacher's salary. It is advisable to use
various surcharges for cool tutorial depending on the age of students, quality of work and professionalism of the teacher, characteristics of the children's team.
In high school, supervision is possible, especially in cases where students are ready to take on a number of organizational functions of the teacher.
The job status of the class teacher largely determines the tasks, content and forms of work. Thus, it becomes possible for the classroom teacher to carry out targeted work with each student and draw up individual programs for the development of children. In this case they dominate customized forms working with students and their families.
Educational tasks, content and forms of work of the class teacher cannot be uniform. They are determined by the requests, interests, needs of children and their parents, the conditions of the class, school, society, and the capabilities of the teacher himself.
The position of the leader in the children's team is variable. It is determined primarily by the type of joint activity: in educational work the class teacher as a teacher is the organizer and leader of children’s activities; In extracurricular activities, it is important for a teacher to take the position of a senior comrade, an ordinary participant.
The role of the teacher changes depending on the age, experience of collective, self-governing activities of children: from the direct organizer of work to a consultant and adviser.
The activities of the class teacher differ significantly in rural school. The importance of personal characteristics, living conditions life, relationships in families provides the opportunity individual approach to every child and his family. The educational work of class teachers in rural schools should be aimed at raising the cultural level of children, preparing them for life in market conditions, overcoming the lack of communication among rural schoolchildren, and educating the owner of their land.
In a small rural school, the organization of educational work in classes where several people study becomes ineffective. In such schools, it is advisable to create groups of different ages (8-15 people) and replace class teachers in them with educators. Another option is possible, when the class teacher organizes
Conduct individual work with students, parents? class hours, meetings, excursions appropriate to the age of the students, and creative work, interesting for juniors and seniors, school-wide activities are carried out in associations of different ages under the guidance of senior teachers. nicknames Depending on the nature and complexity of the cases being carried out, class teachers can participate in the work as consultants for groups of different ages, as temporary leaders preparatory work, as equal members of a team. The organization of mixed-age associations represents great opportunities for the development of self-government, the implementation of social tests, for example, in the role of a leader, teacher, etc.
When organizing educational work in a small rural school, where the number of students approaches the class size (40-50 students), it is advisable to replace the position of a class teacher by introducing the position of organizer of educational work at the school (deputy director for educational work).
Functions of the class teacher
In accordance with the concept of R.Kh. Shakurov, it is advisable to distinguish three levels of functions in management. The first level includes pedagogical and social-humanitarian functions* | tions that R.Kh. Shakurov classifies as target groups. " :
Traditionally among pedagogical functions The function of educating students is of dominant importance. Before?| Is the class teacher facing the problem of integrating efforts?; all teachers aimed at solving this problem.
Among the social and humanitarian functions, which also*| are target functions, priority is social-> | al protection of the child from the adverse effects of the environment-"" | harsh environment. By social protection in general, she understands 1; a purposeful, consciously regulated system of practical social, political, legal, psychological, pedagogical, economic and media* at all levels of society; co-environmental measures ensuring normal conditions 5 1 and resources for the physical, mental and spiritual-moral* formation, functioning and development of children, preventing* the infringement of their rights and human dignity*
The implementation of this function involves providing conditions for adequate development child in existing socio-economic conditions. The activities of the class teacher for the social protection of the child are the activities of not only the direct executor, but also the coordinator who helps children and their parents receive social support and social services.
Social protection as a function of the class teacher is, first of all, a set of psychological and pedagogical measures that ensure the optimal social development of the child and the formation of his individuality, adaptation to existing socio-economic conditions. In implementing this function, he must, while solving acute immediate problems, be prepared to anticipate events and, based on an accurate forecast, remove from the child those problems and difficulties that may arise before him.
It is advisable to consider social protection in the activities of the class teacher in a broad and in the narrow sense words. In the latter, this is the activity of the class teacher aimed at protecting children who find themselves in special situations. difficult situation. These are children from large families, disabled children, orphans, refugees and others who are in greater need of emergency social protection than others. In the broad sense of the word, this is social protective work with all children and their parents in various directions.
Consequently, all children are the object of social protection and social guarantees, regardless of their origin, the well-being of their parents and their living conditions. Of course, the principle of a differentiated approach to different categories of children remains undeniable, and priority should be given to the most vulnerable categories of children from low-income families or families at risk.
The criterion for the effectiveness of the class teacher’s activities can be the real social security of each individual child, which can be assessed by two types of indicators (objective and subjective). Objective - these are indicators of compliance with social, material, spiritual and cultural living conditions child the main one accepted in modern society standards of nutrition, life, recreation, study, development of legal defense ability, etc. Subjective indicators characterize the degree of satisfaction or dissatisfaction of children with their social protection. "
Thus, the functions of education and social protection of the child are the core around which the system of activity of the class teacher is built and filled with appropriate content.
To achieve the goals of education and social protection of students, the class teacher must solve a number of particular problems related to the formation of relationships between students and their peers in the class (organization of the team, its unity, activation, development of self-government). These tasks determine socio-psychological functions, which include primarily organizational ones. The main purpose of the class teacher is to support the positive initiatives of students related to improving the life of the region, the microenvironment, the school and the schoolchildren themselves. In other words, the accent class teacher is not done so much on student organization, how much to help them organize themselves.
The class teacher organizes a variety of activities for students: cognitive, labor, aesthetic, as well as free communication students, which is part of schoolchildren’s leisure time.
In the process of working with the class, it seems important to implement the function of team building. At the same time, the task of uniting the team does not act as an end in itself, but as a way to achieve the goals set for the team. One of the tasks facing the class teacher is the development of student self-government.
The implementation of the diagnostic function involves the constant identification by the class teacher baseline and changes in the education of students. It is aimed at studying the personality and individuality of the child, their<-лиз, поиск причин неэффективности получаемых результатов^ и характеристику целостного педагогического процесса.
By implementing the diagnostic function, a class teacher can pursue a twofold goal: firstly, to monitor the effectiveness of his activities; secondly, diagnostics from a tool for researching and studying a child in the hands of a class teacher (class teacher) can turn into a tool for personality formation and individual development.
The goal-setting function can be considered as the joint development of educational goals by the class teacher with the students. Depending on the age of the student
Depending on the level of formation of the class team, the share of participation of the class teacher (class teacher) in this process will change.
The logic of goal setting is reflected in the process of planning the activities of the class teacher. Planning educational work is the help of the class teacher to himself and the class staff in the rational organization of activities. (This will be discussed in detail in Chapter 3.)
The main goal of the function of control and correction in the activities of the class teacher is to ensure continuous improvement of the educational process. The implementation of the control function involves, on the one hand, identifying positive results, and on the other, negative results and the causes of existing shortcomings, as well as emerging problems in the educational process. Based on the analysis of the control results, the process of correcting the activities of the class teacher is carried out both with the class as a whole, with a group of students, and with individual students. The control process should be considered not only by the administration, other members of the teaching staff, and students, but also as the implementation of the self-control function by the class teacher. Correction is always a joint activity of the class teacher and the class staff as a whole, a group or individual students.
Systematically and a competently implemented function of control and correction in the activities of the class teacher (class teacher) has great educational, developmental and organizational significance, and increases the effectiveness of the educational process.
The above functions determine the content of the class teacher’s personality.
Class teacher and teaching staff
The class teacher carries out his functions in close collaboration with other members of the teaching staff and, first of all, with those teachers who work with students in a given class. Interacting with subject teachers, the class teacher plays the role of organizer and coordinator of pedagogical work with students and the staff. He acquaints teachers with the results of the study of Children, involving both the class staff and teachers working
speakers in the classroom, to discuss the program of pedagogical assistance to the child and his family. He organizes, together with subject teachers, a search for means and ways to ensure the success of the child’s educational activities, his self-realization in the classroom and during extracurricular hours.
The class teacher systematically informs teachers about the dynamics of the child’s development, his difficulties and achievements, and changes in the situation in the family. In case of difficulties arising for the child and his parents related to learning, he strives to involve teachers in discussing ways to overcome these difficulties and helps teachers correct their actions, having previously introduced them to the characteristics of the mental development of children with developmental disabilities, with special methods of pedagogical influence on such children.
The class teacher regulates the relationship between teachers and the child’s parents. He informs teachers about the state of education, the characteristics of parents, organizes meetings of parents with subject teachers in order to exchange information about the successes of the child’s education and upbringing, and to assist parents in organizing homework with students. The class teacher involves subject teachers in planning and organizing extracurricular activities in the classroom, helps consolidate knowledge and skills, and takes into account the professional interests of schoolchildren; involves teachers in preparing and conducting meetings with parents.
One of the forms of interaction between the class teacher and subject teachers, ensuring unity of action -! and contributing to the development of unified approaches to the upbringing of a child is a pedagogical council. Here a comprehensive view of the child is formed. Everyone who works with the account? no one, receive information about the mental, physical and mental development of the child, his individual abilities, opportunities and difficulties. Teachers analyze re- \ the results of observations of the student, exchange information, agree on ways to solve emerging problems! and distribute functions in working with the child. | It is advisable for the class teacher to identify typical 1 problems in working with the team, individual groups of students, and conduct special seminars for teachers. It is useful to organize a visit to training sessions with a subsequent discussion of the actions of teachers in relation to the problem.
to the child and ways of interaction between teachers and the staff.
The main form of work with subject teachers is individual conversations, which arise as needed and are planned in such a way as to prevent possible difficulties and conflicts. It is important to conduct such conversations as joint reflection, searching for a solution to a particular problem.
In some cases, it is necessary to organize an individual consultation between the teacher and specialists if he or she has problems with the child.
The class teacher studies the style, basic methods and techniques of work of his colleagues with students, identifies successes, problems, achievements, effective ways of teachers working with students and parents, organizes the exchange of experience in pedagogical work, supports and stimulates the desire of teachers to provide pedagogical support to the child, to establish collaborative relationships with parents. At the same time, he enthusiastically accepts teachers’ suggestions, their initiative, and responds to comments and problems raised by teachers.
Thus, the class teacher, realizing his functions, is the person who directly organizes the educational process and provides solutions to problems both for all students and for each of them individually.
Self-test questions
1. What classroom management options exist in the school?
2. What tasks does the class teacher solve?
3. How can the class teacher protect students?
4. How does the class teacher interact with other teachers in educating students?
Educational activities of the class teacher
Part I
The role of the class teacher in organizing educational activities by students
1.1. Class teacher at school, the specifics of his work
The socio-economic changes that have occurred in Russia have left their mark on the education of the younger generation. Today in society there are numerous negative phenomena that serve as a “breeding ground” for the emergence of immorality, rudeness, and aggressiveness among schoolchildren and youth. What can be done to counter this? Particular importance today is attached to the purposeful process of upbringing, where the priority is the development of the child’s individuality, taking into account his interests and needs, and relying on the essential strengths of the individual. Such a complex process can be carried out by a specially trained professional in the field of education, which is the class teacher.
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 in 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, imbuing it with values, selecting methods and means, in accordance with the existing conditions, reflecting the process of this activity. The activities of a modern class teacher are the most important link in the educational system of an educational institution, the main mechanism for implementing an individual approach to students.
The class teacher is appointed by the school director from among the most experienced and authoritative teachers. He is entrusted with responsibility for organizing the lives of children, forming and educating the team, and for teaching and educational work in the classroom.
The purpose of the class teacher's activities is to create conditions for self-development and self-realization of the student's personality, his successful socialization in society. Today, the role of the class teacher in a secondary school is steadily increasing. This is due, first of all, to the introduction of new federal state educational standards (FSES), 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 Russian citizen.
Tasks of the class teacher:
– formation and development of the class team;
– creation of favorable psychological and pedagogical conditions for the development of individual potential abilities;
– maintaining the health of pupils and developing a healthy lifestyle for them;
– organizing the educational activities of the class team, including students in various systems of relationships;
– protection of the rights and interests of students;
– organization of systematic individual work with students in the classroom;
– humanization of relationships between students, between students and teachers;
– formation of moral meanings and spiritual life guidelines in students;
– organization of socially significant, creative activities for students.
What are the functions of a class teacher?
The 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 social protection function. These functions are associated with the implementation of educational goals and objectives in the classroom, with preparing students for independent life, as well as with protecting children from adverse environmental factors. By implementing these functions, the class teacher integrates the efforts of all teaching staff;
– socio-psychological: organizational function and team-building function. The organizational function is associated 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 recreational, the task of free communication, etc.). The function of team unity involves guiding its progressive development and solving educational problems through the team. One of the tasks of the class teacher is the development of children's self-government;
– managerial: diagnostic function, functions of goal setting, planning, control and correction.
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 education, analyzes the state of academic performance and the dynamics of the general education of its students;
– organizes the educational process in the classroom, involves students in a variety of activities of classroom and school groups;
– works to form a great team (organizes collective creative activities, works with activists, supervises the distribution and execution of assignments, etc.);
– involves in educational activities 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 students, assists students in solving acute life problems;
– works with parents, informs them about the successes or failures of students, holds parent-teacher meetings, meetings of the parent committee;
– regulates interpersonal relationships between children and between children and adults, promotes a generally 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 at risk;
– organizes the duty of students in their class in the school, cafeteria, classroom;
– organizes meals for pupils, including free meals;
– improves his professional skills and qualification level.
The main responsibilities of the class teacher are determined by the Charter of the secondary 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 teacher about the child’s participation in various activities, his relationships in groups, the nature and content of communication, emerging needs and interests, incentives and motives for behavior. Based on information received from the children themselves, from the immediate organizers of their lives, the class teacher monitors the state of educational relationships, 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 educational program of the entire educational institution, analysis of previous activities, positive and negative trends in social life, based on a person-oriented approach, taking into account the current tasks facing the teaching staff of the school and the situation in the classroom, interethnic, interfaith relations. The teacher also takes into account the level of education of students, the social and material conditions of their lives, and the specifics of family circumstances.
The activities of the class teacher are primarily aimed at working with students in their class. It forms the motivation for learning of each individual child, studying his age and individual characteristics for the development and stimulation of cognitive interests; through various forms and methods of individual work, creates favorable conditions for the development of citizenship, ideological culture, creative work skills, creative individuality, the successful entry of a child into society, and the formation of a democratic culture in the system of classroom self-government.
Among the main personality traits of a class teacher, first of all, we should mention such qualities as communicative ideology, social activity, and moral maturity. These qualities, of course, are necessary for every teacher. But it is especially important for the class teacher to have them. After all, he educates his students not only with words, but also with personal examples and his behavior. Of no small importance for the class teacher are such personal qualities as passion for the profession, a humane attitude towards children, and high demands on himself and his students. The class teacher also needs such qualities as communication, friendly disposition, and politeness in communication. The success of a class teacher’s work also depends on his or her information knowledge and skills. It is especially important to have the ability to clearly, expressively, logically express your thoughts, be able to convince, and attract people to yourself. The main qualities required by a class teacher include tact, restraint and self-control, responsiveness, observation, sincerity, resourcefulness, neatness and external neatness. The success of a 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, and read expressively. The class teacher is the closest mentor to the students in his class. It is designed to organize the lives of schoolchildren and manage their development. His honorable work is the direct education of children and youth, the formation of a cheerful, hardworking, physically and morally healthy generation.
The class teacher sets and implements uniform educational tasks. Thus, he strives to teach children to be hardworking, organized, and truthful. 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 rewarded in a timely manner, others need to be skillfully punished for violating the rules of behavior. And for this you need to study them deeply and comprehensively. The class teacher needs to know everything about his students, understand them, and be able to organize useful educational and social activities taking into account their individual characteristics and interests. Knowing your students well will help address behavioral deficiencies.
The effectiveness and quality of the educational activities of the class teacher largely depends on systematic work to improve their qualifications. In order to educate students well, he himself must be well-mannered and highly educated, constantly replenish and improve his knowledge and pedagogical skills. The most important form of advanced training for a class teacher is self-education. The systematic work of the class teacher to improve his qualifications ensures his constant movement to the heights of pedagogical excellence.
Currently, the class teacher keeps up with the times, he is methodologically 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 educational activities
The main purpose of planning is to determine the optimal boundaries of pedagogical activity, mobilize creative
efforts of the teaching staff to improve the educational process... 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 educational work is the process of scientifically based determination of ways, means and methods of achieving goals for the formation and development of an individual or a team. The activities of a class teacher are unthinkable without carefully thought-out planning. The class teacher's work plan is a document on the basis of which educational work in the classroom is based. It allows you to determine work prospects and specific ways to solve pedagogical problems in the classroom. In the course of his work, the class teacher carries out several types of planning:
Program of educational work in the classroom. It can cover a fairly long period of time (three years or more);
Annual plan of educational work, plan for half a year, quarter, month, week and day;
A plan of educational activities in any of the most important areas of activity for a given class (patriotic, moral, civic education, etc.);
Plan of work with student, parent committees, public organizations;
Plan for the preparation of educational activities, classroom hours, social hours;
Preparation plan for parent meetings, conferences, round tables, etc.;
Plan for improving the professional skills of the class teacher;
Self-education plan.
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 section of the plan carries a certain pedagogical load and has its own purpose, in the practice of secondary schools today there is no unified approach to the structure of the annual plan. Each educational institution chooses the optimal structure for this institution. The most common is the following structure of the class teacher’s annual plan.
1. Class characteristics:
The composition of the class, its general characteristics (number of students in the class, boys and girls, level of education, health, academic performance, student participation in extracurricular activities, interests of students, attitude to public affairs);
The level of development of the team, the microclimate in the class, the nature of relationships, customs, traditions of the team, value orientations, the combination of general and personal interests of students, the asset of the class, its authority, the connection of the class team with the general school, etc.;
Characteristics of the parent team: educational level of parents, social status, large families, single-parent families, families in need of increased pedagogical attention, 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 group of students. This section provides for planning 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, and society.
Working with a team of students occupies a special place in planning. The class teacher must reflect in this section all types of activities in which pupils are involved: cognitive, artistic and creative, value-oriented, sports and recreational, social, labor, etc. In this section, it is important to plan work on the development of individuality (work with gifted children , socially vulnerable, children requiring special pedagogical attention, etc.). In practice, there are several options for plan forms, each of which has its own advantages and disadvantages. It is important that the structure of the plan makes it possible to see the goals and objectives of the work, current and future affairs, and reflect the degree of participation of students in its implementation. These plan forms are optional. The class teacher independently chooses the best option, focusing on modern requirements for this type of document. The pedagogical values of the class teacher and his work experience are of no small importance. When starting to plan educational work, the class teacher must think about how to avoid stereotypes, formalism, petty supervision, and involve all members of the team in planning. When organizing planning, the class teacher must first of all take into account the following principles:
Scientificity - the use of advanced achievements of psychological and pedagogical science;
Specificity - determination 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 determination of content, means, methods, forms in accordance with the age characteristics of schoolchildren;
Complexity - overcoming the fragmentation of educational work, solving a set of goals and objectives with a system of means;
Systematicity - a vision of the educational system of the class as a single whole of all areas of the school’s activities; - reality - planning events that are actually feasible;
Connections with life - a reflection of the main events of the country in the life of the team;
Focus on realizing the needs and interests of children;
Expediency is the subordination of all planning components to a single goal.
Thus, clear planning of educational activities by the class teacher makes it possible to include all schoolchildren in a holistic educational process.
Part II
The work of the class teacher in creating and educating the student body
2.1. Development of a class team
Only by uniting students into a friendly and efficient team can they be successfully trained and educated. Collective (from Latin collectivus - collective) - a social community of people united on the basis of socially significant goals, common value orientations, joint activities and communication. To achieve the educational goals, 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 the relationships between them; creating favorable conditions for personal development; habitat; microclimate of the communities in which the student belongs (N.M. Borytko). One of the most important tasks of the class teacher is the task of forming the class team, since it is this group that is the child’s habitat and plays a vital role in his upbringing. No matter how much the opponents of the collective argue that the collective “levels out” the individual, not giving the opportunity for self-realization, it should be noted that the common activities of students and the common space of their life lead to a special system of relationships, which are fertile ground for raising a child. According to the position of 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 placer." 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 blow and carry some of the sand to the side and scatter it across the site. If the wind blows stronger, there will be no scattering. This happens in groups of people. There, too, everyone is like a grain of sand: it seems like everyone is together, and at the same time, everyone is separate. There is nothing that would “link” or connect people. Here people either don’t know each other well, or simply don’t dare, or maybe don’t want to meet each other halfway. There are no common interests, common affairs. The absence of a solid, authoritative center leads to looseness and friability of the group. This group exists formally, not bringing joy and satisfaction to everyone who is part of it.
"Soft clay" It is known that soft clay is a material that is relatively easy to work with, and various products can be sculpted from it. In the hands of a good master, and such a person in a group, class, or student body can be a commander or organizer of a task, this material turns into a skillful vessel. But it can remain a simple piece of clay if no effort is put into it. When soft clay is in the hands of an incapable person, it can take on undefined forms. In a group at this stage, the first efforts to unite the team are noticeable, although they are timid, not everything works out for the organizers, and there is not enough experience in working together. The binding link here is also the norm; discipline and demands of elders. Relationships are different - friendly, conflicting. Guys rarely come to the aid of each other on their own initiative. There are closed groups of friends who communicate little with each other and 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 truly support him.
"Flickering Beacon" It is worth noting that the lighthouse does not burn constantly, but periodically throws out beams of light, as if saying: “I am here, ready to help.” The emerging team is concerned that everyone follows the right path. In such a student body, the desire to work together, help each other, and be together prevails. But desire is not everything. Friendship and comradely mutual assistance require constant burning. There is someone in the group to rely on. The “keepers” of the lighthouse are authoritative, those who will not let the fire go out - the organizers, the activists. This group is noticeably different 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 persistence in overcoming difficulties, and some members of the group do not always have the strength to obey collective demands. There is insufficient initiative, proposals are not often made to improve things not only in one’s own, but also in the larger team of which he is a part. You can observe the manifestation of activity in bursts, and even then not for everyone.
“The Scarlet Sail” is a symbol of forward striving, restlessness, friendly loyalty, and devotion to 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 integrity and mutual exactingness. The command staff of the sailing ship are knowledgeable and reliable organizers, authoritative comrades. People turn to them for help, and they selflessly provide it. Most members of the “crew” develop a sense of pride in their team; everyone experiences bitterness when they fail. The team is keenly interested in how things are going in other teams, for example, in neighboring ones. It happens that they come to help when asked. Although the team is united, there are times when it is not ready to face storms and bad weather. You don’t always have the courage to admit your mistakes right away, but gradually the situation can be corrected.
“A burning torch” is a living flame, the combustible material of which is close friendship, a common will, excellent mutual understanding, business cooperation, and the responsibility of everyone not only for themselves, but also for the entire team. All the qualities of the team that can be seen at the “Scarlet Sail” stage are well demonstrated here, but that’s not all. You can shine for yourself, making your way through the thickets, bumping into rocks, going down into gorges, blazing new paths. But is it possible to feel happy if someone is having a hard time next to you, if there are teams and groups behind you that need your help and your strong hand? A real team is one where they unselfishly come to the rescue and 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, you can determine what stage any team is at and decide what needs to be done to step to a higher level.
2.2. Means of forming a children's team
The process of developing a class team is a complex and contradictory process. The class teacher must know the means of team development and skillfully use them. The development and cohesion of the team occurs during the joint purposeful activities of schoolchildren. It is a variety of socially significant activities (educational and cognitive, labor, artistic and creative, sports and recreational, value-oriented) that creates a special emotional mood, a “major tone” in the team, and the friendly unity of its members. The pedagogical requirement is rightfully considered the most important factor in the formation of a team. It helps strengthen discipline in the classroom, introduces a spirit of organization into the activities of students; As a method of pedagogical activity, it stimulates the development of students, helps strengthen relationships and gives them a social orientation. Presentation of 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 students 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 diverse practical activities of team members 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 a team and educate its members. The nature and content of public opinion, its maturity can only be revealed by observing students in real life conditions or by creating situations of free choice. The organization of students’ long-term aspirations is of great importance for the development of the team. There are short, medium and long-term perspectives. Near-term prospects are associated with children’s expectation of an interesting and joyful event that will happen in the near future. Average prospects are somewhat distant in time: preparation for holidays, summer vacation, etc. 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 perspectives determine the law of movement of the collective. A stop in the development of a team 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 a team is the organization of self-government. Student self-government is a form of organizing the life activities of a group of students, ensuring their independence and activity in accepting and implementing important problems. Self-government cannot be created “from above”, i.e. starting with the creation of organs, it should naturally grow “from below”, with the self-organization of certain types of activities in the classroom. Self-government develops only when students themselves determine ways to solve the problem and solve it themselves. In self-government, the so-called law of three “ourselves” applies: “we ourselves look for a business”, “we ourselves plan and implement it”, “we ourselves sum up the results based on collective analysis”. Self-government is often called the “school of citizenship and maturity.” An important factor in the formation of a 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. Class traditions have a positive effect on the formation of a child’s worldview and attitude. They are capable of performing miracles. Because of this, educating and preserving traditions is the most important task in educational work with the team.
Part III
Organization of educational activities in the classroom
3.1. Educational activities
Educational activity is a special type of pedagogical activity aimed at creating favorable conditions for personal development, improving people and relationships between them. The educational activities of the class teacher, like any other activity, begin with defining the 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. A pedagogical goal is a modeled, predicted, but not yet realized result of a 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 the mentally represented result of the teacher’s educational activities. According to the Concept of spiritual and moral development and upbringing 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 own, aware of 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, proactive, competent citizen of Russia. When starting to organize educational activities, it is important for the class teacher to remember that achieving the goal is carried out only through a variety of activities aimed at solving emerging problems, and taking into account the principles governing the educational process. 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 ideal orientation;
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 presupposes a child’s stable identification of himself with people who are 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 presupposes equal intersubjective dialogue, recognition of the child’s right to choose and have his own point of view;
The principle of jointly solving personal and socially significant problems with the student (pedagogical support);
The principle of system-activity organization of education.
The usefulness of students’ education directly depends on their inclusion in a variety of activities. The new educational standards present the following list of types of activities that have educational potential: gaming, educational, leisure and entertainment (leisure communication), artistic and creative, socially transformative volunteer activities, technical and creative, labor (industrial), sports and recreational, tourism local history, problematic value communication. The effectiveness of implementing educational tasks depends on many factors and, above all, on the methods used. The system of educational methods that has developed in pedagogy today does not meet the increasingly complex 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 (modelling, algorithmization, creative invariance, etc.);
Training and games;
Informal-interpersonal;
Reflexive (E.N. Gusarova).
The more methods the teacher (class teacher) knows, the greater his chances of success, the higher the result of educational activities. One of the invariant characteristics of educational activities is the result. Studying the results of educational activities is one of the most difficult issues of pedagogical science and practice. Firstly, the result of upbringing is delayed in time and does not appear immediately; secondly, it is difficult to isolate it in a “pure” form, since the child is influenced not only by the activities of the teacher and the conditions of the school, but also by parents, peers, adults and in general environment. Nevertheless, taking into account the results of educational activities is necessary, because otherwise the upbringing of a child will take on a spontaneous character: without determining the results, it is easy for a teacher to slide down the path of spontaneity and patterns. The result of educational activities 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 activities 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 based on the pedagogical situation that has developed at school and in a given class, traditional educational experience; the degree of pedagogical influence is 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 occurs. Form (play) is the way of existence of the educational process, the shell for its internal essence, logic and content. The form is related to the number of participants, time, place of education, and the order of its implementation. One of the most common forms of organizing educational work is the classroom. Class hour is a flexible form of frontal educational work in composition and structure, which is a specially organized communication between the class teacher and class students outside of class hours in order to facilitate the formation of the class team and the development of its members. During the organization and conduct of classroom hours, it is possible to solve the following problems:
enriching students’ consciousness with knowledge about nature, society, technology, and man;
developing in children the skills and abilities of thinking and practical activity;
development of the emotional-sensory sphere and the value-semantic core of the child’s personality;
promoting the formation and manifestation of the student’s subjectivity and individuality, 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:
Drawing up by the teacher, together with students and their parents, of class topics for the new school year;
Clarifying the topic of a student-centered class hour and generating ideas for its preparation and conduct;
Determining the purpose, content, choosing the form, date and location of the class, forming a community of its organizers and developing a plan for their actions;
Individual and group activities to prepare a class hour, drawing up a classroom scenario plan by the teacher together with other organizers;
Conducting a class hour;
Analysis of activities for its preparation and implementation, assessment 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 music 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 activity, the interests and age characteristics of children are taken into account. Technology of organizing and conducting a group case. 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 stimulus 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 influence each other emotionally, wanting to do 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 for organizing and conducting a group case has the following technological chain:
preparatory stage (preliminary formation from carrying pupils to group work);
psychological mood or the beginning of educational work (introductory speech by 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 adherence to its logical structure;
High cultural level of the content and forms of this matter;
Organization of “spiritual tension” during educational work;
Minimal preparation of the case;
Using all three channels of perception: auditory, visual, sensory.
It is important to remember that the general goal of any group activity is the formation of value-based attitudes towards 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 through an assessment system that is meaningful 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 must remember that any activity must meet the general cultural norms of human existence. A group case is prepared quickly using a variety of means of pedagogical influence, without oversaturating the child’s emotional state. By means we mean everything that the teacher places between himself and the student to achieve the goal and with which he can operate quite freely. Any means must be related to the end; it is selected, interpreted, and used in accordance with the final result. Without a goal, the means ceases to be a means. Activities, relationships, speech, natural objects and phenomena - this is an incomplete list of means that can create a natural environment for a child to live and develop. Thanks to the means, the harmony of life itself is revealed, and the child absorbs the sociocultural experience of generations. In order for a little person to understand 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 activities do not always achieve their goals. 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 the Latin interims - internal) is an activity that stimulates the internal activity of the pupil. Interactive activity is characterized by reflexivity, the clash and defense of different positions by students, openness, the ability to be critical and self-critical, dialogue, and take a free position. Interactive educational activities involve:
Changing the relationship between the teacher and the pupil, which is built on understanding, acceptance and recognition of the child’s personality;
The disappearance of the compulsory nature of activity, conscious regulation and activation of one’s behavior (freedom of choice);
Presence of creativity in activities;
Intense mental activity;
The predominance of a personal approach to solving emerging problems;
Purposeful creation by the teacher of a set of external conditions that contribute to students receiving satisfaction and showing positive emotions (a situation of success);
Openness to culture and society, openness of the subject’s own inner world;
The subjectivity of the pupil’s position, expressed in the maximum assumption of all subjective functions;
Based on polylogue, dialogue, partnership, cooperation with a consistent increase in the student’s activity.
Interactive methods include:
discussion of complex and debatable problems (discussion, debate);
case-study (analysis of specific situations, situational analysis);
creative tasks;
collective creative activities;
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 excursion);
negotiations and mediation;
competitions;
round table;
training, brainstorming (brainstorm, brainstorming).
Also, at present, class teachers quite widely use the technology of collective creative activities (CTD). The core and essence of this technology is the organization of joint activities of adults and children, in which all members of the team participate in organizing and carrying out the activity, 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 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 project, and can reveal their creative potential. CTD is, first of all, a way of organizing an emotionally rich life with work, play, and creativity, aimed at serving people and the Motherland. In order to have a clearer understanding of QTD, you need to know the ideas underlying 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;
Social orientation of the team's activities.
The content of CTD is taking care of yourself, your team, and close and distant people. Competitiveness and improvisation stimulate the child’s activity and create conditions for the formation of independence and creativity of the individual. Along with this, each CTD forms a civic position to improve general life, which is very important for the value orientation of the student. At the forefront in CTD is the creation by students of new life experiences, the enrichment of each participant with their own experience of a civil attitude to the life around them and to themselves as a comrade of other people. Each CTD forms the humanistic qualities of the individual and his moral position, since concern for improving the common life and collective activity for others comes to the forefront of collective action.
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 self-realize. During the game, the student, first of all, realizes his own “I”, demonstrates and develops personal experience, creative, reflexive and evaluative abilities. A game is a space for “a 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, game conditions, instructions, regulations, rules, distribution of roles, formation of groups, consultations).
2. Stage of implementation:
Group work on a task (brainstorming, training, working with a game technician);
Intergroup discussion (group presentations, defense of work results, expert work).
3. Stage of analysis and generalization (withdrawal from the game, analysis, reflection, evaluation 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, in the practice of class teachers, the discussion method is quite widely used. Discussion is interpreted as a way of organizing joint collective activity with the goal of intensively and productively solving a group problem and finding the correct answer. The main objective of the discussion is to identify the existing diversity of participants’ points of view on an issue or problem and, if necessary, a comprehensive analysis of each of them. This is a method that allows you to use logical arguments to influence the opinions and positions of the participants in the discussion. Discussion is classified as an interactive method 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. Discussion gives rise to thought, activates thinking, develops communication skills, and the ability to conduct a dialogue. A necessary condition for conducting a discussion is that students have the necessary amount of knowledge on the issue under discussion. The following technological stages are highlighted in the discussion.
1. Preparatory stage (selection of a topic, leader, study of the problem, familiarization with the literature, development of questions, consultation with specialists, analysis of existing points of view, preparation of visual aids, etc.).
2. Organizational stage (introductory word from the leader: justification of the topic, its relevance, questions for discussion, tasks facing the participants, terms of the dispute, etc.).
3. Stage of solving a discussion problem (at this stage all the rules of discussion are especially strictly observed).
4. The final stage is analysis (conclusions, degree of achievement of goals, commonality of positions, compliance with the rules of discussion, etc.).
The results of the discussion should reflect the opinion of the majority of participants, and the results should be compared with the stated goals. When choosing forms of educational activity, it is advisable for the class teacher to take into account:
Educational goals put forward in the classroom;
The content of educational activities relevant to students;
The level of education of students, their interests and needs;
Possibilities of forms of educational activity in placing the pupil in a subject position;
External conditions of education (additional education institutions, 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 must be comprehended, analyzed, generalized and adjusted together with the children.
Part IV
Interaction between the class teacher and teachers and parents
4.1. Interaction between the class teacher and teachers
When 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. In what forms is this work carried out?
One of these forms is for the class teacher to attend lessons taught by teachers in his class. While 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 student’s active life position is manifested in his conscious and interested learning.
Fostering such an attitude towards learning is the job of all teachers and parents, but the class teacher has his own capabilities in solving this problem.
By 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 students so that it does not exceed the standards established by the school Charter.
The class teacher examines learning difficulties and, together with parents and teachers and the active members of the class, eliminates them. Some students need additional classes, others need increased control, others need increased attention and even treatment, and others need to be taught mental work techniques. It is important to organize mutual assistance between students in the classroom. It is carried out on a voluntary basis in the form of friendly cooperation.
The class teacher, in unity with teachers, forms the cognitive interest of schoolchildren. It promotes the inclusion of students in the work of subject clubs, 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 low-performing students. Of course, every teacher should do this work. But the class teacher, being in constant contact with students, can sometimes suggest 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 class teacher’s work with teachers is the activation of extracurricular educational work, and in particular, club classes, subject Olympiads, and exhibitions of student creativity.
Finally, the class teacher himself needs the help of teachers in organizing extracurricular educational work. At his request, teachers conduct conversations with students on scientific, moral and aesthetic topics, participate in class meetings, in establishing socially useful work, etc. Thus, close interaction between the class teacher and teachers helps him to increase the content and effectiveness of educational work.
The class teacher promotes the inclusion of schoolchildren in various creative interest groups (clubs, sections, clubs), operating both in general education institutions and in institutions of additional education for children.
In organizing extracurricular and extracurricular work of the class team, leisure and vacation activities, the class teacher actively interacts with the organizing teacher. By coordinating joint activities, the class teacher involves him in carrying out activities within the class, and organizes the participation of students in his class in school-wide events during extracurricular and vacation times. 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 must work closely with the social teacher, who is called upon to be a mediator 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 for students, events aimed at developing social initiatives, and implementing social projects.
Various children's public associations are becoming widespread in educational institutions, promoting the inclusion of children and adolescents in new social relationships; their self-realization, manifestation and development of civic and moral position, socialization of the individual. In this area of activity, it is important for the class teacher to decide in collaboration with the senior counselor. In particular, through joint efforts, students are informed about existing children's and youth public organizations and associations.
To successfully resolve the issue of teaching, upbringing and developing a child’s personality, active interaction of all participants in the educational process, differentiation, integration and coordination of pedagogical work in a single educational space and socio-cultural environment is necessary. In this regard, the pedagogical council of general education institutions, when determining the functions of the class teacher, must first of all clearly define his rights, duties and responsibilities, correlating them with the official responsibilities of other participants in the educational process.
4.2. Interaction between the class teacher and parents
The great evil of our time... is
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 between adults and children;
Individual activities with parents to adjust family education;
Coordination of interaction along the line “School - family - public and professional organizations.”
The specificity 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 in determining his 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 upbringing;
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 unite 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. When 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 their children;
Interacts with labor and public organizations of parents;
Corrects the educational influence of individual families on the child.
When organizing interaction, the class teacher takes into account the types of families that are classified:
By the number of children (large families, few children, one child, childless);
By composition: one-generation (spouses only), two-generation (parents and children), intergeneration (children, parents and parents);
Single-parent families (the child is raised by one of the parents);
Extramarital 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. Cooperation between the class teacher and the family is the result of purposeful, systematic work that 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 a given educational institution may include various aspects and be offered in different options. Below are some ways to inform parents about the school, as well as approximate content of the information.
Parents whose children study at this school must have the following information about the educational institution:
The charter of the school and its mode of operation;
content of education at school (i.e. curriculum and list of educational programs implemented at school);
school development prospects;
schedule of clubs and electives;
organization of extracurricular activities: traditional school and class events, key events 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;
school logistics;
information on sources of extrabudgetary funds, distribution of budgetary and extrabudgetary funds;
information about the results of the final certification of students, the results of the Unified State Exam;
information about the social structure of graduates.
Informing parents can be done through the design of stands, booklets, periodic bulletins, and the publication of special magazines and newspapers. The media, parent forums, conferences, parent meetings, personal conversations and consultations play an important role in informing parents. In the future, great importance will be attached to the design and presentation of the student’s individual portfolio. Differentiated information can be transmitted to separate groups of parents (for example, information for parents of students entering a specific university); recommended list of books that are advisable for parents to read with their children in primary school (primary, secondary); recommendations for organizing the daily routine, nutrition of schoolchildren during exams, etc. Individual information is transmitted for specific parents (for example, information on examining the child by a psychologist, speech therapist; data on the child’s presence of certain problems or difficulties).
Let's look at the main forms of working with families. Cool meeting. Class meetings discuss issues that reflect the common interests of parents and children. Voluntary participation, taking into account the wishes of meeting participants, and cooperation are important. This is a conversation between equal interested people. The meeting is especially active and interesting if it involves working in groups, performing creative tasks, solving problematic issues, and discussing situations from the life of the class. The meeting can take the form of a conference, debate, collective creative activity, role-playing or business game. Workshop meetings with the participation of specialists (lawyers, doctors, police officers, etc.) are of significant interest to 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 experts. The subject, theme, and methodology for conducting a public examination of knowledge are determined jointly by children, parents and teachers. The teacher draws up assignments, helps form groups, organize preparatory work, adjusting relationships between children. Parents participate in the design, preparation of incentive prizes, and evaluation of results. Open Lesson Day is held at a time convenient for parents, most often on Saturday. On this day, teachers conduct lessons in a non-traditional form, trying to show their skills and reveal the abilities of children. The day ends with a collective analysis: achievements, the most interesting forms of the lesson, the results of cognitive activity are noted, problems are posed, and prospects are outlined. The Expert 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 others. The tournament can be held on one topic, for example, “Tournament of Poetry Experts,” or on different ones (as chosen by the group). Forms of labor activity: office design, work on landscaping and landscaping of the school yard, planting a memorial alley in connection with a significant event in the lives of children and their parents, creation of a classroom library. Forms of leisure: joint holidays, preparation of concerts, performances: viewing, discussion of films and performances: competitions, competitions, KVN; weekend clubs; parent hobby schools. Parent hobby schools are organized by parents for a small group of students. In classes held at home, children not only acquire specific work skills and abilities, but also learn to communicate with each other and with adults outside of school.
These are, perhaps, the main sections of the class teacher’s activities. Taken together, they form a complex system, which is the basis of the activities of any class teacher. The teacher, acting as the leader of the children's group, 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 children’s age and the relationships that have developed between them, building relationships with each child taking into account his individual characteristics. The main thing in the activities of the class teacher is to promote the self-development of the individual, the realization of his creative potential, ensuring the active social protection of the child, creating the necessary and sufficient conditions for intensifying the efforts of children to solve their own problems.
Literature
1. Educational process: study of effectiveness: method. recom. / 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 valeology / L. B. Dykhan, V. S. Kukushkin, A. G. Trushkin; edited by V. S. Kukushkina. – M. : MarT – Rostov n/D.: MarT, 2005.
4. Kodzhaspirova G. M. Dictionary of pedagogy / G. M. Kodzhaspirova, A. Yu. Kodzhaspirov. – M.: MarT, 2005.
5. Lutoshkin A. N. How to lead oneself / A. N. Lutoshkin. – M., 1986.
6. Methods of educational work: textbook. village for students higher textbook manager / L. A. Baykova, L. K. Grebenkina, O. V. Eremkina and others; edited by 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. Personality education 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 the class teacher on a diagnostic basis / F. P. Chernousova. – M.: Center “Pedagogical Search”, 2004.
12. Shchurkova N. E. Classroom management: theory, methodology, technology / N. E. Shchurkova. – M.: Pedagogical Society of Russia, 2000.
Activities of the class teacher
The life and education of a class group in a modern school is led by a teacher in the position of “class teacher,” but such a position did not always exist.
In pre-revolutionary secondary educational institutions, the functions of student educators were assigned to cool 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 almost not carried out in schools of those times.
In the first years of the existence of the Soviet school, the organization and conduct of educational work in the classroom and outside of school hours was the responsibility of all teachers. There was no position of a class teacher at that time. Life required the coordination and unification of the educational activities of teachers, the elimination of impersonality in the organization of student education, especially during extracurricular hours. Therefore, in many schools, already in the 20s, educational leaders began to appear. They were attached to study groups and were called group leaders. IN 1934 after renaming groups into classes, group leaders began to be called class teachers . The regulations on the class teacher were approved by the People's Commissariat of Education of the RSFSR on June 28, 1934.
The essence of the class teacher's activities
The class teacher is the central person in the educational process. The class teacher is appointed by the school director from among the most experienced and authoritative teachers. He is entrusted with responsibility for organizing the lives of children, forming and educating the team, and for teaching and educational work in the classroom. As a teacher of students, he cares about their comprehensive development, instilling in them hard work, collectivism, improving the quality of knowledge and strengthening discipline and order in the classroom. The class teacher carries out all this work not as an amateur activity, but as an official official. The class teacher is responsible to the school management and public education authorities for the content and organization of educational work in the class assigned to him.
The main responsibilities of the class teacher are formulated in the Charter of the secondary school.
The educational activities of the class teacher are complex and multifaceted. He carries out various educational work with the group of students, with teachers of his class, with parents and the public. The tasks of his educational activities are determined by the general tasks of education and the specific living conditions of the class. At different stages of development of the team, the class teacher puts forward specific educational tasks and, relying on the student body, carries out a variety of educational work with the class and individual students. When determining these tasks, he takes into account the age characteristics of students, the level of their knowledge and state of academic performance, discipline in the classroom, the presence of such qualities as hard work, collectivism, and consciousness of social duty.
The activity of the class teacher achieves its goal and gives the best result provided that it is carried out in a certain system. System of work of the class teacher- this is a set of mutually interconnected educational activities arising from the goals and objectives of education. It involves a thoughtful selection of educational material that is feasible for students and the skillful use of the most effective means and methods of influence. Let us 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 study. Classroom management 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. Students' learning continues throughout their entire education.
Organization and education of a class student team - This is one of the main, leading sections of the class teacher’s work. By uniting students into a friendly and purposeful team, the class teacher creates the prerequisites for successfully solving educational problems.
The next section of the class teacher’s activities 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 of improving the quality of students' knowledge and strives to prevent individual students from falling behind and repeating the same year in their class.
Organization and conduct of extracurricular and extracurricular educational work - another one of the most important sections of the class teacher’s activity. Various forms of this organization have developed and are successfully used in schools. Education in the classroom and during the learning process is supplemented by extracurricular educational activities. The organization of extracurricular work usually combines its two main directions - ideological and educational work and the organization of practical affairs of schoolchildren.
A very important section of the class teacher’s activity is coordination of educational activities of teachers . The class teacher must coordinate and direct the educational work of teachers in his class. The school charter states that the responsibilities of each teacher include not only equipping students with knowledge, but also shaping their worldview, developing 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 and discusses the implementation of uniform requirements, the quality of knowledge and the state of discipline. Active communication between teachers and the class teacher helps improve the state of educational work in the classroom.
The next section of the class teacher’s activities is working with students' parents . Each teacher maintains contact with students' parents. 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 their children, and outline ways of joint activities in their upbringing.
These are, perhaps, the main sections of the class teacher’s activities. Taken together, they form a complex system, which is the basis of the activities of any class teacher.
The class teacher, compared to other teachers, additionally performs very important functions in educating students. Therefore, high standards are imposed on him pedagogical requirements , the implementation of which creates favorable conditions for improving the quality of his educational activities.
Let's look at 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 teacher and his moral character have a decisive influence on the formation of consciousness and on the behavior of schoolchildren. This influence in its significance is incomparable and irreplaceable.
The teacher himself must be educated. He himself needs to have high moral qualities, which he strives to instill in his pets. This is an undeniable position. If the class teacher demands disciplined behavior from his students, and he himself disrupts order in the school, then his demands will not achieve the goal. If he calls on his students to be truthful and honest, but he himself shows dishonesty, then his call will not be heard.
The moral character of the class teacher, his strong-willed qualities and positive qualities are the most important prerequisites for increasing the effectiveness of educational influence. Authority is gained and formed as a result of hard work, exemplary behavior, and a responsible attitude towards the assigned work.
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 and expand their political and cultural horizons.
Pedagogical skill presupposes a thorough knowledge of one’s subject and an understanding of the laws of upbringing and teaching. Even A.S. Makarenko said: “Children are captivated by the teacher’s confident and clear knowledge, skill, golden hands, taciturnity, and constant readiness to work.”
An important indicator of pedagogical skill is the presence of skills in conducting educational work. Each teacher is required to be able to organize a class, unite it into a friendly team, ensure control over the behavior of students and help them develop 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 miller or turner.” An important indicator of pedagogical skill is the search for new ways to approach children and the ability to influence them. The effectiveness of educational influence on students largely depends on establishing correct contact with the class. This is not an easy matter. It is difficult to immediately find a common language and contact with the class. In addition, this requires a long time. Conflict situations are inevitable in the process of work. The skill of a teacher is to promptly prompt students to the right line of behavior, to convince them, to awaken their thoughts, to support and believe in their strengths and capabilities.
3. Broad cultural horizons
The complex functions and responsibilities of a class teacher require him to be highly cultured and constantly expand his cultural horizons. Without this, it 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 or 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 a question that interests them, they lose trust and respect for the teacher.
4. Pedagogical tact
A necessary condition for increasing the effectiveness of the educational work of the class teacher is adherence to pedagogical tact. This is an indicator of the external and internal pedagogical culture of the teacher. Pedagogical tact presupposes, first of all, respect for the personality of the student, a sensitive and attentive attitude towards him, trust and at the same time unobtrusive control over his behavior, preventing excessive guardianship and administration. If you have pedagogical tact, it is easier to find the right line of behavior and apply the most rational measures of pedagogical influence. Experienced teachers usually do not abuse reproaches and lectures. They patiently find out the reasons for shortcomings in the student's learning and behavior and give reasonable advice aimed at eliminating them. Ignorance of the reasons usually leads to hasty, thoughtless assessments and decisions. Especially you should not make decisions under the influence of the first impression or in a moment of irritation. Irritation often leads to a deterioration in relationships with students and a loss of authority. A tactful teacher weighs everything and acts with great care and delicacy. He strives to understand and clarify the internal motives of the students’ actions and actions, and only after that he takes certain measures of pedagogical influence. The attitude of the class teacher towards the student should be based on deep respect and trust in his personality. Typically, conflicts between teachers and children arise where there is no trust and respect for students, where 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. He who does not love children cannot become their true educator or mentor. With affection and love, respect, you can instill a good feeling in children, cultivate the necessary qualities, teach them to work and order, to obedience and respect for elders. Nothing brings a class teacher closer to his students than a trusting, sincere and attentive attitude. If he is indifferent, let alone dismissive and arrogant, towards his students, 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 presupposes high demands on them. The misdeeds of students and their violation of discipline and order cannot be ignored. Love and trust in students and at the same time high fair demands evoke reciprocal love for the teacher and deep respect for him. Schoolchildren respect strict and demanding, but fair teachers. They highly value those qualities in them that help them become knowledgeable and valuable people.
6. Having organizational skills
Raising children is, first of all, organizing their life activities.
A class teacher with organizational skills usually does not take on all matters himself. He skillfully attracts the active participation of all other students, assistant teachers, parents, and members of production teams. As a result, he manages to do much more with less effort 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, show initiative and skillfully solve pedagogical problems. When a class teacher works without spark, his work becomes boring and monotonous. If he shows initiative and does not allow patterns in his work, then he achieves serious success in education.
8. Advanced training for 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 school for many years need advanced training. It is impossible to achieve serious success in raising children if the teacher relies only on previously memorized pedagogical rules and methodological techniques.
These are perhaps the basic requirements that any class teacher should know and fulfill.
Criteria for the effectiveness of a class teacher.
Studying the results and effectiveness of the class teacher’s work is one of the most difficult issues in pedagogical theory and practice. The complexity is due primarily to the fact that the state, results and effectiveness of its work are influenced not only by the conditions of the school itself, but also by the environment external to it. In its “pure form” it is impossible to determine the result in this case.
To assess the effectiveness of the class teacher, it is necessary to determine the appropriate criteria and indicators. Two groups of criteria for the effectiveness of a class teacher can be distinguished:
the first group - effective criteria, showing how effectively target and socio-psychological functions are implemented. The performance indicators reflect the level that the teacher’s students achieve in their social development. And the second group is 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 performance and health are, as well as what processes of activity and communication of students he organizes.
However, the indicators cannot be the same for everyone. They are clarified by the participants in the pedagogical process themselves, taking into account specific goals and objectives and serve as a tool for self-analysis and self-assessment of the class teacher, children, teachers, and parents. They must be sufficiently specific, accessible to measurement, and understandable for children and adults.
When studying the effectiveness of a class teacher's work, one must keep in mind that the dynamics of indicators may not be the same. Moreover, some of them may hardly change, and sometimes be worse than at the previous stage. The general conclusion is drawn based on a comparison of all the data obtained characterizing the pedagogical process.
The question arises: “How often is the effectiveness of the class teacher assessed?” On the one hand, this is carried out constantly, if we are talking about observation or the use of research methods that fit organically into the pedagogical process, and on the other hand, periodically, through specially organized “cross-sectional” studies (for example, a questionnaire survey of students and parents). In this regard, we can talk about current, periodic, final, time-separated results.
For a more in-depth study of the work of the class teacher, it is advisable to take into account and analyze information obtained in different periods and using different methods.
Classroom teacher is the direct and main organizer of educational work in the school, an official appointed by its director to carry out educational work in the classroom.
The institution of classroom management emerged a long time ago, almost along with the emergence of educational institutions. In Russia, until 1917, these teachers were called class mentors and class ladies. They were obliged to delve into all the life events of the student groups entrusted to them, monitor the relationships in them, and form friendly relationships between children. The teacher had to serve as an example in everything, even his appearance was a role model.
In the Soviet school, the position of a class teacher was introduced in 1934. The class teacher was appointed one of the teachers, who was given special responsibility for educational work in a given class. The responsibilities of the class teacher were considered additional to the main teaching work.
Currently, the institution of classroom management has changed significantly, since there are several types of classroom management: a) subject teacher, who simultaneously performs the functions of a class teacher; b) a released class teacher who performs only educational functions; c) a class supervisor (trustee), who is entrusted with overseeing any work; d) tutor (protector, patron, guardian), exercising control in conditions where students take on a number of organizational functions of the teacher.
Main functions class teacher are:
Educational (social protection of the child);
Organizational (work on all pedagogical aspects of the life of the class and school, the formation of individuals and teams, the study of students);
Coordinating (establishing positive interaction between all participants in the educational process - teachers, students, parents, the public);
Managerial (monitoring the dynamics of individual and team development based on maintaining students’ personal files and other types of documentation).
The priority among them is the function social protection child, which is understood as a purposeful, consciously regulated system of practical social, political, legal, psychological, pedagogical, economic and medical-ecological measures that provide normal conditions and resources for the physical, mental, spiritual and moral development of children, preventing infringement of their rights and human dignity. The implementation of this function involves providing conditions for the adequate development of the child. The work of the class teacher in this direction is the activity of not only the direct executor, but also the coordinator who helps children and their parents receive social support and social services. Performing this function, he must, while solving acute immediate problems, be prepared to anticipate events and, based on an accurate forecast, protect the child from possible problems and difficulties.
Object of social protection and social guarantees are all children, regardless of their origin, the well-being of their parents and their living conditions. However, it is especially important to perform this function in relation to children who find themselves in a particularly difficult situation: children from large families, disabled children, orphans, refugees, etc., who are in greater need of emergency social protection than others.
Main purpose organizational functions - supporting positive children's initiatives related to improving the life of the region, microenvironment, school and schoolchildren themselves. In other words, the class teacher does not so much organize students as help them in self-organization of various activities: cognitive, labor, aesthetic, as well as free communication, which is part of leisure time. What is important at this level is the function of team unity, which acts not as an end in itself, but as a way to achieve the goals set for the class. One of the tasks of the class teacher is the development of student self-government.
The success of the educational activities of the class teacher largely depends on deep penetration into the inner world of children, understanding their experiences and motives of behavior. For these purposes, he studies schoolchildren not only in class, but also outside of school hours, when visiting students’ families, during excursions and hikes.
Coordinating The function of the class teacher is manifested primarily in the fact that he carries out educational activities in close cooperation with other members of the teaching staff and, first of all, with those teachers who work with students in a given class (the micro-teaching team of the class). On the one hand, he uses the information he receives about children from teachers, and on the other hand, he enriches teachers’ ideas about the child, offering them his information that will help regulate the actions of the teacher and his methods of working with the student.
The class teacher is the link between teachers and the child’s parents. He informs teachers about the student’s condition, the characteristics of the parents, and organizes their meetings with subject teachers. The class teacher should pay special attention to new teachers, who are important to acquaint with the characteristics of the class team and individual students, as well as the requirements imposed by the previous teacher and teachers of the class.
One of the forms of interaction between the class teacher and subject teachers, which ensures unity of action and contributes to the development of common approaches to education, is a pedagogical council, at which a comprehensive view of the child is formed.
Within managerial functions the class teacher carries out diagnostics, goal setting, planning, control and correction of educational activities. The implementation of the diagnostic function involves identifying the initial level of student education and constantly monitoring changes. It is aimed at researching and analyzing the child’s individuality, searching for the reasons for the ineffectiveness of results and characterizing the holistic pedagogical process.
The goal-setting function can be considered as the joint development of educational goals 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.
Main purpose of the function control and correction– ensuring the constant development of the educational system of the class. The implementation of the control function involves identifying both positive results and the causes of shortcomings and problems arising in the process of education. Based on the analysis of the control results, the class teacher’s work is corrected either with the class as a whole, or with a specific group of students or an individual student. Monitoring 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 considered levels of functions determine the content of the class teacher’s activities. In the educational system of the school, the class teacher acts as an administrative person, endowed with the appropriate rights and obligations, namely:
– receive information about the mental and physical health of each child;
– monitor the progress of each student;
– monitor children’s attendance at school;
– coordinate and direct the work of teachers of a given class (as well as a psychologist, social teacher);
– organize educational work with class students: conduct “small teacher councils”, pedagogical councils, thematic events, etc.;
– submit proposals agreed upon with the class staff for consideration by the administration and school council;
– invite parents (or persons replacing them) to school to resolve issues related to the upbringing and education of students, in agreement with the administration, contact the commission on minors, the psychological, medical and pedagogical commission, the commission and councils for family and school assistance at enterprises;
– receive help from the school’s teaching staff;
– determine an individual mode of work with children based on a specific situation;
– refuse assignments that lie outside the scope of his work;
– conduct experimental work on problems of didactic and educational activities;
– organize the educational process that is optimal for the development of the positive potential of students’ personalities within the framework of the activities of the school team;
– provide assistance to the student in solving acute problems (preferably in person, a psychologist can be involved);
– establish contact with parents and provide them with assistance in raising children (personally, through a psychologist, social teacher).
For pedagogically competent, successful and effective performance of their duties, the class teacher must have a good knowledge of the psychological and pedagogical foundations of working with children, be informed about the latest trends, methods and forms of educational activities, and master modern educational technologies.
The main structural element of a school's educational system is the classroom. It is here that cognitive activity is organized and social relationships between students are formed. The organizer of student activities in the classroom and the coordinator of educational influences on the student is the class teacher. It is he who directly interacts 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.
Currently, the types of educational institutions such as gymnasiums, lyceums, etc. have been revived. The activities of mass secondary schools have changed. The institution of classroom management has changed accordingly. There are now several types of classroom management:
A subject teacher who simultaneously performs the functions of a class teacher;
A class teacher who performs only educational functions (exempt class teacher, also called a class teacher);
Some educational institutions have introduced the position of a class teacher (a variant of the position of an exempt class teacher), 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 as a 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 children’s activities; In extracurricular work, it is important for a teacher to take the position of a senior comrade, an ordinary participant.
The role of the teacher changes depending on the age, experience of collective, self-governing 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 group, 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 children’s age and the relationships that have developed between them, building relationships with each child taking into account his individual characteristics. The main thing in the activities of the class teacher is to promote the self-development of the individual, the realization of his creative potential, ensuring the active social protection of the child, creating 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 classified as target groups.
These functions are aimed at creating conditions for the social development of students and are aimed at helping the child both in solving his current personal problems and in preparing for independent life. Among them, it is necessary to highlight three that determine the main content of the class teacher’s activities: education of students; social protection of the child from adverse environmental influences; integration of the efforts of all teachers to achieve the set educational goals. Among them, the priority is the function of social protection of the child.
Social protection is understood as a purposeful, consciously regulated system at all levels of society of practical social, political, legal, psychological, pedagogical, economic and medical-ecological measures that provide normal conditions and resources for the physical, mental, spiritual and moral development of children, preventing infringement of their rights and human dignity.
The implementation of this function involves providing conditions for the adequate development of the child in the existing socio-economic conditions. The activities of the class teacher for the social protection of the child are the activities of not only the direct executor, but also the coordinator who helps children and their parents 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 problems related to the formation of relationships between students and their peers in the class (organization of the team, its unity, activation, development of self-government). These tasks determine the second level of his functions - socio-psychological, which primarily includes organizational ones.
The main purpose of the organizational function is that the class teacher does not so much organize students as assist them in self-organization of various activities: cognitive, labor, aesthetic, as well as free communication, which is part of leisure time.
The third level of the class teacher’s functions expresses the requirements arising from the logic of the activity of the subject of educational activity management. These are management functions, which include: diagnostic, goal setting, planning, control and correction.
The implementation of the diagnostic function involves the class teacher identifying the initial level and constantly monitoring changes in the students’ education. It is aimed at researching and analyzing the personality and individuality of the child, at finding the reasons for the ineffectiveness of results and at characterizing the holistic pedagogical process.
By implementing the diagnostic function, the class teacher can pursue a dual goal: firstly, to determine the effectiveness of his activities, and secondly, diagnostics from a tool for studying personality can turn into a tool for developing the child’s individuality.
The goal-setting function can be considered as the joint development of educational goals 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 staff is important. The degree to which children participate depends on their age. You should plan 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 constant development of the educational system.
The implementation of the control function involves identifying, on the one hand, positive results, and on the other, the causes of shortcomings and problems arising in the process of education. Based on the analysis of the control results, the class teacher’s work is corrected both with the class as a whole and with a specific group of students or an individual student. Monitoring 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 an educational process that is optimal for the development of the positive potential of students’ personalities within the framework of the activities of the school team;
Providing assistance to 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 teacher).
For pedagogically competent, successful and effective performance of their duties, the class teacher must have a good knowledge of the psychological and pedagogical foundations of working with children, be informed about the latest trends, methods and forms of educational activities, and master modern educational technologies.
Forms of work of the class teacher with students. In accordance with his functions, the class teacher selects forms of work with students. All their diversity can be classified on different grounds:
By type of activity - educational, labor, sports, artistic, etc.;
According to the method of influence of the teacher - direct and indirect;
By time of implementation - short-term (from several minutes to several hours), long-term (from several days to several weeks), traditional (regularly repeated);
By preparation time - forms of work carried out with students without including them in preliminary preparation, and forms that provide for preliminary work and preparation 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 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 - 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), fulfillment of a joint assignment, provision of individual assistance in specific work, joint search for a solution to a problem or task. The use of individual forms of work requires the class teacher to solve the most important task: to unravel the student, discover his talents, discover everything valuable that is inherent in his character, aspirations, and everything that prevents him from expressing himself.
Group forms of work include councils of affairs, 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, to create conditions for obtaining a tangible positive result in the group that is significant for all members of the team and other people. The influence of the class teacher in group forms is also aimed at developing humane relationships between children and developing their communication skills. In this regard, an important means is the example of a democratic, respectful, tactful attitude towards children from the class teacher himself.
Collective forms of work of the class teacher with schoolchildren include, first of all, various activities, competitions, performances, concerts, performances by propaganda teams, hikes, tour rallies, sports competitions, etc. Depending on the age of the students and a number of other conditions, in these forms, class teachers can perform various roles: leading participant, organizer; an ordinary participant in activities influencing children by personal example; a novice participant influencing schoolchildren with a personal example of mastering the experience of more knowledgeable people; advisor, assistant to children in organizing activities.
At the same time, the question of choosing forms of work with students arises primarily before the class teacher. In this case, 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 types of activities in which it is advisable to include children;
Compile a set of possible ways to implement the intended tasks, forms of work, taking into account the principles of organizing the educational process, capabilities, preparedness, interests and needs of children, external conditions (cultural centers, production environment), 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 and forms, for example, by turning to the experience of others, studying published materials, asking specific questions, etc.;
Ensure consistency of content and forms of educational work.
