Professional activities of a class teacher in an elementary school. Analysis of the work of the primary school class teacher

Rod class teacher V elementary school

In the context of modernization Russian education, the implementation of the National Educational Initiative “Our New School”, the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen, the introduction of the Federal State Educational Standards of the second generation, the educational functions of the school are increasing. Main task modern school- revealing the abilities of each student, raising a decent and patriotic person, an individual ready for life in a high-tech, competitive world.

The key role in solving educational problems belongs to the class teacher.The work of the class teacher is a purposeful system, planned activity, built on the basis of the education program of the entire educational institution, analysis of previous activities, positive and negative trends public life, based on personality oriented approach taking into account the current tasks facing the teaching staff of the school and the situation 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.The class teacher is a creative person. Like any researcher, he creates his own creative laboratory, which helps him make educational work with students fun and exciting.

A professional teacher is the only person, which most of devotes his time to teaching and raising children. The rest of the adults, including the child’s parents, are busy with their professional problems and household chores and cannot devote much time to children. If teachers were not involved in training and education, then after a few generations society would cease to develop. A new generation of people would simply not be equipped enough to maintain social, economic and cultural progress. A teacher and educator in a primary school is iconic figure. It's no secret that junior schoolchildren, idealizing their teacher and imitating him, when moving to the middle stage of education, try to transfer the style of relationships and the principles of interaction with him to other teachers. It's good if their expectations are met.

In today's society, the teacher is a figure that requires special attention. If his place is taken by professionally untrained people, children suffer. If in primary school the process of education is carried out by indifferent people, the losses from such education are irreparable.

A number of the most serious requirements are imposed on the personality of the future teacher. The main and constant requirement for a teacher is love for children, for one’s own professional activities, broad erudition and pedagogical intuition, highly developed intellect, high level general culture and morality, professional knowledge of educational methods. Without any of the listed qualities, successful pedagogical activity impossible.

All of the above qualities are not innate. They are acquired with great difficulty, hard work the teacher above himself. good teachers and there are many educators, but only a few gifted and talented ones.

No less important for the class teacher are such qualities as sociability, artistry, cheerful disposition, good taste. It's hard to imagine a teacher working with younger children.
schoolchildren, and not possessing such qualities.

Today, the class teacher performs three interrelated functions:

Caring for the development of every child.

Help in solving emerging problems.

Organizing a variety of activities in the classroom.

The teacher, as the leader of the class team, implements his functions in relation to the entire class as a whole and each student individually. The class teacher solves all the tasks assigned to him in accordance with the age of the children and relationships within the class, taking into account the individual characteristics of each student. The main criterion for the effectiveness of the class teacher’s activities is the promotion of personal self-development, realization creativity, ensuring social protection, creating necessary conditions to intensify children's efforts to solve their own problems.

The range of functional responsibilities of a class teacher in an elementary school can be divided into 5 groups:

Group I - Organization of classroom activities.

group - Organization educational activities the whole class and individual students.
group - Organization of class life during extracurricular time.
group - Study of personality and correction in education.

Group V - Working with parents.

The main function of the position of a class teacher is to protect the child and create conditions for his spiritual and physical strength.Activities of the classroom teacher and leader in ensuring health.

Class teacher:

studies the developmental characteristics of children;
reveals hereditary and chronic diseases child;
conducts testing to determine the child’s mental state, character traits and temperament; and together with the school doctor and parents draws up personal program hardening Physical and breathing exercises.
helps the child organize a routine;
assists doctors and participates in medical examinations of students:
carries out work on disease prevention, conducts “physical education”;
conducts conversations about personal hygiene, conducts anti-alcohol propaganda, carries out preventive work to prevent road injuries and accidents;
organizes sports competitions, outdoor games, considers questions about the dosage of material, quantity at “small teacher councils” written works, the nature of housework,

adjusts programs to reduce student overload; - promotes a healthy lifestyle.

The relationship between the class teacher and students' families.

The class teacher studies the family, its educational capabilities, and the atmosphere of family education:

based on common (school - family) mutual moral positions, develops common pedagogical requirements to students;
carries out individual work with parents, involving parents in extracurricular activities;
carries out systematic work to improve the pedagogical culture of parents.

The class teacher must have information:

family status - living conditions student;
his state of health;
class position;
about extracurricular interests and hobbies;
public assignments;
favorite and least favorite objects;
attitude towards school, teachers, parents, friends;
about the level of education of students in their class;
desire for self-improvement, self-education;

The relationship between the class teacher and subject teachers.

Class teacher:

must know the leading issues of the curriculum, expressing the educational orientation of the content of training in each subject, coordinate solutions to educational problems in the process of implementing interdisciplinary connections;
determine with teachers measures to develop sustainable interest in classes, prevent academic failure, and teach rational skills in educational work;
attend lessons in order to observe the educational activities of students, in order to deeply penetrate the content of the program material;
create situations leading to independent replenishment of knowledge;
conduct pedagogical consultations with teachers in order to determine real educational opportunities, the level of education and development of students and develop a system of measures to eliminate gaps in students’ knowledge, skills and abilities;
involve students in circles, educational institutions, clubs, etc.;
together with teachers, prepare and conduct public knowledge reviews, competitions, olympiads, conferences, using them to organize cognitive activity, improving the culture of educational work.

Working with a great team.

Class teacher:

organizes students' duty during breaks;
instills labor education skills;
involves children in the struggle to comply with rules for students and internal regulations;
develops and takes part in the work of self-government in the classroom, technically directs the work of leaders, helps students complete assignments;

Holds holidays, organizes evenings, meetings with interesting people, with people different professions etc.;

Participates with his class in school-wide, district, city
events.

The relationship between the class teacher and out-of-school institutions.

Class teacher:

studies the educational capabilities of out-of-school institutions:
defines the types and forms of collaboration:
guides students in choosing groups of out-of-school institutions, taking into account their interests and inclinations:
Having identified the individual interests of the children, he helps them in solving their problems, in choosing circles, sections, clubs;
expands the cognitive and cultural horizons of students through excursions, meetings, visits to cinema, theaters;
before the extracurricular activities outside of school, instruct students on safety precautions and compliance with rules traffic and signs in the briefing log.

Today, as before, a course has been taken to humanize and democratize the school, which should lead to a new quality of education. What is behind the words - a new quality of education? Behind these words lies a different approach to the content of education. First of all, this is the idea of forming a basic culture of personality, a culture of life self-determination: economic and political, democratic and legal, moral and environmental, artistic and physical culture family relations. When forming the basic culture of the personality of a junior schoolchild, the class teacher needs to create a wide information field for the assimilation of basic cultural principles. Secondly, together with students it is necessary to search for moral images of spiritual culture and develop their own on this basis. own values, norms and laws of life that form the active personal position of the student. Thirdly, the formation of a personal culture involves raising a person with strong convictions, democratic views and strong life position. Fourthly, the goal educational work It is not the conduct of the event itself, not the forms and methods, but the child himself, his inclinations and interests, his attitude towards life and himself. Fifthly, ideas about the success of the educational process will look ridiculous if they are not based on the voluntary participation of students in educational activities. The forced educational process leads to the moral degradation of students. Children cannot be forced to “educate”. Free will manifests itself if the teacher in education relies on interest, romance, a sense of comradely and civic duty, and creativity. Ultimately, main idea education is to prepare a person for three main roles real life- citizen, worker, family man. Students spend most of their time at school school life. Saturated curriculum, participation of children in olympiads, marathons, classes junior schoolchildren in extended day groups during non-school hours - all this requires relaxation. This requires interesting and unusual extracurricular work that will contribute to personal development.

Any class teacher knows that the individual success of each student and the satisfaction with life at school of all children depend on the level of team cohesion and the emotional mood of the class. It is easy for the teacher to work in a friendly team. It is in a group of peers that children and adolescents develop the ability to coexist in society, develop gender-role and status behavior skills, and a variety of communication skills. These skills, together with specialized knowledge and skills in subjects, are the key to graduates’ success in changing socio-economic conditions. In addition to traditional general activities in the classroom, organizing interesting leisure time, it becomes fundamentally important for the class teacher to master such forms of work that create conditions for the development of information-cognitive, communication, worldview skills and modes of behavior. A high level of development of the individual’s need and ability for self-knowledge, self-actualization, self-realization, self-development and self-improvement is the key to the success of a school graduate. It is the class teacher who can and should teach children effective communication, successful activities, goal-setting and self-organization skills.

Literature

N.I. Derekleeva. Handbook of the class teacher. Primary school. 1-4 grades. M.: "VAKO", 2003.

Magazine "Class Teacher" 2008 No. 4

Magazine "Class Teacher" 2010 No. 1

Kuchina E. A. Problems of the modern educational process. The role of the class teacher in modern school education // Pedagogical mastery: materials of the II international. scientific conf. - M.: Buki-Vedi, 2012.

M.A. Tartyshnaya “50 ideas for the class teacher: a practical piggy bank for a teacher” - 3rd edition - Rostov n/d: Phoenix, 2010.

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Tyumensky state university»

Institute of Pedagogy and Psychology

Department of General and social pedagogy

Abstract on the topic

“Modern activities of the primary school class teacher”

Completed the job

Kulikov Alexander Yurievich

course, gr. 25POMO132

Checked

candidate pedagogical sciences

Chekhonin Alexander Dmitrievich

Tyumen, 2014

Introduction

Chapter 1. Class teacher and his functions

Chapter 2. Standards and concept of work of the primary school class teacher

2.1 Standards for the work of the class teacher

2.2 The concept of primary general education

Conclusion

References

Introduction

Remembering our childhood, each of us often reproduces events associated with life during our school years. A good memory remains of that teacher with whom joyful moments of communication are connected, who helped in solving personal problems, in choice life path, was interesting personality. Most often this is the class teacher. He really is the closest to the child in the teaching staff of the school, since the class teacher is the connecting link between the student, teachers and parents, society, and often between the children themselves.

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. It is due to the modern task that is set before educational institution world community, the state, parents - the maximum development of each child, preserving his uniqueness, revealing his talents and creating conditions for normal spiritual, mental, physical perfection.

The relevance of this work lies in the fact that, in connection with the improvement of education, the modern class teacher must not only work with children, but also comply with the Federal State educational standard(FSES) primary school. In this regard, teachers have a mountain of paperwork and no time to work with children. Educational work plan, work program for each subject, filling out the class journal and much more.

Purpose of the work: to show the complexity of the activities of a primary school class teacher.

describe the main functions of the class teacher

reveal the main provisions of the Federal State Educational Standard

bring the concept primary education.

Chapter 1. Class teacher and his functions

The class teacher is a teacher who acts as the organizer of children's life at school. The class teacher has a higher or secondary specialized pedagogical education. The activities of class teachers are managed by the Deputy Director for Educational Work. The class teacher reports on the results of his work to the teaching council, director, and deputy. school principal in in the prescribed manner.

The purpose of the class teacher’s work is to create favorable conditions for the development of personality, the manifestation of initiative, independence, responsibility, sincerity, mutual assistance, self-affirmation of each student, and the disclosure of his potential.

The main tasks and content of the work of the class teacher:

promotes the creation of favorable conditions for individual development And moral formation the child’s personality, makes the necessary adjustments to the education system;

creates a favorable microenvironment and moral and psychological climate for each child in the class;

helps the child solve problems that arise in communication with friends, teachers, parents;

facilitates obtaining additional education students (pupils) through a system of circles, clubs, sections, associations organized in educational institutions at their place of residence;

promptly notifies the school administration of each accident, takes measures to provide first aid;

conducts instruction on labor safety during training sessions, educational events, and during vacations with mandatory registration in the instruction logbook;

respects the rights and freedoms of students;

together with the authorities student government actively promotes a healthy lifestyle.

The class teacher has the right:

receive regular information about the physical and mental health of children;

control attendance training sessions students in his class;

monitor the educational progress of each student, noting successes and failures to provide timely assistance;

coordinate the work of subject teachers who have an educational influence on their students at pedagogical councils;

develop, create together with social educator, medical program individual work with children and teenagers, girls, boys, parents of students;

invite parents (persons replacing them) to the educational institution;

participate in the work of the teachers' council, administrative council, scientific and methodological council and other public bodies of the school;

conduct experimental and methodological work on various problems of educational activities;

create your own educational systems and programs, creatively apply new methods, forms and techniques of education;

The class teacher does not have the right:

humiliate the personal dignity of the pupil, insult him by action or word, inventing nicknames, labeling him, etc.

use assessment to punish a student;

abuse the child’s trust, break the word given to the pupil;

use family (parents or relatives) to punish a child;

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

The class teacher must be able to:

communicate with children, encouraging children's activity, responsibility, setting an example of efficiency and responsibility;

formulate your educational goals;

plan educational work;

organize educational event: conversation, debate, excursion, hike, class hour;

hold a parent meeting;

use psychological diagnostic tests, questionnaires and use them in work.

Functions of the class teacher.

Daily:

Dealing with latecomers and finding out the reasons for student absence.

Organization of meals for students.

Organization of duty in classrooms.

Individual work with students.

Weekly:

Checking student diaries.

Carrying out activities in the classroom (as planned).

Work with parents (depending on the situation).

Working with subject teachers.

Every month:

Attend lessons in your classroom.

Consultations with a social teacher, psychologist.

Excursions, visits to theaters, etc.

Meeting with parent activists.

Organizing the participation of the class team in school affairs.

Organizing the participation of the class team in extracurricular activities (district competitions, subject Olympiads, excursions, etc.).

Once every quarter:

Design of a class magazine based on the results of the quarter.

Analysis of the implementation of the work plan for the quarter, correction of the educational work plan for the new quarter.

Conducting a parent meeting.

Once a year:

Carrying out open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student's portfolio.

A real class teacher masters the technology of his activities, thanks to which he is able to see in each of his pupils a unique, unique personality; with the help of which he deeply studies each student on the basis of pedagogical diagnostics, harmonizes relationships with him, and contributes to the formation of a children's team. The class teacher is called upon to be a link between the student, teachers and parents, society, and often between the children themselves.

The class teacher predicts, analyzes, organizes, collaborates, and controls the daily life and activities of students in his class. A modern class teacher in his activities uses not only well-known forms of educational work, but also includes new forms of work with the student body in his practice. The forms of work are determined based on the pedagogical situation. The number of forms is endless: conversations, discussions, games, competitions, hikes and excursions, competitions, socially useful and creative work, artistic and aesthetic activities, role-playing training, etc.

The class teacher is designing educational system class together with children, taking into account their interests, abilities, wishes, interacts with parents, takes into account the ethnocultural conditions of the environment.

But at the same time, professional qualities are also important: education, general outlook, erudition.

The teacher humanizes the relationships between children in the team, promotes the formation of moral meanings and spiritual guidelines, organizes socially valuable relationships and experiences of students in the classroom community, creative, personal and social meaningful activity, self-government system. The class teacher creates a situation of security, emotional comfort, favorable psychological and pedagogical conditions for the development of the child’s personality, and contributes to the formation of students’ self-education skills. In the course of his activities, a modern class teacher primarily interacts with subject teachers, involves teachers in working with parents, and includes students in his class in the system of extracurricular work in subjects. These include various subject clubs, electives, publication of subject newspapers, and joint organization and participation in subject weeks, themed evenings and other events. In his work, the class teacher constantly takes care of the health of his students, using information received from medical workers of the educational institution.

The class teacher promotes the inclusion of schoolchildren in various creative interest groups (clubs, sections, clubs), operating both in educational institutions, and in institutions of additional education.

By collaborating with the librarian, the class teacher expands the reading range of students, contributes to the formation of a reading culture in them, an attitude towards moral ideals, ethical standards of behavior, awareness of one’s own individuality through mastering classical and modern literature.

The class teacher must also work closely with the social teacher, who is called upon to be an intermediary between the child’s personality and all social institutions in resolving personal crises students.

One of the most important social institutions of education is the family. The work of the class teacher with parents is aimed at cooperation with the family in the interests of the child. The class teacher attracts parents to participate in the educational process in the educational institution, which contributes to the creation favorable climate in the family, psychological and emotional comfort of the child at school and at home. At the same time the most important task What remains is the actualization of the content of educational activities that contribute to the emotional development of the student, his speech, and intellect.

A special place in the activities of the class teacher is occupied by the class hour - a form of organizing the process direct communication teacher and students, during which important moral, ethical and ethical issues.

Already from the first year of school, the class teacher develops self-government skills in children. From the 2nd grade, a shift asset led by a shift commander coordinates work on academic subjects and creative groups on preparation cool events. The active class is elected by secret ballot once every quarter. By the 4th grade, children prepare homeroom hours quite independently, organize holidays, meetings with interesting people, and publish a newspaper twice a quarter. Self-government in a children's team includes the following areas:

education

health

culture

ecology

information

public order

Thus, the class teacher is a professional teacher who performs the functions of the organizer of children's life at school. To successfully resolve issues of training, education and development of a child’s personality, active interaction of all participants is necessary educational process.

Chapter 2. Standards and concept of work of the primary school class teacher

2.1 Standards for the work of the class teacher

The basic standards for the work of a class teacher are prescribed in the Federal State Educational Standard (FSES) for primary education. At the heart of the Federal State Educational Standard, the class teacher provides direction:

equal opportunities to receive high-quality primary general education;

spiritual and moral development and education of students at the stage of primary general education, the formation of their civic identity as the basis for development civil society;

continuity of the main educational programs of preschool, primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher professional education;

preservation and development of cultural diversity and linguistic heritage of the multinational people of the Russian Federation, the right to study their native language, the opportunity to receive primary general education at native language, mastering the spiritual values and culture of the multinational people of Russia;

unity of the educational space of the Russian Federation in conditions of diversity educational systems and types educational institutions;

democratization of education and all educational activities, including through the development of forms of state and public management, expanding opportunities for teachers to exercise the right to choose teaching and educational methods, methods for assessing the knowledge of students, pupils, the use various forms educational activities of students, cultural development educational environment educational institution;

formation of criteria for assessing the results of students mastering the basic educational program of primary general education, activities teaching staff, educational institutions, the functioning of the education system as a whole;

conditions for the effective implementation and mastery by students of the basic educational program of primary general education, including ensuring conditions for the individual development of all students, especially those who to the greatest extent needs special conditions education, - gifted children and children with disabilities health.

To obtain results, a system-activity approach is used, which involves:

education and development of personal qualities that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society;

transition to a strategy of social design and construction in the education system based on the development of educational content and technologies that determine the ways and means of achieving personal and cognitive development students;

orientation to the results of education as a system-forming component of the Standard, where the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world is the goal and main result of education;

confession decisive role content of education, methods of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;

taking into account individual age, psychological and physiological characteristics students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;

ensuring continuity of preschool, primary general, basic and secondary (complete) general education;

a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity;

guarantee of achieving the planned results of mastering the basic educational program of primary general education, which creates the basis for students’ independent successful acquisition of new knowledge, skills, competencies, types and methods of activity.

The result of the primary education standard is focused on becoming personal characteristics graduate. The portrait of a primary school graduate looks like this: this is a student who loves his people, his land and his Motherland; respects and accepts the values of family and society; he is inquisitive, actively and interestedly exploring the world; possesses the basics of learning skills and is capable of organizing his own activities; a student who is ready to act independently and be responsible for his actions to his family and society.

The result of the work of the class teacher of primary education is the mastery by students of the basic educational program of primary general education. The program activities are divided into 3 types of results:

personal, including the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and semantic attitudes of students, reflecting their individual personal positions, social competencies, personal qualities; formation of the foundations of civic identity.

meta-subject, including universal learning activities mastered by students (cognitive, regulatory and communicative), ensuring mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts.

subject matters, including those mastered by students during the study academic subject experience of activity specific to a given subject area in obtaining new knowledge, its transformation and application, as well as a system of fundamental elements scientific knowledge, which form the basis of the modern scientific picture of the world.

Thus, the class teacher must base his work on the basis of the Federal State Educational Standard, since it indicates the focus of the work, methods and methods of achieving results. The result of the class teacher's work is comprehensive development students, students achieving a portrait of a primary school graduate.

2.2 The concept of primary general education

Today, the primary school is in fact engaged in the selection and elimination of children, it is not able to train and educate everyone. Those whom it weeds out as C-grade students and hooligans already in the 5th grade join the group of potential marginalized people, fans, drug addicts, criminals, passive, offended and humiliated citizens. This happens because one primary school teacher cannot teach and educate 25-30 very different, individual, original, unique, nimble, distracted children. This comes from the setting of the class-lesson system: “you can’t teach everyone, which means you need to select those who study on their own.” In fact, this is the path to social segregation, the path to a social dead end.

The teacher is the foundation. It is impossible to consider a class teacher outside of school, outside of the class-lesson system, outside of his rights and responsibilities, outside of the material, moral and normative incentives that determine the work of a teacher. This means that if we want to change the quality of education, we must change all components of the system:

Class-lesson system. It can be summarized that the primary school must be restructured in such a way as to teach and develop everyone - today it can best case scenario carry out selection.

Regulatory acts. Very important point- this is the teacher's rate. It should not exceed 18 hours a week - this is a scientifically proven and practice-confirmed requirement. You cannot overload a teacher like today with thirty to fifty hours - the teacher does not work on an assembly line, he needs to emotionally recover, because he gives his emotions to the children. The teacher must have free time for rest, preparation for classes, own constant development. The second point is the number of students per teacher - the most optimal for a teacher to work effectively in an elementary school is 5-7 people in a group. Large classes can only be starting from high school.

Material incentives and teacher performance evaluation. The salary of a beginning teacher should already be at the level of the average in the economy. And then there should be incentives. Two criteria for the success of a teacher: firstly, the level of achievement of all students, and secondly, the criterion of success should be the attitude of students and parents towards the teacher of all children. It is necessary to change the criteria for assessing the work of teachers and schools in general - to evaluate them not only by academic performance, attendance and Unified State Exam results, and if school students wish to study, from first-graders to graduating classes. The desire to learn can be easily assessed through online surveys. The selection of teachers will not be carried out by an official, but by life itself, the children and parents themselves.

Moral incentives - the status of a teacher. It needs to be raised not only by salary, but also by government attitude: the first places on TV are jokers and politicians, and if there are teachers, then they are “teachers” or “professors.” We need an information policy to improve status, but now it is going downhill.

Teacher's Toolkit. These are textbooks, methods, and an assessment system. We need very good textbooks, written systematically (there are few systematic textbooks for children on the Russian language - chaos, all sections are mixed and scattered across classes). There are many good methods, but they do not fit into the classroom system.

Today there is another problem: a teacher, built into the classroom system, when grading a student for a dictation or a test in mathematics, does not meaningfully give any signals to the student and his parents about what needs to be done, what to work on. With the current grading system (it doesn’t matter whether the number of points is 5 or 100), a student and a parent only experience negative emotions, but they don’t understand what the child should work on. The teacher himself, tied to the quantitative assessment of the student’s work (one mistake - “5”; two or three errors - “4”; four to six errors - “3”, etc.), is not used to working on the content. It turns out in such a system the following: the teacher, setting quantification(“5”, “4”, “3” or “2”), actually sorts students into strata: excellent students, ..., poor students - this is what the system requires of him. The student who received a “D” and his parents, experiencing negative emotions and not understanding what needs to be done, find themselves in the fool. The student learned the rule for “5”, wrote a dictation for “2”, received marks in his diary - but neither he himself nor his parents understand what needs to be done. The following solution to the problems is proposed:

The existing student assessment system must change. What this might look like: the teacher, together with the parents and the student, outline a plan - each teacher issues skill cards in all subjects to the student and parent from the very first grade. These cards (for example, in mathematics, communication or reading) spell out all the skills that the student must master (writing, reading, counting, communication, and so on). The teacher has the necessary exercises and techniques for training individual skills and developing skills in all areas. While teaching children, the teacher monitors each student’s individual card skills: what path has been taken, at what level of skill formation the student is, what needs to be done to advance. Instead of grading, the teacher places a flag on the segment of the path that the student has completed and “conquered” (the number of flags for all children is the same in terms of the number of skills). With such tracking, parents and students can be active, because they now see the meaningful side of the problem, and not an empty mark. homeroom teacher school

Final works. Dictations and tests are not canceled, but they now become only meaningful. For example, a test to test the skill of cheating will no longer be graded with points (“5”, “3”, “4” or “2”) - the student will be given recommendations for practicing the skill (if the skill has not yet been practiced) or more difficult tasks for independent development at will (if the skill has been mastered at the 1st grade level). It’s the same in mathematics: the teacher’s goal is to track the development of a skill during tests and tests, and not to give a meaningless mark.

Individual subject trajectory for the development of skills and abilities. As a result of all this, within a month we will receive an individual trajectory of development of skills and abilities for each specific child in each subject, and it will be clearly visible on the map of skills and abilities. On each subject map, specific achievements in the formation of skills will be noted and it will be clear what needs to be worked on. It will be clear that some children will have better skills, while others will develop them less well, but neither the teacher, nor the parent, nor the student will now lose sight of the content of their studies.

Connect active parents to educational process at a new quality. The teacher works not only with students, but also with parents, explaining to everyone what and how to do, providing them with methodological and educational literature- in fact, pedagogical training of parents is underway.

The student (from the first grade) gets used to working on content, on specific skills, learns to set goals for himself learning objectives and solve them, thereby solving one of the main tasks of primary school: each child develops the ability to study independently, children learn to set educational meaningful tasks for themselves. The same approach will allow you to track: which student needs to pay more attention, which less, what content needs to be invested in working with each specific student. In addition, this approach develops in children strategic thinking and strategic and tactical problem solving and problem solving skills. And most importantly, this approach will allow all children to learn basic learning skills by the end of primary school.

Changing the teacher reporting system in elementary schools.

But such an approach will automatically require the school system in elementary schools to change the system for evaluating teacher work and remuneration. Today, payment depends on the number of students, and reporting comes down to counting the number of “excellent” students, “good students”, “C students”. In the new system, there will be no need to write meaningless reports on assessments; the teacher will be able to present (in electronic or paper form) how and to what extent his students are progressing in developing skills. This approach will encourage teachers to search for the most effective techniques.

Thus, the concept of primary education has both positive aspects, and disadvantages. A class teacher with a heavy workload must objectively evaluate students, but also draw up testing work so as to test basic learning skills. Also, the class teacher must monitor the development of skills and work with gifted people.

Conclusion

The class teacher of an elementary school is a teacher assigned to a class, who has a huge number of functions and rights that allow him to competently teach the Federal State Educational Standard. The main thing in its activities is the interaction of all structures for the benefit of the development of the student: starting with parents and ending with the school director. Extracurricular activities teachers in many ways allows us to see the potential of students. It is his activities that determine how well his students will correspond to the portrait of a primary school graduate.

The Federal State Educational Standard (FSES) shows what the focus of the class teacher’s work is, what methods help achieve this result, and what the teacher should ultimately receive at the end of primary education. The Federal State Educational Standard also shows what types of results a teacher (class teacher) should achieve.

The concept of modern primary education shows that primary schools have problems that need to be solved. The problem of assessment and the workload of class teachers is still relevant today. The concept also suggests how you can achieve satisfactory results without harming anyone.

References

Artyukhova I.S. Board book class teacher for grades 1-4. - M., Eksmo, 2012.

Dyukina O.V. Diary of the class teacher primary classes- M., Vako, 2011.

Kosenko A.M. New concept elementary school. 2011. #"justify">Methods of educational work / ed. V. A. Slastenina. - M., 2012.

Nechaev M.P. Managing the educational process in the classroom. - M., 5 for knowledge, 2012

Federal state educational standard for primary general education, 2011.

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Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Tyumen State University"

Institute of Pedagogy and Psychology

Department of General and Social Pedagogy

Abstract on the topic

“Modern activities of the primary school class teacher”

Completed the job

Kulikov Alexander Yurievich

1st year, gr. 25POMO132

Checked

Candidate of Pedagogical Sciences

Chekhonin Alexander Dmitrievich

Tyumen, 2014

Introduction

Chapter 1. Class teacher and his functions

Chapter 2. Standards and concept of work of the primary school class teacher

2.1 Standards for the work of a class teacher

2.2 Primary general education concept

Conclusion

References

Introduction

Remembering our childhood, each of us often reproduces events associated with life during our school years. A good memory remains of that teacher with whom joyful moments of communication were associated, who helped in solving personal problems, in choosing a life path, and was an interesting person. Most often this is the class teacher. He really is the closest to the child in the teaching staff of the school, since the class teacher is the connecting link between the student, teachers and parents, society, and often between the children themselves.

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. It is determined by the modern task that the world community, the state, and parents set before the educational institution - the maximum development of each child, preserving his uniqueness, revealing his talents and creating conditions for normal spiritual, mental, physical perfection.

The relevance of this work lies in the fact that, in connection with the improvement of education, a modern class teacher must not only work with children, but also comply with the Federal State Educational Standard (FSES) for primary schools. In this regard, teachers have a mountain of paperwork and no time to work with children. A plan of educational work, a work program for each subject, filling out a class register and much more.

Purpose of the work: to show the complexity of the activities of a primary school class teacher.

describe the main functions of the class teacher

reveal the main provisions of the Federal State Educational Standard

bring the concept of primary education.

Chapter 1. Class teacher and his functions

The goal of the class teacher’s work is to create favorable conditions for the development of personality, the manifestation of initiative, independence, responsibility, sincerity, mutual assistance, self-affirmation of each student, and the disclosure of his potential.

The main tasks and content of the work of the class teacher:

promotes the creation of favorable conditions for the individual development and moral formation of the child’s personality, makes the necessary adjustments to the education system;

creates a favorable microenvironment and moral and psychological climate for each child in the class;

helps the child solve problems that arise in communication with friends, teachers, parents;

promotes the acquisition of additional education by students (pupils) through a system of circles, clubs, sections, associations organized in educational institutions at the place of residence;

promptly notifies the school administration of each accident, takes measures to provide first aid;

conducts instruction on labor safety during training sessions, educational events, and during vacations with mandatory registration in the instruction logbook;

respects the rights and freedoms of students;

Together with student self-government bodies, he actively promotes a healthy lifestyle.

The class teacher has the right:

receive regular information about the physical and mental health of children;

monitor the attendance of students in his class;

monitor the educational progress of each student, noting successes and failures to provide timely assistance;

coordinate the work of subject teachers who have an educational influence on their students at pedagogical councils;

develop and create, together with social educators and doctors, programs for individual work with children and adolescents, girls, boys, and parents of students;

invite parents (persons replacing them) to the educational institution;

participate in the work of the teachers' council, administrative council, scientific and methodological council and other public bodies of the school;

conduct experimental and methodological work on various problems of educational activities;

create your own educational systems and programs, creatively apply new methods, forms and techniques of education;

The class teacher does not have the right:

humiliate the personal dignity of the pupil, insult him by action or word, inventing nicknames, labeling him, etc.

use assessment to punish a student;

abuse the child’s trust, break the word given to the pupil;

use family (parents or relatives) to punish a child;

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

The class teacher must be able to:

communicate with children, encouraging children's activity, responsibility, setting an example of efficiency and responsibility;

formulate your educational goals;

plan educational work;

organize an educational event: conversation, debate, excursion, hike, class hour;

hold a parent meeting;

use psychological diagnostic tests, questionnaires and use them in work.

Functions of the class teacher.

Daily:

Dealing with latecomers and finding out the reasons for student absence.

Organization of meals for students.

Organization of duty in classrooms.

Individual work with students.

Weekly:

Checking student diaries.

Carrying out activities in the classroom (as planned).

Work with parents (depending on the situation).

Working with subject teachers.

Every month:

Attend lessons in your classroom.

Consultations with a social teacher, psychologist.

Excursions, visits to theaters, etc.

Meeting with parent activists.

Organizing the participation of the class team in school affairs.

Organizing the participation of the class team in extracurricular activities (district competitions, subject Olympiads, excursions, etc.).

Once every quarter:

Design of a class magazine based on the results of the quarter.

Analysis of the implementation of the work plan for the quarter, correction of the educational work plan for the new quarter.

Conducting a parent meeting.

Once a year:

Holding an open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student's portfolio.

The class teacher designs the educational system of the class together with the children, taking into account their interests, abilities, wishes, interacts with parents, and takes into account the ethnocultural conditions of the environment.

But at the same time, professional qualities are also important: education, general outlook, erudition.

The teacher humanizes the relationships between children in the team, promotes the formation of moral meanings and spiritual guidelines, organizes socially valuable relationships and experiences of students in the classroom community, creative, personally and socially significant activities, and a system of self-government. The class teacher creates a situation of security, emotional comfort, favorable psychological and pedagogical conditions for the development of the child’s personality, and contributes to the formation of students’ self-education skills. In the course of his activities, a modern class teacher primarily interacts with subject teachers, involves teachers in working with parents, and includes students in his class in the system of extracurricular work in subjects. These include various subject clubs, electives, publication of subject newspapers, and joint organization and participation in subject weeks, theme evenings and other events. In his work, the class teacher constantly takes care of the health of his students, using information received from medical workers of the educational institution.

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.

Collaborating with the librarian, the class teacher expands the reading range of students, contributes to the formation of a reading culture, attitude towards moral ideals, ethical standards of behavior, awareness of their own individuality through the development of classical and modern literature.

The class teacher must also 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.

One of the most important social institutions of education is the family. The work of the class teacher with parents is aimed at cooperation with the family in the interests of the child. The class teacher attracts parents to participate in the educational process in an educational institution, which helps create a favorable climate in the family, psychological and emotional comfort of the child at school and at home. At the same time, the most important task remains updating the content of educational activities that contribute to the emotional development of the student, his speech, and intellect.

A special place in the activities of the class teacher is occupied by the classroom hour - a form of organizing the process of direct communication between the teacher and students, during which important moral, moral and ethical problems can be raised and resolved.

Already from the first year of school, the class teacher develops self-government skills in children. From the 2nd grade, a shift asset led by a shift commander coordinates work on academic subjects and creative groups in preparing class events. The active class is elected by secret ballot once every quarter. By the 4th grade, children prepare homeroom hours quite independently, organize holidays, meetings with interesting people, and publish a newspaper twice a quarter. Self-government in a children's team includes the following areas:

education

health

culture

ecology

information

public order

Chapter 2. Standards and concept of work of the primary school class teacher

2.1 Standards for the work of the class teacher

equal opportunities to receive high-quality primary general education;

spiritual and moral development and education of students at the stage of primary general education, the formation of their civic identity as the basis for the development of civil society;

continuity of the main educational programs of preschool, primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher professional education;

preservation and development of the cultural diversity and linguistic heritage of the multinational people of the Russian Federation, the right to study their native language, the opportunity to receive primary general education in their native language, mastering the spiritual values and culture of the multinational people of Russia;

the unity of the educational space of the Russian Federation in the context of the diversity of educational systems and types of educational institutions;

democratization of education and all educational activities, including through the development of forms of state and public management, expanding opportunities for teachers to exercise the right to choose teaching and upbringing methods, methods for assessing the knowledge of students, pupils, the use of various forms of educational activities of students, developing the culture of the educational environment of the educational institutions;

formation of criteria for assessing the results of students mastering the basic educational program of primary general education, the activities of teaching staff, educational institutions, and the functioning of the education system as a whole;

conditions for the effective implementation and mastery by students of the basic educational program of primary general education, including ensuring conditions for the individual development of all students, especially those who are most in need of special educational conditions - gifted children and children with disabilities.

To obtain results, a system-activity approach is used, which involves:

transition to a strategy of social design and construction in the education system based on the development of content and educational technologies that determine the ways and means of achieving results in the personal and cognitive development of students;

recognition of the decisive role of the content of education, methods of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;

taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;

ensuring continuity of preschool, primary general, basic and secondary (complete) general education;

The result of the primary education standard is focused on the development of the personal characteristics of the graduate. The portrait of a primary school graduate looks like this: this is a student who loves his people, his land and his Motherland; respects and accepts the values of family and society; he is inquisitive, actively and interestedly exploring the world; possesses the basics of learning skills and is capable of organizing his own activities; a student who is ready to act independently and be responsible for his actions to his family and society.

subject-specific, including the experience acquired by students in the course of studying an academic subject in activities specific to a given subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

Thus, the class teacher must base his work on the basis of the Federal State Educational Standard, since it indicates the focus of the work, methods and methods of achieving results. The result of the work of the class teacher is the comprehensive development of students, the achievement by students of a portrait of a primary school graduate.

2.2 The concept of primary general education

Class-lesson system. It can be summarized that the primary school must be restructured in such a way as to teach and develop everyone - today it can, at best, carry out selection.

Regulatory acts. A very important point is the teacher's salary. It should not exceed 18 hours a week - this is a scientifically proven and practice-confirmed requirement. You cannot overload a teacher like today with thirty or fifty hours - the teacher does not work on an assembly line, he needs to emotionally recover, because he gives his emotions to the children. A teacher should have free time to rest, prepare for classes and develop his/her own continuous development. The second point is the number of students per teacher - the most optimal for a teacher to work effectively in an elementary school is 5-7 people in a group. Large classes can only exist starting from high school.

Material incentives and teacher performance evaluation. The salary of a beginning teacher should already be at the level of the average in the economy. And then there should be incentives. Two criteria for the success of a teacher: firstly, the level of achievement of all students, and secondly, the criterion of success should be the attitude of students and parents towards the teacher of all children. It is necessary to change the criteria for evaluating the work of teachers and schools as a whole - to evaluate them not only by academic performance, attendance and USE results, but by the desire to learn of school students, from first-graders to graduating classes. The desire to learn can be easily assessed through online surveys. The selection of teachers will not be carried out by an official, but by life itself, the children and parents themselves.

Today there is another problem: a teacher, built into the classroom system, when grading a student for a dictation or a test in mathematics, does not meaningfully give any signals to the student and his parents about what needs to be done, what to work on. With the current grading system (it doesn’t matter whether the number of points is 5 or 100), seeing a “d”, a student and a parent experience only negative emotions, but do not understand what the child should work on. The teacher himself, tied to the quantitative assessment of the student’s work (one mistake - “5”; two or three errors - “4”; four to six errors - “3”, etc.), is not used to working on the content. It turns out in such a system the following: the teacher, giving a quantitative rating (“5”, “4”, “3” or “2”), is actually sorting students into strata: excellent students, ..., poor students - this is what the system requires of him. The student who received a “D” and his parents, experiencing negative emotions and not understanding what needs to be done, find themselves in the fool. The student learned the rule for “5”, wrote a dictation for “2”, received marks in his diary - but neither he himself nor his parents understand what needs to be done. The following solution to the problems is proposed:

The existing student assessment system must change. What this might look like: the teacher, together with the parents and the student, outline a plan - each teacher issues skill cards in all subjects to the student and parent from the very first grade. These cards (for example, in mathematics, communication or reading) spell out all the skills that the student must master (writing, reading, counting, communication, and so on). The teacher has the necessary exercises and techniques for training individual skills and developing skills in all areas. While teaching children, the teacher tracks each student’s individual skills map: what path has been taken, what level of skill formation the student is at, what needs to be done to advance. Instead of grading, the teacher places a flag on the segment of the path that the student has completed and “conquered” (the number of flags for all children is the same in terms of the number of skills). With such tracking, parents and students can be active, because they now see the meaningful side of the problem, and not an empty mark. homeroom teacher school

Final works. Dictations and tests are not canceled, but they now become only meaningful. For example, a test to test the skill of cheating will no longer be graded with points (“5”, “3”, “4” or “2”) - the student will be given recommendations for practicing the skill (if the skill has not yet been practiced) or more complex tasks for independent development at will (if the skill has been mastered at the 1st grade level). It’s the same in mathematics: the teacher’s goal is to track the development of a skill during tests and tests, and not to give a meaningless mark.

Connect active parents to the educational process in a new way. The teacher works not only with students, but also with parents, explaining to everyone what and how to do, providing them with methodological and educational literature - in fact, parents are being pedagogically trained.

The student (from the first grade) gets used to working on content, on specific skills, learns to set educational tasks for himself and solve them, thereby solving one of the main tasks of elementary school: each child develops the ability to study independently, children learn to set educational content for themselves tasks. The same approach will allow you to track: which student needs to pay more attention, which less, what content needs to be invested in working with each specific student. In addition, this approach develops strategic thinking and skills in strategic and tactical problem solving in children. And most importantly, this approach will allow all children to learn basic learning skills by the end of primary school.

Changing the teacher reporting system in elementary schools.

But such an approach will automatically require the school system in elementary schools to change the system for evaluating teacher work and remuneration. Today, payment depends on the number of students, and reporting comes down to counting the number of “excellent” students, “good students”, “C students”. In the new system, there will be no need to write meaningless reports on assessments; the teacher will be able to present (in electronic or paper form) how and to what extent his students are progressing in developing skills. This approach will stimulate teachers to search for the most effective methods.

Thus, the concept of primary education has both positive aspects and disadvantages. A class teacher with a heavy workload must evaluate students objectively, but also design tests in such a way as to test basic learning skills. Also, the class teacher must monitor the development of skills and work with gifted people.

Conclusion

The class teacher of an elementary school is a teacher assigned to a class, who has a huge number of functions and rights that allow him to competently teach the Federal State Educational Standard. The main thing in its activities is the interaction of all structures for the benefit of the development of the student: starting with parents and ending with the school director. Extracurricular activities of the teacher largely allow us to see the potential of students. It is his activities that determine how well his students will correspond to the portrait of a primary school graduate.

References

Artyukhova I.S. Handbook for the class teacher, grades 1-4. - M., Eksmo, 2012.

Dyukina O.V. Diary of a primary school class teacher - M., Vako, 2011.

Kosenko A.M. New concept for primary school. 2011. http://professionali.ru/Soobschestva/kakie_esche_konferencii_nuzhny_v_etom_forume/novaya_koncepciya_nachalnoj_shkoly/.

Methods of educational work / ed. V. A. Slastenina. - M., 2012.

Nechaev M.P. Managing the educational process in the classroom. - M., 5 for knowledge, 2012

Federal state educational standard for primary general education, 2011.

Posted on Allbest.ru

The main activities of the class teacher

1. Promotes the creation of favorable psychological and pedagogical conditions for the individual development of the child’s personality:
- studies the characteristics of development, health, and emotional well-being, reflecting all this data in a psychological and pedagogical diary;
- studies the student’s inclinations, interests, and talents, selecting types and forms of activities for their development;
- organizes the process of education and training for children with special needs educational needs;
- corrects interpersonal connections in the classroom, humanizing interpersonal relationships;
- in individual conversations, during psychological trainings attracts children (especially “difficult ones”) to self-analysis, helps them understand themselves, attracts them to self-education and self-government.
2. Works to develop a cohesive classroom community (team):
- helps in organizing children’s classroom activities: leisure activities, themed evenings, labor events in order to humanize interpersonal relationships and accumulate positive communicative experience;
- participates with the class in school-wide events, in shared experiences, fostering responsibility, teaching cooperation and mutual assistance;
- promotes the formation of self-defense skills, studies issues of human rights and consumer rights during class hours, encourages children’s readiness to defend justice, protect themselves and the group from rudeness and arbitrariness in any form.
3. Provides assistance to students in educational activities:
- Helps individual students overcome problems in class or with homework. Consults parents;
- encourages and, if possible, organizes mutual assistance in studies;
- organizes pedagogical consultations (small pedagogical councils) on educational and psychological problems students and participates in them;
- promotes development cognitive interests children through classroom hours, excursions, subject Olympiads, clubs, and intellectual clubs.
4. Organizes and directs work with parents, involving them in participation in school management.
5. Organizes the nutrition and lifestyle of students at school.
6. Maintains the necessary documentation.
7. Takes the necessary measures to prevent danger to the life and health of students during their stay at school. Immediately informs the administration and parents about all incidents that are real and potential danger for pupils.

Job description of the class teacher

1. Functions.
1.1. Organization of classroom community activities.
1.2. Organization of educational work for a children's group and individual students.
1.3. Organization of extracurricular activities of the class.
1.4. Study of personality and correction in the education of schoolchildren.
1.5. Social protection of schoolchildren.
1.6. Work with parents, the public, and families of students.
2. Job responsibilities.
2.1. Keeps a class journal.
2.2. Maintains personal files of class students and monitors their condition.
2.3. Organizes the class team: distributes assignments, works with the activists, directs class students to school affairs councils, organizes collective creativity, helps in the work of the senior duty officer.
2.4. Organizes duty in the classroom, school, and canteen.
2.5. Maintains the sanitary condition of the assigned office.
2.6. Takes care of the appearance of students.
2.7. Organizes meals for students. Conducts explanatory work in the classroom with parents on the issue free food and the correct attitude of classmates towards such children.
2.8. Takes care of financial security classroom needs.
2.9. Maintains strict attendance control. Together with parents, monitors students who miss classes without good reasons, together with the social teacher, monitors the attendance of lessons by “difficult” students.
2.10. Creates an environment conducive to children's learning.
2.11. Coordinates the activities of teachers working in the classroom.
2.12. Works with student diaries, contacts parents regarding the progress of schoolchildren.
2.13. Creates conditions for the development of the most gifted students, the development of cognitive interests, and broadening the horizons of schoolchildren (involves them in clubs, electives, competitions, quizzes, olympiads, shows, organizes excursions, visits to theaters, exhibitions, etc.).
2.14. Involves a psychologist to organize mental work and educate students (group and individual consultations).
2.15. Creates a microclimate in the classroom, forms interpersonal relationships, corrects and regulates them.
2.16. Organizes creative activities in the classroom with the involvement of individual students or the whole class.
2.17. Organizes the health protection of students, taking into account deviations from the health norms of each student, strengthens the health of schoolchildren, involves students in sports and physical education.
2.18. Looks for interesting forms, deep content of each organized activity, determines the feasibility and purposefulness of organizing any meeting between the class teacher and the children's group (class hour, class meeting, conversation, frank conversation, etc.), conducts at least one class thematic hour per month .
2.19. Studies the personality of each student in accordance with available methods, taking into account the opinions of teachers working in the classroom, psychologist, and parents.
2.20. Ensures the protection and protection of the rights of students left without parental care. Collaborates with a social educator.
2.21. Identifies and maintains records of children from socially vulnerable categories.
2.22. Identifies and keeps records of children from disadvantaged families.
2.23. Conducts thematic parent meetings once every quarter.
2.24. Studies the conditions for raising children in the family.
2.25. Organizes work with students’ parents, conducts individual consultations, attracts parents to organize extracurricular activities of the class, influences the communication of children with parents.
3. Rights. The class teacher has the right within his competence.
3.1. Be present at any lessons or events conducted by subject teachers (without the right to enter the classroom during a lesson unless absolutely necessary and to make comments to the teacher during the lesson).
3.2. Bring disciplinary responsibility to students for actions that disorganize the educational process.
3.3. Encourage students in the manner established by the Rules on Rewards and Penalties.
3.4. Require information from subject teachers about the organization of the educational process of the class and individual students.