Developed by I.D. Starodubtseva, teacher of Russian language and literature, Secondary School No. 335, Pushkinsky District, St. Petersburg. Sep 2014

One of the most important tasks of a comprehensive school is to increase student responsibility for the quality of studies and compliance with academic and work discipline. As one of the forms of organizing education at school, homework has great educational and educational significance. Working at home, students not only consolidate the knowledge acquired in class, improve skills and abilities, but also acquire the skills of independent work, cultivate organization, hard work, accuracy, and responsibility for the assigned work. The role of homework is practically devalued if it is not checked. As a result of systematic checking of assignments, students receive the necessary advice and assessment of completed assignments in a timely manner, which is very important in educational terms. The teacher has the opportunity to find out how deeply the material has been mastered and to what extent students are ready to acquire new knowledge. How can we ensure that checking homework does not turn into a standard requirement, into a banal, continuous reading by the student of words or sentences written down at home “in a chain”? How to develop students’ mental activity, self-analysis and self-esteem with the help of homework and monitoring its implementation? Non-standard forms of checking homework are aimed at achieving these goals, promoting the development of inquisitiveness, curiosity, and a creative attitude to the task.

"Active Listening" Technique consists in the fact that while one student is answering, the rest of the students summarize what has been said, filling out a friend’s answer card, putting pros or cons in it. Then the teacher collects “active listening” cards and uses them to see students’ problems on the topic. This technique increases not only the activity of students, but also the effectiveness of checking homework.

"Blitz survey along the chain." The first student asks a short question to the second. Second to third, and so on until the last student. Response time is a few seconds. The teacher has the right to remove a question that does not correspond to the topic or is not correct enough. Each student has the right to refuse to participate in a blitz tournament, therefore, to prevent the procedure from being disrupted, the teacher finds out in advance which of the students would like to take part in this action.

As an option for checking homework or during a general lesson, you can suggest organizing a competition between the rows against the clock, that is, which of the groups, without breaking the chain, will answer the questions correctly and faster than others. In this case, it is necessary to select referees who will control the correctness of answers and the time in which students complete the task.

“I believe it, I don’t believe it” - This technique can be used at any stage of the lesson. Each question begins with the words: “Do you believe that...” Students must agree or disagree with this statement.

Example. In the word “health” it is written “z”, because “d” is voiced, and “z” itself is a prefix. This statement is incorrect because the letter "z" is part of the root.

"Not really"- This is a universal game that children really like. The teacher makes a wish for something

(object, literary character, etc.). Students try to find the answer by asking questions. The teacher answers these questions with the words “yes” - “no”, “yes and no”. The question must be posed in such a way as to narrow the search. The advantages of the technique are that it teaches you to systematize known information, connect individual facts into an overall picture, and teaches you to listen carefully and analyze questions. In high school, students are involved in composing questions. The main thing in this technique is to teach how to develop a search strategy, and not bombard the teacher with countless questions.

"Dictation for a spy." This methodological technique allows you to develop visual memory, trains attention and responsibility for the final result. It works well in philological lessons, mathematics and geography lessons.

The class is divided into 5-6 teams. The dictation text is also divided into the same number of parts. Sheets with text are attached to the walls away from the team for which they are intended. Each team member becomes a “spy.” He approaches the text (as many times as necessary), reads it, memorizes it, returns to the team and dictates his part to them. Teams compete, and the group that finishes the job earlier and makes no mistakes (or makes fewer mistakes) wins.

"Intellectual warm-up" - These are 2-3 not very difficult questions for warming up. The main purpose of such a warm-up is to get the child ready for work.

Technique “Pencil notes in the margins”(“L” - easy, “T” - difficult, “S” - doubt, made by the student at home in the margins of the notebook while doing homework) helps the teacher quickly see the problems of each student before the start of the lesson, and teaches the student reflection. In the future, the content of the lesson is adjusted taking into account the identified problems.

"Find the mistake." Option 1. If the material being tested is well known to the students, then this methodological technique provokes the emergence of a situation of success in the lesson. And if the material is new, then successful searches for errors, flavored with praise and admiration from the teacher, allow children to feel like researchers and experts. The teacher makes mistakes in his message that need to be found, or texts are distributed in which information is clearly distorted, definitions are confused, other people's thoughts and actions are attributed to the characters, and incorrect interpretations of events and processes are given. Teacher, please find errors in the proposed text; you can indicate the number of errors.

Option 2. The same method can be used as a team game. Each team prepares a text with errors on a certain topic at home (or in class) and offers it to the other team. To save time, you can exchange texts that were prepared in advance. The benefit is double and mutual - whose team will hide their mistakes better and who will find more and faster.

"Ping pong". Option 1. 2 students come to the board and take turns asking each other questions about their homework. In this game you can use a small bright ball. The student says a question and throws the ball to his opponent. The teacher evaluates their answers.

Option 2. One of the students prepared questions for homework. The answers to them should be monosyllabic. He goes to the board, throws the ball to any of the students in the class and at the same time asks him a question. The answer sounds and the ball returns to the first student. The teacher evaluates the quality and originality of the questions and the correct answers.

"Knight Tournament". The student comes to the board and, on the topic covered, poses pre-prepared questions to the teacher to which he would like to receive an answer. In turn, the teacher asks a question to the student. The entire action lasts no more than 5 minutes. The tournament is announced in advance. Questions should be concise, answers short and to the point. The referee may remove a non-specific question. Students evaluate the actions of the student and teacher by clapping or raising their hands (or marking a sheet).

"Snowball". Just as a snowball grows, this methodological technique attracts more and more students to active work. The algorithm for this technique can be briefly described as follows: Word - sentence - question - answer.

Option 1. The teacher points to the student and says: “Word!” He says a word that relates to the topic of the lesson. Points to another student and says: “Proposal!” The second student makes a sentence with this word. The third student offers questions to this sentence, the fourth student answers it.

Option 2. Each student adds his own literary “masterpiece” to the first phrase in such a way that a continuous chain of certain grammatical categories is formed.

Example. Russian language. Topic: Participial Circumstances.

Teacher. In the summer, on the street, I met a man wearing a coat.

1st student. In a coat turned inside out with fur.

2nd student. Fur, sticking out flaps.

3rd student. With patches that look like a clown's hair.

"Traffic light". A very simple but effective method. Having prepared the material once, you will reap the fruits of your hard work for a long time. A traffic light is a long strip of cardboard (9 cm long, 4 cm wide), covered with red paper on one side and green on the other. The traffic light “works” very simply: when conducting an oral survey, all students signal to the teacher whether they know the answer to the question (green side - ready to answer, red side - not ready). The positive thing about this situation is that passivity is unacceptable during the survey. Whether you like it or not, you need to raise a card and say if you know this question. The teacher explains to the students that by holding up a red card and declaring ignorance, the student refuses to answer. Showed green - please answer.

When conducting an oral survey, you can do this: invite two or three (not necessarily strong, but responsible) students to the board and assign them the role of teacher assistants. Assistants should be given sheets of paper in advance on which the names of the students are written and the table is outlined. The role of the assistants is to mark the work of a particular student on a sheet, i.e. the number of green (+) or red (-) cards raised. The intrigue is that the class does not know whose names are written on the sheets, everyone works that way. After 5 minutes of conducting an oral survey, the teacher, firstly, has a clear idea of what the children learned well from what was proposed in the previous lesson, and what should be addressed again. Secondly, the assistants hand over to the teacher tables that already summarize the number of correct answers, and the teacher honestly and reasonably assigns several grades for the oral survey.

"Memory and attentiveness training." This is quite an interesting technique, and it is especially effective when students are ready to work with it. Warn them in advance to read the home paragraph carefully. The teacher gives the students a sheet of paper with text in the middle, part of a verse. The task is for students to be able to write the necessary text above and below the existing phrase, or try to express it orally - what should precede the phrase and how it should end.

"Get to know me." In a lesson in history, geography, chemistry, literature, you can invite students to speak on behalf of a famous person (scientist, literary or historical hero), without naming her, but describing actions, discoveries, reasoning.

Reception “Educational dialogue with the author of the textbook”- an excellent tool that puts the student in the position of a subject of learning and their own development. Students are encouraged to independently study the explanatory text of the textbook with new material at home. After reading it independently, students write down questions that arise along the way, addressed to the author. Then, during the lesson, one group of students reads them out loud, and the other group acts as the author, trying to find the answer on the pages of the textbook, and if there is no direct answer, then the suggested answers are heard. This technique allows dialogue to become a means of learning and feedback, as a result of which educational tasks and problems are solved; the technique teaches to analyze, compare, argue or agree with the author of the textbook, and makes it possible to provide feedback.

"Chain of Words" allows for quick frontal verification of the definition of concepts, formulation of rules, theorems (reproductive level). Its essence is that students, in a chain, name only one word from the definitions of concepts or facts being tested, and then one of them pronounces the wording in full. This technique can be carried out in the form of competitions in rows, and 2-3 students act as a jury, who record the answers of their comrades.

"Crew"- The class is divided into 4-5 groups. Each member of the group receives a “position”: captain, 1st mate, 2nd mate, boatswain, sailors. 4-5 minutes are allotted for preparation, and then a survey is conducted by lot - whoever gets the question answers, the score is given to the whole team. In addition, there is also the choice “Everyone answers” and students especially like it when they get “Trust”, in this case the team is exempt from answering and everyone receives a positive mark.

The use of such methods of monitoring homework completion helps to develop a number of key competencies of students:

Motivate students to carefully study the topic;

Develops intellectual competencies: analysis, synthesis, comparison, highlighting the main thing;

The creative nature of tasks allows you to develop creative thinking;

The student learns to correctly formulate questions, offering possible answers, that is, to communicate through reflective dialogue with the intended interlocutor;

Helps self-expression of the student’s personality (personal competencies).

And finally, the most important thing is that students who know that in every lesson the teacher, using his arsenal of methods and techniques, will definitely check the level of knowledge, skills and abilities of each student, begin to systematically prepare for lessons and gain self-confidence.

Bibliography

Golub B.P. Means of activating the mental activity of students. - M., Pedagogy, 1998.

Deykina A.V. About homework in the Russian language. - Magazine “Russian Language at School”. 1984, no. 6.

Kulnevich S.V. Modern lesson. Part 1.- Rostov-n/D, Teacher, 2005.

Sadkina V.I. Checking homework. Methodological techniques. - IG "Osnova", 2009

Tekuchev A.V. Methods of the Russian language in secondary school. - M., Education, 19980.

Shevchenko S.D. How to teach everyone. - M., Education, 1981.

Homework control (checking and grading). Verification methods

Testing and assessing students' knowledge in class is the final stage of learning. The main goal of this component of the lesson is to determine the quality of students’ assimilation of educational material. The teacher has the opportunity to verify how effective the organization of the lesson, its content, and delivery methods are. If a teacher discovers unsatisfactory knowledge among a significant part of students, he strives to make certain changes in the organization and methodology of educational work and improve the lesson. If gaps in knowledge are individual in nature, the teacher organizes additional work with individual students.

“Assigning homework is only advisable if there is a record of the completion of assignments and the quality of completion of these assignments. The lack of verification disorganizes students and lowers their awareness of responsibility. The lack of systematic checking, the episodic nature of checking is also disorganizing,” this is how N.K. spoke about the importance and significance of checking homework. Krupskaya. That is, checking it has a great influence on the quality of homework. At the same time, the effectiveness of students’ independent work at home depends not only on the requirements set by the teacher for completing homework, but also on the methods for checking it, which should be varied not only in form, but also in content. If homework is checked constantly and, as a rule, is associated with the content of work in the lesson, then students are more responsible for their completion and try to work at home independently in order to be ready for the upcoming lesson. This raises the question of how to effectively check homework completion.

As one of the forms of organizing learning at school, homework has a controlling, educational and educational significance. Working at home, students not only consolidate the knowledge acquired in class, improve skills and abilities, but also acquire the skills of independent work, cultivate organization, hard work, accuracy, and responsibility for the assigned work.

The effectiveness of homework in the learning process largely depends on how the teacher organizes and directs students’ activities related to homework. He supervises homework not only in the process of assigning homework, but also in the process of checking them. The nature of their completion also significantly depends on the methods and techniques for checking the completion of homework.

The fact is that when doing homework, primary school students often resort to the help of their parents. Often, tasks and examples completed by a child as a draft are checked by elders, errors are corrected without any analysis, and the work is copied cleanly and neatly into a notebook.

If a teacher, when checking homework, only requires students to reproduce what is written in their notebooks, or evaluates their work when checking notebooks, then this assessment often does not correspond to either the knowledge or the work expended by the student.

This check of homework accordingly affects the nature of its completion. The student only tries to neatly format the work, without fully understanding the tasks that he was supposed to complete.

The consequence of this testing technique is usually that the student cannot cope with independent work in class, even if it is similar to homework, does not know how to think and reason, and is not confident in his abilities. Therefore, the teacher should not limit itself only to checking homework after school and simply reproducing homework completed by students during a frontal check, but must use various methods and techniques that activate students’ activities and allow them to determine whether the children completed this work independently.

When thinking about ways to check homework, the teacher must keep in mind that checking performs not only a controlling function, but also a teaching one. It is the combination of these two checking functions that makes it possible to increase its educational value and intensify the activity of students when checking homework.

Checking homework should become an organic part of the lesson, that is, serve either as preparation for studying new material, or as a reinforcement of previously studied issues.

Didactic purposes of knowledge testing.

The requirements for organizing testing of knowledge, skills and abilities are as follows:

a) an individual approach to testing students’ knowledge, during which the teacher takes into account their different levels of development, without overestimating or underestimating the requirements;
b) careful preparation of testing children’s knowledge, determining its purpose, types and forms at different stages of the lesson;
c) preparing questions to test students’ knowledge.

In order to form the foundations of a materialistic worldview, it is necessary to establish relationships and interdependencies in the process of testing knowledge.

There are a huge number of types of homework checking.

One of the possible methods for checking homework is as follows: each student has a notebook for individual homework. “Weak” and “average” students divide each sheet of the notebook into two columns (vertically or horizontally, depending on the type of work). While completing the work, the student writes only in the first column, leaving the second blank. The teacher, checking the work, marks with a plus sign up to the line where the error is found, which he underlines, and places a minus sign next to it. This means that this is where the error came from. Regardless of what grade the student receives, he is required to work on the mistakes in the second column of the notebook sheet. In this case, the student does not rewrite the condition of the problem and part of its solution, which is correctly written in the first column. This eliminates the issue of overloading the student and doing unnecessary work.

In addition, when working on an error, the student must think about what the error is, find it, and compare his original solution with the newly solved option. It may turn out that this time the student makes a mistake, then the work will continue until the student corrects all the mistakes.

The individual approach here is manifested in the fact that each student works at his own pace, in accordance with his capabilities and moves forward relative to himself. The main requirement for a student is to achieve the level closest to him (basic, advanced or high). Correct completion of basic level homework is assessed as “three”, if independent or control individual work was completed in class - no higher than “four”. In this case, the student also works on mistakes at home.

The described technique for checking individual independent homework is carried out along with traditional techniques.

A student’s fully written individual notebook is not thrown away, but is kept by the teacher. Looking through them, the teacher periodically writes down the gaps found and the nature of the errors in the student’s individual card. All this allows him to prepare individual assignments for the student in the future (not only in class or at home, but also for the holiday period).

The above does not mean that students do not perform general independent work at all. At the stage of familiarization with a new topic and the stage of primary consolidation of the material, all students work on common tasks in the frontal form of activity.

There are different ways to check homework: both the teacher and the student himself check (self-check), and other students (mutual check). In this case, the role of teaching assistants also increases. During the academic year, didactic material is accumulated, which is used by the students themselves in preparation for tests, dictations, exams, and in working in pairs and groups.

Up to 90% of teachers use such forms of checking homework as oral and written, work on cards.

Checking homework must certainly be accompanied by a mark or grade. You don’t have to give an unsatisfactory mark; you need to offer to redo your homework, correcting the mistakes made, or give a new homework assignment similar to the first one. This type of verification is especially useful for creative works.

The following ways to check homework are possible:

1. Solving home examples
a) the student solves a home example at the blackboard; in parallel, a frontal survey is conducted on the stages of the solution;

Students take turns (step by step) solving the example. The order in which the task is performed is frontally queried.

2. It was found that the task was not completed or completed incorrectly by many students:

a) the example is performed at the blackboard by the teacher with the help of students, to whom the teacher addresses his leading questions;

b) a similar example is performed at the blackboard by a called student, the solution, at the request of the teacher, is commented on by the students from their seats.
3. At the board, the student writes down the solution to a problem or example. At any stage, the teacher stops him and asks him to continue the solution of another student, etc.
4. In class, with the help of consultants, the presence of homework and the correctness of its completion are checked.

Without carefully thought out, regularly and systematically performed homework, it is impossible to achieve high quality learning. Homework allows students to develop both the ability to work independently and cognitive interest.

The more often and more carefully homework is monitored, the more systematically and diligently it will be completed. Control allows teachers to conclude whether the method of organizing homework is correct and whether children are prepared to perform it.

The greatest value of control is that it allows gaps in students’ knowledge and skills to be addressed in a timely manner. If a student fails to complete the appropriate tasks without good reason or completes them carelessly and with errors, then he corrects these shortcomings under the influence of control. The student completes the work or makes corrections and then reports back to the teacher.

Depending on the nature of homework, control can be carried out using various methods. As a rule, this is the first part of the lesson. Sometimes, if homework does not fit into the topic of the new lesson, control can be moved to the end of the lesson.

Checking homework based on observations, assimilation of book information or memorization can be of a different nature. A relatively small difficulty arises with quantitative control; it is more difficult to ensure that students are doing their work well.

The most common form of conversation is used, especially with elementary school students. But since in life we constantly have to deal with the need for a broader presentation of questions (cases), it is also necessary at school to gradually accustom schoolchildren to independently give comprehensive answers, since only such answers serve as evidence of a thoroughly conducted observation, collection of information, and study of something.

Checking homework usually ends with grading it. It gives these works great significance and becomes an incentive for their high-quality implementation. But these conditions are met only by a fair assessment, with appropriate motivation, and this is both in the case when the teacher wants to pay attention to the diligence, conscientiousness or independence of the students, and in the case when it is shown that the reason for unsatisfactory homework is attentiveness, lack of diligence or even the wrong attitude towards work.

A methodologically correct check of students' assignments serves as a means for replenishing, deepening and systematizing their knowledge. Testing, to some extent, requires students to exercise in expressing their thoughts and applying knowledge in practice. It helps them develop practical geographical skills. It provides great opportunities for ideological and political education.

But everything is dialectical: everything can turn into its opposite - positive can become negative.

It’s good when grades encourage students to work harder and more persistently. But it is bad when students get used to studying diligently, not out of love for science, not out of curiosity, not out of consciousness of their duty, but only out of ambition, in order to get a good grade, or, conversely, out of fear, so as not to get a bad grade.

The teacher needs to keep this in mind and focus on developing love, interest in science, and developing the child’s cognitive needs. The mark should only serve as a means to this. And it is necessary, through educational measures, to resolutely prevent a grade from being a means to becoming a goal for a student.

A properly organized knowledge test allows the teacher to constantly see, know and evaluate how the ideas and concepts of the entire class are being formed, and students to realize how they are moving forward in the process of mastering educational material. As a result of the test, objective assessments of children's knowledge are accumulated, which is of great educational importance.

It must be remembered that in primary school it is necessary to combine all types of testing, giving the greatest preference to one of them in a particular lesson, based on the purpose of the lesson, its content and methods of work.

When giving a grade for a quarter or a year, the teacher takes into account the results of his observations of the student’s daily work in the classroom, his oral questioning, the general level of theoretical knowledge and the ability to apply it in practice.

Based on all that has been said above, we can conclude that teachers in the classroom should conduct surveys in various ways, combining surveys using cards, frontal and individual. All this allows the teacher to increase students’ interest in the lesson, test the knowledge of program material from a large group of students, accumulate grades, and individually approach each student in the class.

Control, assessment of homework and marking - together with other factors of the pedagogical process - are motivating and mobilizing the strengths and abilities of students. If you refuse to control your homework or take it not seriously enough, you can thereby disappoint the student by ignoring his work and his achievements. Negative consequences of this kind should be expected especially when the student does the work conscientiously, with full dedication, but the teacher systematically does not pay attention to the completion of homework.

homework student learning

The type of home study work a student does depends largely on the nature of the task. Based on certain characteristics, many types of homework can be distinguished. Let's look at some of them.

According to the method of execution that are used, they distinguish oral, written and subject-practical tasks. Thus, many actions can be performed orally, in writing, and demonstrated in practice. However, there are tasks that are performed primarily orally (for example, learn a poem, read an article, an exercise, select examples based on the rules), in writing (solve a problem, write an essay, translate) and practically (conduct some kind of experiment, study the terrain, natural phenomena ).

According to the stages of the assimilation process, tasks can be drawn up for the perception of new material (familiarity with the text, pictures, tables, etc.), for comprehending the learned material (systematization, generalization, explanation, etc.), for strengthening it (memorization, exercises for memorizing material) and applying the acquired knowledge (solving problems, performing experiments, etc.). The type of task is selected depending on the methodological goal set by the teacher.

Based on the nature of the learning activities that the student can perform, tasks are divided into executive (repetition, reproduction of material, exercises) and creative (writing essays, conducting experiments, etc.). Both types of tasks play an extremely important role in the successful learning of students.

Tasks can be mandatory for all students or chosen by them at will (using additional literature or other sources of information).

According to the degree of individualization, tasks can be divided into general, differentiated (individualized), individual. The main purpose of differentiated tasks is to ensure for each student the optimal nature of cognitive activity in the process of educational work, and the organization of work in the lesson allows the teacher to work with all students simultaneously. Strong students deepen their knowledge, help weak ones, and weak students firmly grasp the program material. The tasks are selected so that the weak feel that they can independently obtain knowledge.

Ways to differentiate homework.

Based on the content and main function that tasks perform during the learning process, we can distinguish the following types:

Homework assignments that prepare students for the work that will be done in the next lesson.

This can be the comprehension of the new knowledge communicated by the teacher, and solving problems, and carrying out practical work, etc. Tasks of this nature are given in the form of instructions: to select proverbs and sayings, catchphrases, drawings on a specific topic; watch a television program or listen to a radio program and prepare to answer questions about writing a work; select facts, make observations; collect digital material that can be used to compose and solve problems in class, read material that will be discussed in class, find answers to questions that will be discussed, etc.

Such tasks provide a connection between learning and life, arouse cognitive interest in students, and most importantly, prepare them not only for the conscious and active perception of new material in the lesson, but also for discussing it, forming the ability to give answers to questions that arise and formulate them on one's own.

Homework that contributes to the systematization and generalization of acquired knowledge and its in-depth understanding.

Such assignments are given after studying the lesson material or after finishing the topic. It is very useful to summarize the material studied by students into diagrams, tables, lists, etc. This helps to visualize the studied material in a system consisting of components connected in a certain way to each other. What has been learned appears before students from a different angle, and new connections are revealed.

This type of assignment involves drawing up plans, preparing answers to questions posed by the teacher, asking questions independently, and inventing problems.

Homework that helps consolidate knowledge and practical mastery of educational methods.

This is an offer to memorize poems, parts of texts that enrich the student’s language, formulas necessary for solving problems, etc. However, their main type is exercises, by performing which the student simultaneously consolidates knowledge and masters methods of educational work.

When performing this type of task, the student uses various memorization techniques: multiple repetitions, establishing associative connections, dividing educational material into parts, highlighting any features, etc.

Homework to apply the acquired knowledge in practice.

Assignments are given after studying the educational material in class. These are simple experiments related to the use of acquired knowledge in the home, in training and production workshops, and while the student is working on the farm. Such tasks connect learning with life, increase the cognitive interests of students, and form the practical orientation of their thinking.

Also distinguished reproductive, constructive and creative homework.

Some students, after the teacher’s explanation, can only complete a similar task that was solved in class. Such schoolchildren are offered reproductive tasks for a while, for example, reading and translating an article from a textbook; insert missing letters; solve the problem using the formula, conduct research according to the instructions.

More complex are constructive (or reconstructive) tasks, for example, highlighting the main thing, drawing up a plan, table, diagram, comparing individual provisions, systematizing the material. Such tasks can be given to students only after proper preparation in the classroom, when they master the basic techniques of mental activity. It is not recommended to give tasks to copy diagrams, drawings, maps: each work should require new efforts, be at least a small step forward in mental development.

Creative tasks are carried out both by individual students and the whole class; they contribute to the development of cognitive needs and creative thinking of schoolchildren. Creative assignments can be given both before studying certain material in class and after studying it. Discussion of creative works, proposals, and developments always causes intellectual and emotional uplift and creates favorable conditions for studying educational material that meets the interests of students. Such tasks usually require answers to the following questions: “How to do so that...?” And why?" Creative tasks are given to students who have sufficient knowledge and mental operations, have the necessary experience of creative activity, and time to complete them. Creative work includes writing essays, conducting independent experiments, composing problems, finding new methods for solving them, etc.

Homework is usually done individually. Sometimes group assignments are practiced, which are completed by several students in parts.

Checking homework can be carried out by the teacher in different ways: by oral questioning or by passing through written work during the lesson or by looking at notebooks after the lesson. Testing of assignments is mainly carried out at the beginning of the lesson, but can be carried out both at the end and during it in combination with work on new material. Some teachers, instead of checking homework, give students exercises similar to tasks and, based on their performance, draw conclusions about the quality of homework.

Most commonfrontal check of task completion in class. The teacher checks the completion of homework, asks the whole class a question regarding its content, students give short answers, and note the difficulties they encountered. The teacher identifies and eliminates errors, makes a generalization. A more in-depth individual check involves interviewing one to three students, during which other students monitor the answers, supplement them, and correct mistakes.

If a student does not complete the assignment, the teacher must find out the reasons for this. They can be very different - from unfavorable conditions for studying at home, to reluctance to work systematically. In cases where it turns out that the task is difficult for the student, you should find out what the difficulty is and help overcome it. If a student is lazy, then it is necessary to strengthen control over his work, demanding that he fulfill his student duties, and teach him to complete the work he has started. If a student does not have time to complete his homework, help him master the techniques of rational organization of work.

An important form of control ismutual checking of completed work by studentsidentifying errors, correcting them and assigning a grade, and then, in some cases, justifying the grade to the whole class. Involving all students in the class in checking homework to discuss mistakes and ways to overcome them is very advisable, since it gives each student additional ideas about the learning process and possible difficulties. You can also attract students to participate in the check in this way: the teacher calls one of the students, who demonstrates the completed task (by writing on the board, reading, etc.), and the rest compare it with their work. If the teacher discovers a mistake in the called student, he asks who did it differently, and with the help of the class finds out how it should be done correctly.

Thus, in this article we looked at various types of homework and ways to check them. The most common is their division into reproductive, constructive and creative, as well as oral and written. Regarding the methods of checking homework, it was found that the main methods are frontal, individual checking and mutual checking.

Non-standard forms for checking homework

"Active Listening" Techniqueconsists in the fact that while one student is answering, the rest of the students summarize what has been said, filling out a friend’s answer card, putting pros or cons in it. Then the teacher collects “active listening” cards and uses them to see students’ problems on the topic. This technique increases not only the activity of students, but also the effectiveness of checking homework.

"Blitz survey along the chain."The first student asks a short question to the second. Second to third, and so on until the last student. Response time is a few seconds. The teacher has the right to remove a question that does not correspond to the topic or is not correct enough. Each student has the right to refuse to participate in a blitz tournament, therefore, to prevent the procedure from being disrupted, the teacher finds out in advance which of the students would like to take part in this action.

“I believe it, I don’t believe it” - This technique can be used at any stage of the lesson. Each question begins with the words: “Do you believe that...” Students must agree or disagree with this statement.

Example. In the word “health” it is written “z”, because “d” is voiced, and “z” itself is a prefix. This statement is incorrect because the letter "z" is part of the root.

"Not really"- This is a universal game that children really like. The teacher makes a wish for something

"Dictation for a spy."This methodological technique allows you to develop visual memory, trains attention and responsibility for the final result. It works well in philological lessons, mathematics and geography lessons.

"Intellectual warm-up" -These are 2-3 not very difficult questions for warming up. The main purpose of such a warm-up is to get the child ready for work.

Technique “Pencil notes in the margins”(“L” - easy, “T” - difficult, “S” - doubt, made by the student at home in the margins of the notebook while doing homework) helps the teacher quickly see the problems of each student before the start of the lesson, and teaches the student reflection. In the future, the content of the lesson is adjusted taking into account the identified problems.

"Find the mistake." Option 1 . If the material being tested is well known to the students, then this methodological technique provokes the emergence of a situation of success in the lesson. And if the material is new, then successful searches for errors, flavored with praise and admiration from the teacher, allow children to feel like researchers and experts. The teacher makes mistakes in his message that need to be found, or texts are distributed in which information is clearly distorted, definitions are confused, other people's thoughts and actions are attributed to the characters, and incorrect interpretations of events and processes are given. Teacher, please find errors in the proposed text; you can indicate the number of errors.

Option 2. The same method can be used as a team game. Each team prepares a text with errors on a certain topic at home (or in class) and offers it to the other team. To save time, you can exchange texts that were prepared in advance. The benefit is double and mutual - whose team will hide their mistakes better and who will find more and faster.

"Ping pong". Option 1 . 2 students come to the board and take turns asking each other questions about their homework. In this game you can use a small bright ball. The student says a question and throws the ball to his opponent. The teacher evaluates their answers.

Option 2. One of the students prepared questions for homework. The answers to them should be monosyllabic. He goes to the board, throws the ball to any of the students in the class and at the same time asks him a question. The answer sounds and the ball returns to the first student. The teacher evaluates the quality and originality of the questions and the correct answers.

"Knight Tournament".The student comes to the board and, on the topic covered, poses pre-prepared questions to the teacher to which he would like to receive an answer. In turn, the teacher asks a question to the student. The entire action lasts no more than 5 minutes. The tournament is announced in advance. Questions should be concise, answers short and to the point. The referee may remove a non-specific question. Students evaluate the actions of the student and teacher by clapping or raising their hands (or marking a sheet).

"Snowball". Just as a snowball grows, this methodological technique attracts more and more students to active work. The algorithm for this technique can be briefly described as follows: Word - sentence - question - answer.

Option 1. The teacher points to the student and says: “Word!” He says a word that relates to the topic of the lesson. Points to another student and says: “Proposal!” The second student makes a sentence with this word. The third student offers questions to this sentence, the fourth student answers it.

Option 2. Each student adds his own literary “masterpiece” to the first phrase in such a way that a continuous chain of certain grammatical categories is formed.

Example. Russian language. Topic: Participial Circumstances.

Teacher. In the summer, on the street, I met a man wearing a coat.

1st student. In a coat turned inside out with fur.

2nd student. Fur, sticking out flaps.

3rd student. With patches that look like a clown's hair.

"Traffic light". A very simple but effective method. Having prepared the material once, you will reap the fruits of your hard work for a long time. A traffic light is a long strip of cardboard (9 cm long, 4 cm wide), covered with red paper on one side and green on the other. The traffic light “works” very simply: when conducting an oral survey, all students signal to the teacher whether they know the answer to the question (green side - ready to answer, red side - not ready). The positive thing about this situation is that passivity is unacceptable during the survey. Whether you like it or not, you need to raise a card and say if you know this question. The teacher explains to the students that by holding up a red card and declaring ignorance, the student refuses to answer. Showed green - please answer.

"Memory and attentiveness training."This is quite an interesting technique, and it is especially effective when students are ready to work with it. Warn them in advance to read the home paragraph carefully. The teacher gives the students a sheet of paper with text in the middle, part of a verse. The task is for students to be able to write the necessary text above and below the existing phrase, or try to express it orally - what should precede the phrase and how it should end.

"Get to know me." In a lesson in history, geography, chemistry, literature, you can invite students to speak on behalf of a famous person (scientist, literary or historical hero), without naming her, but describing actions, discoveries, reasoning.

Reception “Educational dialogue with the author of the textbook”- an excellent tool that puts the student in the position of a subject of learning and their own development. Students are encouraged to independently study the explanatory text of the textbook with new material at home. After reading it independently, students write down questions that arise along the way, addressed to the author. Then, during the lesson, one group of students reads them out loud, and the other group acts as the author, trying to find the answer on the pages of the textbook, and if there is no direct answer, then the suggested answers are heard. This technique allows dialogue to become a means of learning and feedback, as a result of which educational tasks and problems are solved; the technique teaches to analyze, compare, argue or agree with the author of the textbook, and makes it possible to provide feedback.

"Chain of Words" allows for quick frontal verification of the definition of concepts, formulation of rules, theorems (reproductive level). Its essence is that students, in a chain, name only one word from the definitions of concepts or facts being tested, and then one of them pronounces the wording in full. This technique can be carried out in the form of competitions in rows, and 2-3 students act as a jury, who record the answers of their comrades.

"Crew"- The class is divided into 4-5 groups. Each member of the group receives a “position”: captain, 1st mate, 2nd mate, boatswain, sailors. 4-5 minutes are allotted for preparation, and then a survey is conducted by lot - whoever gets the question answers, the score is given to the whole team. In addition, there is also the choice “Everyone answers” and students especially like it when they get “Trust”, in this case the team is exempt from answering and everyone receives a positive mark.