How to make the educational process varied and interesting. Organize the learning process

Many children complain to their parents that they are incredibly bored in math lessons. They don't understand why they need to learn stacks of formulas and how they can be useful in real life. That is why we have prepared 8 ways that will help diversify a math lesson and interest the student.

1. Make the lesson meaningful

Most math lessons in school suffer from the following:

1. Sometimes teachers themselves cannot explain why they teach certain topics to their students. It is difficult for such teachers to see the connection between mathematics and other subjects of the school curriculum.
2. As a result, students also do not understand why they are studying these topics. A common question they ask themselves is, “Why should I learn this?” makes sense. Do you have a good answer to it, instead of the usual “It will be on the exam” or worse - “Because you need it”?

Several possible options to fix this:

• Show your student the practical importance of mathematics, explain how he can solve real life problems using the knowledge gained in your lessons.
• Check out the curriculum for other school subjects. After this, you can use examples in your lessons that are understandable and interesting to your students.

2. Start with concrete examples—leave abstract concepts for later

Modern mathematics looks like a science that studies abstract concepts. Practical ways to solve real problems that were solved by the great mathematicians of the past are today presented in the form of algebraic formulas, axioms and theorems. Students do not always understand how everything written in their textbooks can be useful to them in life. Help them understand this.

Instead of starting each topic with a formula, start with specific examples of problems that were originally solved by that formula. Help students see how theoretical mathematics can solve such problems by showing them the thinking process first and then the solution.

3. Start with an interesting, real problem (preferably local)

Most math lessons start like this:“Here is the new formula for today's lesson, here is how you should insert the values, here is the correct answer.”

The problem is that this approach does not even attempt to motivate the student.

It will be great if you stimulate the students' interest. Use presentations, training videos and other aids. Search the Internet for interesting information and use it in your lessons.

Here's an example problem:10 most dangerous cities in Russia (the norm of air pollution in cities is exceeded from 11 times to 34 times).

(photo taken from flickr.com)

What can you do in class?: identify the main causes of air pollution, decide together what needs to be done to reduce the level of pollution. With the help of simple calculations, students will be able to calculate under what conditions the level of pollution can be reduced.

Or you could suggest the following topic:The world's largest telescope has been built in China .

(photo taken from topblognews.ru)

What you can do in class:find the area of ​​a 500 meter telescope, discuss how the construction of the telescope affected the environment, and decide how much area was cleared to build the telescope.

4. Creativity and control over the situation

We believe that mathematics is an extremely interesting science that requires a lively and open mind to master. You should not reduce work in class to memorizing formulas and monotonously solving similar tasks using a ready-made algorithm.

We're all creative and love to be, but most schools don't encourage creativity (check out this great video from TED Talks,Ken Robinson: How Schools Stifle Creativity(there are Russian subtitles)).

There are many ways to encourage student creativity in math lessons. Use new technologies to describe math concepts: prepare animations, diagrams, or interesting infographics for class. Create something yourself or download it from the Internet.

Give students individual assignments that engage creative thinking and build confidence in their abilities.

5. Ask more interesting questions

Read the condition. Which answer is correct?

A boat with a lot of pebbles floats on the lake. Pebbles are thrown into a depression in the lake. At this time, the water level in the lake (relative to the shore):

a) will rise

b) will go down

c) will remain the same.

For many students, math questions are most often associated with problems in a textbook. The problem for them looks like a long sentence: “Here is the problem in words. Take the numbers, plug them into the formula, do the calculation, and move on to the next problem.”

An interesting condition of the problem will definitely catch the attention of students, in contrast to a task like: “There are these numbers, find one or more unknowns.” The example above will evoke more emotion than a typical question from a book.

Here's another example:

Imagine that you are jumping with a parachute. What would a graph of your speed look like versus time, from the time you jump out of the plane until you reach your terminal speed?

a) Concave down to increase

b) Concave down to decrease

c) Straight line with a plus slope

d) Growing and curved upward

When students get used to solving such problems, they themselves will begin to come up with interesting real-life examples related to calculations using the formulas they have already learned.

6. Let students create their own questions.

Students understand much more when they have to come up with their own questions. The easiest way is to ask students to write test questions on the topic.

You can divide the class into 2-4 groups. Each group must create a block of questions for the test. During the lesson, the children exchange sets of tasks and solve them.

If one of the components made a mistake or prepared a task that cannot be solved, you can figure out in class why this happened: what the component did wrong, what could have confused him.

7. Magazine

Invite students to keep a math journal, just as great scientists documented their progress toward solving a problem.

You should know that reflection is a key element of effective learning.

A math journal will help you and your students track how they perceive course material, what challenges they encounter, and what helps them succeed.

How to Keep a Math Journal:

1. An entry is made in the journal after each problem is solved.
2. All thoughts should be written down in a separate notebook.
3. In a mathematical journal, you need to describe in detail all the difficulties and achievements.
4. The time for recording in the log should not exceed 5-7 minutes.
5. Math journaling can be done with both young children and adults. Younger students can draw a math problem in a journal.
6. A mathematical journal should not be kept daily, but as you progress in solving individual mathematical problems or when moving to study a new topic.
7. Be tolerant. Journaling takes a lot of time, but it is a good help for developing mathematical thinking.

8. Projects

The most effective way to interact with students is to give them the opportunity to do something on their own. Help students see mathematics around them: in the things that surround them, in natural phenomena and processes.

You can use modern teaching tools that will help you show students of different ages how interesting mathematics can be.

(photo taken from technabob.com)

Here are just a few ideas:

• Design Lego robots
• Create visual representations on the siteGeoGebra
• Create a dynamic presentation inPrezi

If you know how to add to our list of tips, share your ideas in the comments. We are sure that thousands of teachers will be grateful to you for this.

From the experience of working as a kindergarten teacher

Secrets of an exciting activity (from work experience).

Hello my dears
Both small and large!
I see how you have grown up
How good!

Attention! Attention!
Dear viewers,
Miracles are coming now
It will be interesting here!
I'll look at you
Yes, and I’ll tell you a fairy tale!
You reel it all in,
Help me tell a story!
Don't be sad, smile!
The fairy tale gives us a surprise!

Speech settings.
- Hello, guys! I'm very glad to see you! Today we are waiting for fairy tales, exciting games and much more interesting things. I want you to succeed and have a good mood all day!

I am glad to see you so beautiful, kind, and in a good mood! We will spend this day together. May it bring you joy and many new interesting experiences. Let's make each other happy!

I am glad to see all the children in our group healthy and cheerful! I really want you to remain in this mood until the evening! And for this we must smile more often and help each other!

Hello my dears! Today it is cloudy and damp outside, but in our group it is bright and cheerful! And it’s fun from our bright smiles, because every smile is a little sun, which makes you feel warm and good. Therefore, I suggest you smile at each other more often and give others a good mood!

Guys, let's smile at each other, our guests! And let the good mood not leave us all day!

Invented by someone
Simple and wise
Say hello when you meet!
- Good morning!
- Good morning
Sun and birds!
- Good morning!
Friendly faces!
And everyone becomes
Kind, trusting!
Good morning lasts until evening!

2) Progress of classes in kindergarten (process).
Includes: repetition of covered material, explanation of new material, consolidation.
Fulfillment of assigned tasks, taking into account health-saving teaching methods.
The lesson can be complex. Including means to achieve several goals or just one, using game moments, visual material, dynamic pauses or physical minutes.
Independent activity.

1,2,3,4,5-
Let's start doing magic!
Our children have changed -
Everyone has turned into forest animals!

I'm the sorceress Fairfuck!
Oh, I love to do magic!
I'll charm you now
And I will bewitch all the children!

"Baba Yaga"
In one forest there is a hut (we connect our hands above our heads - a roof)
Stands backwards (turns right and left)
And in that hut there is an old woman
Grandmother Yaga lives (as if we were tying a scarf)
Crochet nose (put your hand to your nose and place your finger like a hook)
Eyes like bowls (we put the fingers of both hands into rings and apply them to the eyes)
Like coals are burning (without removing your hands, turn right and left)
And angry and angry (we show anger, wave our fist)
The hair stands on end (put your fingers spread on your head)
And only one leg (we stand on one leg)
Not simple, bone
That's how Grandmother Yaga is! (We clap our knees. To the words of Grandmother Yaga we spread our arms to the sides)

3) End of a lesson in kindergarten (result of the lesson, farewell, reflection).
- Summing up the lesson.
- Creating prerequisites for further studies.
- Evaluation of results, reflection, self-esteem, encouragement.
- Ritual of farewell.
For example:

Well, everyone stood in a circle
Everyone suddenly joined hands
We'll stand next to each other
Waving your arms
We studied for a whole hour
And we fooled around a little
And now kids
It's time for you to rest too!

Everyone joins hands and says:
We are all friendly guys.
We are preschool children.
We don't offend anyone.
We know how to care.
We will not leave anyone in trouble.
We won’t take it away, we’ll ask for it.
May everyone be well
It will be joyfully light

The game is not easy
So smart.
Those who play it
Animals are not harmed.
And to us friends, goodbye
All that remains is to say: “Goodbye!”

Of course, each teacher can supplement this list with his own interesting findings and developments, but if this material is useful to someone, I will be glad!

It has been proven that the more interesting the lesson, the higher the motivation and effectiveness of learning English. In this regard, there are three general types of classes: frontal, group and individual.

Frontal exercises

Frontal lessons are those in which the teacher gives new information to the students, the students listen, and then ask questions at the end of the lesson. The whole process is based on a monologue and a visual presentation of information. Usually this is not the most exciting type of lesson, but there is a frontal lesson option that can be considered an exception: an excursion.

For example, an English lesson on animals could be taught at a local zoo; The teacher can name each animal and give a brief description of it, depending on the level of knowledge of the class. To keep children more interested, the teacher can assign group assignments. For example, at the end of the excursion, each group should talk about their favorite animal ().

You can also use an interesting book as a basis for the lesson. Such, for example, as the popular book “Funny English Errors and Insights: Illustrated”. This book contains 301 examples of funny mistakes in English made by schoolchildren, journalists, parents and even teachers.

You can read the mistakes to the class, and if someone doesn't understand what the humor is, you or one of the students can explain it to them. A child will learn a lesson much better if it is presented in the form of a joke.

Group classes

Group activities usually involve competition or teamwork. This type of class is recommended for advanced levels. An example of an interesting lesson in this case would be a theater competition, where each group chooses a play or a fragment of it.

Each group must make their own costumes and be as creative as possible in the decorations and implementation of the plot. You can suggest a specific theme, such as Halloween, the works of Shakespeare, or even a television series.

Another example is gaming litigation. Here the characters in the book can serve as a basis. One group of students may defend the character's actions, while another may condemn them; another may be the jury, and the teacher may be the judge. Have groups of “defenders” and “prosecutors” discuss their arguments, and then one or two speak and argue the group’s point of view.

The jury must listen to the parties and reach a verdict, and the judge will direct everything that happens. You can use classics like Charles Dickens's Great Expectations as a basis (and consider, say, whether Miss Havisham's actions are fair), as well as films or television series.

Individual lessons

Individual lessons depend on the level of each student. It is important not to impose anything, but only to give advice and offer interesting material for work so that it stimulates the child - for example, homework, structured in a playful way, or analysis of an interesting text for advanced levels.

Interesting English lessons are easy to teach; the only requirement is that they be creative and stimulate language learning.

What interesting English lessons do you know or have practiced?

This is a terrible danger - idleness at the desk; idleness for six hours every day, idleness for months and years. This corrupts and morally cripples a person, and neither the school team, nor the school site, nor the workshop - nothing can compensate for what is lost in the most important sphere where a person should be a worker - in the sphere of thought.
V.A. Sukhomlinsky
A child does not voluntarily strive to study from an early age. He has to be forced or attracted until he develops a thirst for knowledge. A child who has a desire for knowledge can be considered a human being; one can have hope that he will strive to know God, understand himself and the world around him, that he will learn to acquire goodness without sacrificing honor, and will avoid evil. Otherwise, he is destined to remain in ignorance; at best, he will receive very superficial knowledge.
Abay
It is well known that one of the main conditions for carrying out activities and achieving certain goals in any area is motivation. And motivation is based, as psychologists say, on the needs and interests of the individual. Therefore, to achieve good academic success among students, it is necessary to make learning a desirable process. Let us remember that the French writer Anatole France noted: “The knowledge that is absorbed with appetite is best absorbed.”
A well-known didactician, one of the leading developers of the problem of developing interest in the learning process is G.I. Shchukina. believes that an interesting lesson can be created due to the following conditions:
the personality of the teacher (very often even boring material explained by a favorite teacher is well absorbed);
content of educational material (when the child simply likes the content of a given subject);
teaching methods and techniques.
How to instill in students an interest in learning? How to activate their cognitive activity in the classroom? How to make the learning process more effective? Surely similar questions arise before every teacher. Each of them, in the process of intensive search, reflection, and testing, finds his own version of solutions.
Whether the lesson will be interesting to children and whether they will want to take an active part in it depends on how well the teacher thought through every detail of the lesson. When organizing a lesson, it is necessary to rely on its purpose. Clearly define what the student should take away from the lesson, what task the lesson will solve: will it be learning new material or a lesson in repetition, generalization and systematization of knowledge, a test lesson.
THE TRIPLE OBJECTIVE OF A LESSON is a result pre-programmed by the teacher, which must be achieved by the teacher and students at the end of the lesson.
The triune goal of a lesson is a complex composite goal that incorporates three aspects: cognitive, educational and developmental. The goal of the lesson formulates the key result that teachers and students should strive for, and if it is not defined precisely or the teacher has little idea of ​​the ways and means of achieving it, then it is difficult to talk about the effectiveness of the lesson
The triune goal of the lesson is the basis for the purposeful activity in the lesson not only of the teacher, but also of the students, giving it direction; to some extent, this is the trigger mechanism of the lesson. It determines the nature of the interaction between teacher and students in the lesson, and is realized not only in the activities of the teacher, but also in the activities of students, and is achieved only when both parties strive for it. Therefore, the goal in the appropriate interpretation (only cognitive and in some cases developmental aspects) should be set for the class in the student version.
TCU is that systematizing core, without which a lesson will never turn into an integral system.
TCU is too general. It cannot be achieved on its own. It must be decomposed (divided) into the purposes of stages and educational moments, if the lesson is clearly staged, or into the purposes of teaching and educational moments, if the logical structure of the lesson is not related to its division into stages. In other words, we are talking about building a “tree of goals” for a lesson, where the TCU will be the “general goal”, and the tasks of educational moments will be the boundaries of its achievement
Objectives are steps to achieve a goal. The objectives of the lesson include: organizing interaction; acquisition of knowledge, skills and abilities; development of abilities, experience in creative activity, communication, etc. The objectives of the lesson must be formulated in such a way that it is clear how the set goals of the lesson are achieved.
What is the composition of the TCU? As we have mentioned more than once, the purpose of the lesson is triune and consists of three aspects. Let's look at each of them:
COGNITIVE aspect of TCU
This is its main and defining aspect. It consists of meeting the following requirements:
1. Teach and teach each student to independently acquire knowledge. Teaching something to others means showing them what they must do to learn what they are being taught!
2. To fulfill the main requirements for mastering knowledge: completeness, depth, awareness, systematicity, systematicity, flexibility, depth, efficiency, strength.
3. Build skills - precise, error-free actions, brought to automaticity by repeated repetition.
4. Develop skills - a combination of knowledge and skills that ensure the successful implementation of activities.
5. Form what the student should know and be able to do as a result of work in the lesson.
“...when planning the educational goal of a lesson, it is advisable to indicate what level of quality of knowledge, skills and abilities students are asked to achieve in this lesson: reproductive, constructive or creative”
DEVELOPMENTAL aspect of TCU
This is the most difficult aspect of the goal for the teacher, and the one for which he almost always has difficulty planning. What explains this? It seems that there are two reasons behind the difficulties. The first is that the teacher often strives to form a new developmental aspect of the goal for each lesson, forgetting that the child’s development occurs much slower than the process of his education and upbringing, that the independence of development is very relative and that it is carried out to a large extent as a result of properly organized training and education. It follows that the same developmental aspect of the lesson goal can be formulated for the triune goals of several lessons, and sometimes for lessons of an entire topic.
The developmental aspect consists of several blocks.
A. Speech development:
Enriching and complicating her vocabulary; complication of its semantic function (new knowledge brings new aspects of understanding); strengthening the communicative properties of speech (expressiveness, expressiveness); students’ mastery of artistic images and expressive properties of language.
SPEECH DEVELOPMENT – an indicator of the student’s intellectual and general development
B. Development of thinking
Very often, as a developmental aspect of TCU, the task is to teach students to think. This, of course, is a progressive trend: knowledge can be forgotten, but the ability to think remains with a person forever. However, in this form the goal will not be achieved, because it is too general and needs to be planned more specifically.
Learn to analyze
learn to highlight the main thing,
learn to compare,
learn to build analogies,
summarize and systematize,
prove and disprove,
define and explain concepts,
pose and solve problems.
Mastery of these methods means the ability to think
B. Development of the sensory sphere. Here we are talking about the development of the eye, orientation in space and time, accuracy and subtlety in distinguishing color, light and shadow, shape, sounds, shades of speech.
D. Development of the motor sphere. It involves: mastering the motor skills of small muscles, the ability to control one’s motor actions, develop motor dexterity, proportionality of movement, etc.
EDUCATING aspect of TCU
Truly, developmental education cannot but be educational. “teach and educate - like a zipper on a jacket: both sides are tightened simultaneously and firmly with the leisurely movement of the lock - creative thought. This connecting thought is the main thing in the lesson,” wrote E. Ilyin, literature teacher of the 516th school in Leningrad, in the Teacher’s Newspaper (02/10/81)
The lesson has the ability to influence the development of many personality traits of students. The educational aspect should include the use of the content of educational material, teaching methods, forms of organization of cognitive activity in their interaction to carry out the formation and development of moral, labor, aesthetic, patriotic, environmental and other qualities of the student’s personality. It should be aimed at cultivating a correct attitude towards universal human values ​​and a high sense of civic duty.
“Educational teaching is such training, in the process of which the purposeful formation of the teacher’s planned attitudes of students to various phenomena of the surrounding life that the student encounters in the lesson is organized. The range of these relationships is quite wide. Therefore, the educational goal of the lesson will simultaneously cover a whole range of relationships. But these relationships are quite flexible: from lesson to lesson, with one educational goal in mind, the teacher sets various educational tasks. And since the formation of an attitude does not occur at one moment, in one lesson, and time is needed for its formation, the teacher’s attention to the educational goal and its tasks must be undying and constant.
What kind of moral objects does the student interact with during the lesson?
First of all, these are “other people”. All moral qualities that reflect the attitude towards another person must be purposefully formed and developed by the teacher in the lesson, regardless of its subject matter. The attitude towards “other people” is manifested through humanity, camaraderie, kindness, delicacy, politeness, modesty, discipline, responsibility, honesty; humanity is integral to all other qualities. Forming humane relationships in the classroom is the teacher’s enduring task.
The second moral object, the attitude towards which the student constantly shows, is himself, his “I”. Attitude towards oneself is manifested in such qualities as pride and modesty, self-demandingness, self-esteem, discipline, accuracy, conscientiousness, responsibility and honesty
The third object is society and collective. The student’s attitude towards them is manifested in such qualities as a sense of duty, responsibility, hard work, conscientiousness, honesty, concern for the failures of comrades, the joy of empathy for their successes - all this shows the attitude of schoolchildren to the team, to the class. Careful attitude towards school property and teaching aids, maximum performance in the classroom - in this the student shows himself as a member of society.
The most important moral category, the attitude towards which must be formed and constantly developed and which is constantly present in the lesson, is work.
The student’s attitude towards work is characterized by the following qualities: responsible completion of homework, preparation of his workplace, discipline and composure, honesty and diligence. All this is subject to the influence of the teacher in the lesson.
And finally, the fifth object, which is constantly present in the lesson as a moral value, is the Motherland. The attitude towards her is manifested in conscientiousness and responsibility, in a sense of pride in her successes, in concern for her difficulties, in the desire to achieve the highest successes in mental development in order to benefit her, in a general attitude towards learning and her educational work. It is extremely important that the teacher reveals this high connection with the Motherland and constantly develops it in the children
The set goals of activity are inextricably linked with the content of education, with its elements, with specific subject content and influence its selection. The content can be used in full, in part, or supplemented in such a way as to help students achieve the intended level of mastery of relevant knowledge and skills.
The content of learning in a general sense is a reflection of social experience, represented by knowledge, methods of activity, experience of creative activity and experience of an emotionally valuable attitude towards the world.
The content of educational material is the material that is to be mastered by students. All educational activities of students are carried out on such a basis.
The content is recorded in the textbook. It serves as a specification of educational material, the main source of knowledge and organization of independent activities of students. When developing a lesson, the teacher has the right to use any sources of knowledge, however, there is a list of textbooks recommended by the Ministry of Education.
Achieving the goal will directly depend on the motivation of the students. Therefore, make every effort to make schoolchildren want to know what you are telling them about. Actively use your creativity, a variety of methods, techniques and learning tools.
Choose a lesson format. It is determined in accordance with its goals and the age of the students.
The forms of the lesson are very diverse, each teacher brings something different. Lessons on learning new material can be in the form of a presentation, including one prepared by the students themselves. A lesson in consolidating the material can be conducted in the form of a competition or tournament. This can be either within one class or several parallel classes. You can also arrange a tour. This will contribute not only to students’ interest in the lesson, but also to unite the class. A test lesson can be conducted in the form of an Olympiad or a quiz. A lesson in applying knowledge can be organized as a report lesson, a trial lesson, an auction, or a research lesson. For a combined lesson, it is suitable to conduct it in the form of a workshop, seminar, or consultation. Seminars and lessons on multi-age collaboration are also useful. But it should be remembered that such lessons should be conducted in the system, but not every day. Students, firstly, will have to prepare, and secondly, they will know that not just an interesting lesson, but a holiday awaits them again. This also raises the teacher’s authority in the eyes of students. Computer, projector, interactive whiteboard, tables, illustrations - the correct and appropriate use of this will only decorate your lesson.
The use of various teaching methods helps to increase the cognitive interest of students, and this is inextricably linked with better assimilation of the material being studied, the development of their creative abilities, attention, memory, and thinking. The student will be happy to attend your lessons, knowing that they are always interesting.
Be sure to tap into the students' experiences, this will help them feel like they are part of the material being studied, rather than just a listener.
Let the student express his opinion. This means that he reflects on the material and assimilates it.
Not all students are in a hurry to answer in class. Perhaps they are just shy. Find out what these students are interested in and try to connect with them through their hobbies. They will trust you, which means they will begin to speak up in class. You can also give such children individual tasks more often.
A lesson is the main component of the educational process. The educational activities of the teacher and the student are largely focused on the lesson. That is why the quality of students’ preparation in a particular academic discipline is largely determined by the level of the lesson, its content and methodological content, and its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own concept, beginning and ending, like any work of art.

Many novice teachers and student trainees at pedagogical universities experience fear of the student audience, uncertainty in their communication capabilities and doubts in their ability to establish contact with the class and position themselves as a teacher. If a young teacher fails to mobilize and gather his courage, even a methodically correctly designed lesson may be in danger of failure. And students can interpret the teacher’s timidity and indecisiveness as insufficient professionalism and lack of necessary competence.

It is necessary to prepare for the first lesson from the first day of study at a pedagogical university. Psychological preparation is very important; it is necessary to participate in a variety of scientific conferences, where students can observe and practice techniques for working with an audience. To cope with the fear of public speaking, it is useful to participate in student amateur performances, KVN, competitions, and even simply ask questions to the teacher during a lecture.

Lesson preparation

Confidence is usually boosted by the presence of the following components of a good lesson:

1. An impeccable appearance, which naturally begins with the bathroom and hygiene procedures. This point should not be underestimated, because... Students always evaluate the teacher’s appearance and are quite critical of existing shortcomings. Some mistake, an awkward detail can become the reason for the teacher to have a nickname and a reason for ridicule. The optimal suit for a man is a classic business suit with a tie; for a woman - a formal suit with a skirt or trousers.
2. Knowledge of your subject (or, in extreme cases, good knowledge of the topic of the lesson). According to research, a teacher’s erudition and deep knowledge of his subject are more important for students than his personal characteristics. Students respect teachers who are well versed in their subject, and prefer strict and demanding teachers who have a broad outlook and supplement the material from the textbook with interesting facts.
3. A well thought out and memorized lesson plan. While experienced teachers may be able to give general outlines of the lesson flow, beginning teachers are encouraged to think through all the steps of the lesson (including expected student responses) and the time allotted for each step. It is useful to have in stock several additional game exercises on the topic of the lesson in case the tasks provided for in the outline plan are exhausted long before the end of the lesson.
4. Good diction. All the previous points will be of little use if the teacher does not control his voice and speaks too quietly, indistinctly, slowly or quickly. Increasing or decreasing the volume of speech, pausing, and emotionality helps to draw attention to important moments of the lesson, awaken the interest of students, create an appropriate mood, establish discipline, etc. Don’t be lazy to rehearse all or some aspects of the lesson in front of a mirror or a fellow student.

So, you have put yourself in order, repeated the topic of the lesson again, read additional literature, thought through and prepared an excellent lesson plan, rehearsed everything and are standing on the threshold of the classroom, armed with knowledge, enthusiasm and a pointer. What to do next, how to behave, what to pay attention to?

Conducting a lesson

1. Entering the classroom, first impression. This point is very important; excessive fussiness and haste will not add weight to you in the eyes of students. Enter with dignity, place your magazine and bag on the teacher's desk and chair, and get the students' attention (by clearing your throat, lightly tapping the table, etc.). Use a nod or a glance to indicate to students that they should stand and greet you. Do not neglect this moment and perceive this ceremony as a due and indispensable sign of respect. Moreover, it puts you in a working mood and helps establish the necessary subordination.
2. Acquaintance. If this is your first meeting with the class, introduce yourself (last, first and middle names), write your first and middle names on the board. To relieve tension, first tell us about your requirements, rules of work in the lesson, grading criteria, and touch on organizational issues. For the first time, in order to quickly remember your students, ask them to write their names on cards (it is better to prepare them in advance so that the students do not have to tear out sheets of paper from their notebooks, and you do not have to waste time at this moment) and place them in front of you on the desk. Students love it when the teacher calls them by name. You can get creative and prepare exercises to break the ice and get to know each other better.
3. Working style. Do not try to immediately become friends with your students; for many teachers, this not only prevents them from objectively assessing the knowledge of their “best friends,” but in some cases can lead to disruption of the lesson. You shouldn’t be liberal, “flirt” with students, or promise rewards for good behavior and excellent studies: these are the students’ responsibilities, and the reward is a mark. Avoid familiarity and familiarity in your relationships with children.
4. Under no circumstances try to gain authority by intimidating and humiliating students, suppressing them with your authority and know-it-all attitude. Do not try to “catch” students on trifles and do not abuse unsatisfactory grades (grades you give first of all to yourself as a teacher) - this is a sign of inexperience and incompetence.
5. When taking a break from work to give students a break from work, do not tell jokes under any circumstances; it is better to prepare an educational story or an easy game in advance, provided that you can return discipline to the class after the game. If you are not sure, then it is better to conduct a traditional physical education session.
6. When marking, comment, first be sure to praise for the effort, and then briefly express your comments.
7. When finishing a lesson, do not shout homework after the children: they must wait for your permission before leaving the class.
8. Be sure to fill out the log, according to the regulatory requirements, write down the date of the lesson, topic, and homework. As experienced teachers joke, you may not give a lesson, but you must write it down!