Carrying out events at school. Forms and types of extracurricular activities

Along with compulsory training sessions, educational institutions organize other types of activities that are voluntary. These classes are aimed at satisfying the creative and cognitive needs of schoolchildren. Such forms of activities at school are called extracurricular or extracurricular.

The name speaks for itself: classes are held outside the schedule of compulsory lessons at school. Schoolchildren from various parallels and classes can participate in them at their own request. Extracurricular activities at school are divided into several types depending on the goals, and for each there are many options for forms of implementation.

Goals and objectives of extracurricular activities at school

One of the priority tasks for today in the context of reforming the Russian education system is improving the quality of social education of children and developing their creative abilities. Extracurricular activities as one of the forms of school activity successfully meet these requirements, combining the functions of education, training and development of the student’s personality.

Extracurricular activities, wisely organized in an educational institution, help socialize the younger generation, increase the student’s motivation for learning in general or contribute to the development of interest in a specific academic subject, develop individuality, independence, and promote personal self-realization.

Try it for free! For passing - a certificate of advanced training. Training materials are presented in the format of visual notes with video lectures by experts, accompanied by the necessary templates and examples.

Optional classes differ from lessons in new forms of mastering knowledge and skills, a psychological orientation towards students’ creativity and active involvement in the educational process, productive learning without the need to memorize the material and maintain strict discipline.

Three types of extracurricular activities at school

All extracurricular activities can be classified according to the goals that are achieved during their implementation. Thus, there are three types of extracurricular activities at school:

• educational and educational;
• leisure;
• sports and recreational.

Educational extracurricular activities are aimed at enhancing the cognitive activity of students, expanding the range of their interests, deepening knowledge, and developing the student’s civic position.

The leisure type of extracurricular activities is aimed at students acquiring new skills and abilities, the need for which arises outside of traditional educational activities. Entertaining events help to diversify school everyday life and unite students outside of school.

Sports and recreational extracurricular activities promote physical development and strengthen the health of schoolchildren, foster healthy competition and personal ambitions, and teach interaction with a team of like-minded people and rivals.

Forms of extracurricular activities at school

The type of extracurricular activity determines the choice of the form of the event and the location of the event: at school or outside it.

Educational extracurricular activities have such forms of execution as conversation, quiz, meeting with interesting people, discussion, training, visiting the theater, organizing a conference, excursion, Olympiad, review, competition.

Conversation, as one of the forms of extracurricular activities at school, involves a dialogue between the teacher and students. Conversation activates mental work, develops speech, maintains interest, and concentrates attention. Each conversation question is a problem that students solve. In high school, students can direct and moderate discussions on their own. In elementary school, the teacher determines the line of conversation by asking children leading questions.

There are several types of conversations: preparatory, heuristic (where the teacher teaches to find the truth by reasoning), informing, reproducing (reinforcing the studied material), generalizing (held at the end of an extracurricular activity), and repeating.

Olympiads, competitions, and exhibitions of children's creativity are designed to stimulate the educational and cognitive activities of schoolchildren, to develop the desire for competition in the study of such disciplines as foreign and Russian languages, mathematics, physics, literature and chemistry.

Such forms of extracurricular activities at school are planned in advance, and the best students are selected to participate. They give great impetus to the development of students’ abilities and inclinations in various fields of knowledge. In addition, holding such events makes it possible to evaluate the creative nature of teachers’ work and their ability to find and develop children’s talents.

Another form of extracurricular activity that will be interesting for both elementary school students and teenagers is an excursion. Allows you to make observations, study various objects, phenomena and processes in natural conditions, broaden the horizons of schoolchildren of any age. In didactic terms, the excursion can be used at any stage: to introduce a new topic, to consolidate material, or to deepen existing knowledge.

Excursions can be conducted in almost all school subjects, with students of all ages. In the lower grades, excursions are simply necessary when studying natural history and getting to know the world around us. For high school and middle school students, excursions are conducted during geography and history lessons.

Leisure extracurricular activities have more practical goals - teaching new skills and abilities. Their implementation can take place in the form of a workshop (cutting and sewing, cooking, drawing, photography, modeling), a master class, in the open air, in the format of a theater studio, a competition or an intellectual game.

Clubs, creative associations, electives, workshops are the leading form of creative activity for students. The system-forming component in conducting this type of extracurricular activities at school is children's creativity, directed and developed by the teacher.

The structure of different forms of leisure extracurricular activities is different, but common elements can be identified. When preparing workshops, clubs or extracurricular activities, all work is divided into three parts: theoretical, critical-analytical and creative-practical activities. Classes can be comprehensive, or they can be devoted to one specific type of activity.

Sports and recreational open events at school are held in the form of competitions, competitions, sports games or hikes.

To identify the range of interests of students, it is advisable to conduct a survey to find out what students would like to do after school. It must be remembered that any type of extracurricular activity in which children are involved must have a public and socially significant orientation.

The age characteristics of school students are decisive when choosing the form of extracurricular activities. Thus, for primary school students, a visual demonstration of information and flexible forms of extracurricular activities are more important. It is easier to involve younger schoolchildren in classes with elements of physical activity, competitions, games, and excursions.

High school students are capable of longer, static perception of material. Theatrical performances, KVN, tourist trips, brain-ring, and career guidance excursions are relevant for them.

When conducting an extracurricular activity in elementary school, it is necessary to take into account the small practical experience of students. The lesson should contribute to the formation of children’s basic knowledge, their abilities and skills, while in middle and high school extracurricular activities can be conducted to consolidate past material.

Stages of preparation for extracurricular activities at school

To successfully conduct an extracurricular activity of each type and in any form, it is necessary to follow a sequence of four stages:

1. event construction;
2. Preparation;
3. holding an event;
4. analysis (self-analysis) of the lesson.

To implement education in children's educational institutions, it is necessary to solve the following problems: determination of content, forms and methods of education taking into account age, individual psychological characteristics of students. Therefore, it is important to realize that today we need to talk not about event activities, but about educational activities, about human communication, about the formation of relationships, about the development of personal qualities.

Raising the younger generation is a multifaceted process. The physical and moral health of children is considered as priority areas in education; intellectual development; formation of personal culture and spiritual values; civic and patriotic education; aesthetic and labor education; formation of life plans for schoolchildren, preparation for family life, etc.

To implement pedagogical tasks, various forms of extracurricular educational work are used:

– traditional: oral journal, class hour, ethical conversation, living room;

– discussion: debate, project defense, evening of solved and unsolved mysteries;

– national ritual: folk holidays, gatherings, folk entertainment;

– television: “Theme”, “Happy Case”, “KVN”;

– collectively creative activities: “Chamomile” relay race, ring circuit;

– non-standard: sports flea market, dance ring, poetry cross-country;

– improvisations: “At the mirror”, “Smeshinka”, “Theater-exprom”.

The professionalism of a teacher and organizer lies in mastering the largest number of forms of work and the ability to use them to solve a specific pedagogical problem with maximum educational effect. “One-by-one”, according to A.S. Makarenko, individual education is the highest aerobatics in the work of an educator, teacher, and class teacher.

To educate means to organize the activities of children. A person develops, forms his skills, behavior patterns, values, feelings in the process of modern activities with people and in the course of communicating with them. Therefore, in order to achieve educational goals, the class teacher must be able to organize a variety of children’s activities (teachers call it developmental, nurturing), and for children it is their natural life.

The organization of extracurricular activities for children, including leisure activities, in any school has always been and remains a very important area of ​​activity for teachers. Activities with children in addition to lessons, communication with them in a more or less free environment are essential, and often decisive, for their development and upbringing. They are also important for the teacher himself, as they help to get closer to children, get to know them better and establish good relationships, reveal unexpected and attractive sides of the teacher’s personality for students, and finally allow them to experience happy moments of unity, shared experiences, human closeness, which often makes teachers and students are friends for life. This gives the teacher a feeling of the necessity of his work, its social significance, and relevance. as they say now.

However, for this to happen, you need to know how to organize such work.

Methodists highlight types of extracurricular activities, which are possible at school, namely: cognitive activity, value-orientation, social, aesthetic, leisure. It is clear that all of them are closely related to the educational process, to the content of training and education at school and serve to achieve certain educational and educational goals. Thus, cognitive activity is aimed at developing cognitive interests, accumulating knowledge, developing mental abilities, etc.

Value-oriented activity, in essence, is the process of forming attitudes towards the world, forming beliefs, views, assimilating moral and other norms of people’s lives - all that is called values. The class teacher has ample opportunities to stimulate schoolchildren to develop attitudes and views on life in various forms of extracurricular activities: conversations on social and moral issues, class meetings, discussions, debates. Of course, schoolchildren learn social values ​​in all other forms and activities.

Social activities involve the participation of schoolchildren in school management bodies, various student and youth associations in and outside the school, participation in labor, political and other campaigns. This occurs in such forms as self-care work, school cleaning, school assemblies, meetings, elections and student government work, evenings, holidays, etc.

Aesthetic activities develop artistic taste, interests, culture, and abilities of children. It is difficult to overestimate the importance of aesthetic activities for students, which can be organized especially effectively outside of school in special institutions of additional education and clubs. School teachers, however, also have the opportunity to carry out this work in the following forms: performances, competitions, school theaters, concerts, festivals, excursions to museums, visits to theaters and much more.

Leisure activities mean meaningful, developing rest, free communication, in which the initiative should belong to the students, but the teacher should not be an outside observer, remembering his functions as an educating adult. Sports and recreational activities can also be included here. Free communication and leisure time for students can take place in a variety of forms: games, holidays, recreation evenings, collective birthdays, competitions, joint walks, hikes, etc.

The teacher must know and be able to do a lot in order to organize all these forms of work methodically correctly. First of all, in the pedagogy of educational work at school, the very concept of “form of work” is not very clear and it is difficult to distinguish it from the method. However, it is still important for the teacher to know how he organizes the activities of students, what capabilities he has, so to speak, a methodological arsenal.

Form of extracurricular educational work with children can be defined as a specific way of organizing their relatively free activities at school, their independence with pedagogically appropriate guidance from adults. In educational practice there is a wide variety of forms of work; they are difficult to classify. Let us try, however, to streamline the forms of educational work by highlighting the predominant, main component of educational work. We can say that our typification is based on the main means (methods, types) of educational influence, of which we have identified five: words, experiences, activities, games, psychological exercises (training).

Hence, there are five types of forms of educational work with schoolchildren:

– verbal – logical
– figurative – artistic
– labor
– gaming
– psychological

Verbal and logical forms.

The main means of influence is the word (word persuasion), which evokes response emotions in children. This type of form includes conversations on various topics, class debates, meetings, conferences, lectures, etc. The main thing here is the exchange of information, messages from students, teachers and other adults, and discussion of problems. This type of educational influence takes place in the practice of schools all over the world, although the methodology, technique or even technology for its implementation may be different.

Figurative and artistic forms.

They combine activities of children where the main means of influence is a joint, predominantly aesthetic experience. The main thing here is to evoke strong, deep and ennobling collective emotions, similar to those that people experience in the theater, at holidays, and in other similar situations.

Great teachers, psychologists, artists, politicians and public figures well understood the enormous uplifting and unifying power of jointly experienced feelings, and also knew their destructive potential. The educator must be able to provide children with shared experiences that will make them better people.

Such forms as a concert, performance, holiday, etc. have great potential.

Let us note in this regard that collective, mass experiences seem to occupy a large place in modern life, especially among young people: rock concerts, discos, “parties” of informals. But, alas, not to mention the content and nature of these ideas, the noise and external effects there often fill the inner emptiness and leave no room for deep inner experience. In modern life, obviously, there is generally a lot of noise and there is no silence that would help a person discover himself. When organizing the life of schoolchildren, it is necessary to ensure that there are moments of silence filled with contemplation, penetration into phenomena, the discovery of new things in the world around them, in people, in themselves.

Labor forms of extracurricular work.

Joint work, and more broadly, various activities, any kind of work, has a positive effect on children. These are different types of work at the school, from daily cleaning to repairing the school, setting up and organizing a garden, park, organizing a farm, a school cooperative, a printing house, and an information center. This also includes various types of assistance to those in need, work in self-government bodies, social movements and organizations. Collaborative work can inspire no less than theater, aesthetic spectacle or celebration.

Game (leisure) forms of work.

These are games, joint recreation, meaningful entertainment. Games can be sports, educational, competitive, competitive. All of them, like the above-mentioned types of forms of educational work, often combine various means of influence: word, image, feelings, work.

Particular attention should be paid to PSYCHOLOGICAL FORMS of working with students. In forms of this type, the main means of influence are elements of psychological training, methods of practical psychology, individual and group psychotherapy. These are lectures, conversations, discussions, psychological exercises, consultations. They require some special knowledge and skills of the teacher.

For success when using various forms of work with children, the teacher must imagine their hidden capabilities and, on the basis of this, organize them in the most optimal way. It should be remembered that, as we have already noted, any form of work involves exposure to words, sensory experiences, play (competition), and labor (work). On this basis, we can identify the following mandatory elements of all forms of work with students: information, experiences, actions. Information- this is something new and important that students learn about by participating in a particular activity . Experiences– this is their emotional perception of information and everything that happens, assessment, attitude. Actions– this is their joint activity (with each other and adults), which enriches and develops. Children, participating in various activities, learn new things, experience successes and failures, and happy moments of creativity. Thus, they acquire the social experience they need and the personality orientation approved by society.

The forms of extracurricular activities and their content are very diverse and difficult to account for. Here are the most common ones that are most often encountered in school practice. At the same time, let us remember that many of them are carried out both on a school-wide scale and within a class or two parallel classes. In a modern school, class teachers and teachers organize the following activities together with children: holidays, evenings, fairs, “lights”, discos, usually tied to a calendar date or associated with the tradition of the school (Soviet solemn dates are supplanted by Christmastide, Maslenitsa, American Halloween, European Valentine's Day, etc.); traditional class and school duty, periodic school cleaning; competitions, days and weeks of knowledge in academic subjects; excursions to museums, to enterprises, to the sights of your hometown, sightseeing trips to the city, country, going to the theater, less often the cinema; walks, hikes in the forest, to cultural and historical monuments, multi-day hikes and trips (mainly in summer); sports competitions, health days; workshop on the rules of behavior and safety on the street, in the yard, at the entrance; release and competitions of wall newspapers, holiday posters, postcards and much more.

Let us especially note such a phenomenon as cool hour, needlessly pushed out of school practice. Class hour, in our opinion, has at least two meanings, the first of which is simply the time the class teacher works with the class, included in the lesson schedule (alas, no longer!). At this time, the class teacher can do with the class whatever he and the students deem necessary: ​​conversations on a variety of issues, educational games, discussions, reading books, etc. Unfortunately, it happens that teachers gather students only to solve organizational issues and “Reprimands” for bad behavior and academic performance. Therefore, there is a second meaning of the concept “class hour” - a meeting of class students to discuss class matters. Here it is necessary to give the floor to student self-government, which will solve organizational and other pressing issues of class life. It seems that a class hour in the first and second meanings does not have to be held every week, but twice a month is sufficient.

Note that often the boundary between different types of class hours is quite arbitrary: at a class meeting dedicated to discussing class problems, the teacher, parents, and some guests can give a talk or a message. But let’s say that conversations should not turn into personal verbal reprimands and edifications.

"Quiz".

Educational objectives: helps to increase the cognitive activity of schoolchildren.

This is a game of answering questions, usually united by some topic.

Requirements for the quiz:

– general topic;
– questions must be specific;
– select a certain number of questions;
– take into account the age and amount of knowledge of children, their interests;
– think over the form of the event – ​​“What? Where? When?”, “Field of Miracles”, “Bray-ring”, “Happy Accident”;
– question – answer (oral or written);
– it is possible to conduct a quiz without prior preparation or the questions are given to children in advance;

The quiz can have different tasks:

– explain if you can;
– which statement is true, etc.

Give questions to broaden the horizons of children, to which they must find the answer independently from sources. Please indicate literature.

“Living Newspaper”.

Educational objectives: development of creative and communication abilities.

The model is old, it was invented by counselors of the 20s. The “living” newspaper was revived in the 50s. Strictly speaking, this is a performance in the form of a newspaper, the script of which is written, invented and staged by counselors and children in compliance with the genres of journalism: editorial, feuilleton, report, essay, interview, questionnaire, cartoon, literary parody, funny mixture, information, announcements, advertising and etc. The participants of the newspaper, and there should be at least 7-10 people, first discuss the program of the issue and come up with its composition. A newspaper can touch upon international events, talk about news in the country, in one’s native land, city, village, and always about one’s unit or class. The main thing is to choose the idea that the newspaper will defend and the phenomena that it will oppose.

A newspaper may have regular columns: “The Globe”, “Native Land”, “Ask - We Answer”, “Congratulations”, “This is Interesting”, “The Obvious - the Incredible”, etc. “Living Newspaper” can use the traditions of radio and television, the genres of the living word - fairy tale, fable, riddle, epic, ditty, couplets.

Participants in the newspaper can make costumes for themselves (hats from the newspaper; attributes; posters; cut out letters that make up the name of the newspaper, letters are usually pinned on shirts; costumes necessary for each role, and others); It’s good if the newspaper has musical accompaniment. A newspaper can be political, satirical, critical, environmental, funny, mischievous—all sorts of things.

“Quiet Reading Hour.”

Educational objectives: instills a love of books, the literary word and broadens one’s horizons.

An hour of quiet reading arises in contrast to schoolchildren’s boundless fascination with television and video films, which displace communication with books from the student’s life, freeing the developing psyche of a young person from the efforts of imagination, thinking and memory.

On the day when the “quiet reading hour” occurs, children and teachers bring with them to school extra-curricular books that they are “now reading”, they are provided with a time common to all members of the school community, when in silence and comfort each person can read quietly the book he brought.

This moment is pre-prepared: an announcement is posted, 1-2 days in advance, leaflets appear - reminders, teachers remind children about the planned task. As a result, very rarely do some schoolchildren forget to take a book with them to school. But this rare case is also provided for: teachers and a librarian select a number of books that they will offer to the child.

The educational potential of the “quiet reading hour” is not fully exhausted if, at the end of it, the list of books read by children and teachers is not made public. This list is posted at the end of the school day. “What we read today” and “What the teachers read.” An emotional atmosphere is created, intellectual leaders are highlighted, and the field of bibliographic knowledge is expanded. Children sometimes carry the idea of ​​a “quiet reading hour” into the family, introducing their parents to reading books they have long forgotten.

“Project protection”(the project is a dream).

Educational objectives: development of imagination, creativity, communication skills.

“Project protection” is a form of group activity for children. In it, the student manifests himself as an individual, capable of not only assessing reality, but also projecting into it some necessary changes in the name of improving life. Much in these projects comes from dreams, from fantasy, but the basis for a fantastic flight of thought remains a real awareness of the course of today's everyday life.

Here are examples of thematic content of such projects: “Our school after 50 years”, “Classroom built by me”, “Art in our school”, “My grandchildren’s schoolyard”.

Initially, to protect the dream project, you can create free groups with a set of strict game roles: dreamer - speaker, critic of an opponent, ally, propagandist. The discussion of the project is programmed in this way, but the content remains free and unpredictable. Later, when defending projects as a form of creative play has been mastered, you can abandon group ones, moving on to discussing individual options for creative pictures of the future. The announcement of the upcoming competition can be bright, colorful, cheerful and kind, so that every schoolchild would want to create a dream project. Class teachers should support this flaring desire, encourage, and give the first advice on how to start the project.

It is better to evaluate projects according to different criteria, so that the first places in the competition are taken by several authors: “for the most daring project”, “for the most elegant project”, “for the most beautiful project”, etc.

From work experience.

Fairytale quiz for 2nd grade students.

Goals:

• develop memory, thinking
• introduce the structure of a fairy tale

Visibility: pictures with fairy-tale characters, drawings.

Developed skills and abilities: learn to guess fairy tales by the names of the characters and their actions.

1. Teacher's opening speech:

- There are a lot of fairy tales. Guys, do you like fairy tales?

– How do fairy tales differ from other works of fiction?

-Who writes fairy tales?

Guys, now you will divide into 2 teams of 6 people each and compete. The rest will be fans. Questions will help you. Whoever answers the question will be on the team.

Questions: The named characters have double names. The beginning is given, you complete it.

So, the teams have been created.

2. Name the fairy tales based on the pictures.

umbrella – “Ole – Lukoil”
pea – “The Princess and the Pea”
sleigh – “Snow Queen”
nettle – “Wild swans”.

3. “Guess the fairy-tale names and objects.”

1. Five people tried to eat him, but the sixth one succeeded. (Kolobok)
2. Ivanushka's sister. (Alyonushka)
3. A reptile with three or more heads. (Snake Gorynych)
4. A fairy-tale hero whose death is in an egg. (Koschei)
5. Traditional male name in fairy tales. (Ivan)

1. What did the bear wear to carry the girl along with the pies? (Box)
2. At its end is the death of one of the heroes. (Needle)
3. The dish from which the crane fed the fox? (Jug)
4. The name of the hero who slept on the stove (Emelya)
5. The dwelling of Baba-Yaga. (Hut)

4. Who can name more fairy tales?

– about children

- about birds

5. Portray the heroes of a fairy tale (skit, pantomime)

– Babu-Yaga

– Snake – Gorynych

6. Postman Pechkin accidentally dropped the telegrams, and they fell into our hands, but we cannot understand who they are from, maybe you can help us?

1. Congratulations... happy birthday.
2. I found boots that are fast walkers, I’ll arrive home soon.
3. I will, I will wash my face in the mornings and evenings.

1. Grandma and grandpa, save me, a fox is chasing me.
2. The fox took over my house and drove me out. Help!
3. A wolf came and ate 6 kids. Save!

Result: Guys, did you like the fairy tales? I am very glad that you know so many fairy tales so well! I hope that you will continue to read a lot of fairy tales from different peoples and different writers: Andersen, C. Perrault, the Brothers Grimm, etc. Until next time.

Literature:

1. Voronov V.“Diversity of forms of educational work”, w. “To the class teacher”, 2001 - No. 1, pp. 21-24.
2. Table “Types and forms of educational activities.”
3. R.N.Buneev and E.V.Buneeva“A small door to a big world”, literary reading, 2nd grade.
4. Russian folk tales and original tales of different nations.

Types and forms of educational work.

Extracurricular activities are events, activities, team situations organized by teachers or someone else for students with the purpose of direct educational influence on them.

The success of learning largely depends not only on the choice of effective methods and forms of teaching in the classroom during the lesson, but also on the organization of extracurricular activities in the subject. Experienced teachers know that very often interest in a subject and choice of profession is influenced by extracurricular activities.

The purpose of extracurricular activities is to ensure the comprehensive and harmonious development of schoolchildren. This requirement meets the basic idea of ​​education - to raise a person who harmoniously combines spiritual wealth, moral purity and physical perfection. One of the tasks of extracurricular activities is to enrich schoolchildren with new, interesting facts and concepts that reflect various aspects of human life and society.

The purpose and objectives of extracurricular activities determine its functions - teaching, educational and developmental.

The educational function of extracurricular activities does not have the same priority as in educational activities. It is auxiliary for more effective implementation of educational and developmental functions and consists not in the formation of a system of scientific knowledge, educational skills and abilities, but in teaching certain behavioral skills, collective life, communication skills, etc.

However, the right combination of extracurricular and academic work provides greater flexibility of the entire system of educational activities. Extracurricular activities can serve as an effective means of differentiating teaching and education while maintaining a unified and compulsory curriculum. Extracurricular work can compensate for his shortcomings, which are difficult to eliminate within the framework of educational activities due to its high saturation with compulsory classes.

Of great importance in extracurricular activities is the developmental function, which consists in identifying and developing the individual abilities, inclinations and interests of students through their inclusion in relevant activities.

The content of an extracurricular activity represents an adapted social experience, various aspects of human life emotionally experienced and realized in the child’s personal experience. The specificity of the content of extracurricular activities is characterized by the following factors: the predominance of the emotional aspect over the informative: for effective educational influence, an appeal to the child’s feelings and experiences is required, i.e. to reason through emotions; In the content of extracurricular activities, the practical side of knowledge is of decisive importance, i.e. The content of extracurricular work is aimed, first of all, at improving various skills and abilities. In extracurricular activities, learning skills are improved, independent work skills are developed when searching for information, organizing various extracurricular activities, communication skills, cooperation skills, and the ability to comply with ethical standards. Since the practical aspect prevails over the theoretical in the content of extracurricular activities, it is more reasonable to consider the content from the perspective of students’ activities, through which they master this or that area of ​​social experience.

Features of extracurricular activities

1. An extracurricular activity is a combination of various types of activities of students, the organization of which, together with the educational influence carried out during training, forms the personal qualities of students.

2. Delay in time. An extracurricular activity is, first of all, a collection of large and small activities, the results of which are distant in time and are not always observed by the teacher.

3. Lack of strict regulations. The teacher has much greater freedom to choose the content, forms, means, and methods of extracurricular work than when teaching a lesson. On the one hand, this makes it possible to act in accordance with one’s own views and beliefs. On the other hand, the teacher’s personal responsibility for the choice made increases.

In addition, the absence of strict regulations requires the teacher to take initiative.

4. Lack of control over results. If a mandatory element of the lesson is control over the process of students mastering educational material, then in extracurricular activities there is no such control. It cannot exist due to the delay of results. The results of educational work are determined empirically through observation of students in various situations. A school psychologist can more objectively evaluate the results of this work using special tools. As a rule, overall results and the level of development of individual qualities are assessed. The effectiveness of a specific form is very difficult and sometimes impossible to determine. This feature, which is also recognized by students, gives the teacher advantages: a more natural environment, informality of communication and a lack of stress for students associated with evaluating results.

5. Extracurricular activities are carried out during breaks, after classes, on holidays, weekends, vacations, i.e. during extracurricular hours.

6. Extracurricular activities have ample opportunities to engage the social expertise of parents and other adults.

One of the conditions for the success of extracurricular work is a special mental state that arises when there is a unity of the motive for the activity (the need for it) and the corresponding situation, called an attitude.

Shapes: subject clubs and scientific societies. The content of circle classes includes: a more in-depth study of individual curriculum issues that arouse the interest of students; familiarization with the life and creative work of outstanding scientists, writers and other figures of science and culture, with the latest achievements of science and technology; holding evenings dedicated to individual scientists or scientific discoveries; organization of technical modeling and experimental work in biology, organization of meetings with researchers, etc. Accompanying forms of teaching creativity are a variety of reading, viewing, listening conferences, exhibitions, public holidays, excursions. Conferences on a book, a writer’s work, a film, a theater or television production, or a radio play put a current work of art in the center of students’ attention and activate their independence in assessment, judgment, and opinion. During the preparation process, schoolchildren carefully study the work of art and think through their performances. In the introductory speech, the teacher outlines the range of main problems that are discussed in reports and speeches. Summing up, the teacher focuses on the most important conclusions and generalizations.

Exhibitions are dedicated to the results of children's creativity in the field of labor, visual arts, local history and tourist trips. Preparatory work, in which all schoolchildren are involved, is of great educational importance. The children themselves act as guides at such exhibitions: they give explanations, answer questions, and organize an on-site exchange of experiences in creative activities. Mass holidays as a form of educational work, they are organized in the form of days, weeks, months of increased attention to music, fine arts, cinema, theater or the work of an outstanding writer, poet. Among them are weeks of children's books, theater, music, days of poetry by Pushkin, Lermontov, Mayakovsky, Yesenin. During such holidays, children learn about new works of art, meet writers, artists, composers, and get acquainted with their creative plans. Excursions - a form of educational organization that allows for observations, as well as the study of various objects, phenomena and processes in natural conditions. Olympics, competitions, associations of children with similar interests. To stimulate educational and cognitive activity of students and develop their creative competitiveness in the study of mathematics, physics, chemistry, Russian language and literature, foreign languages, as well as in technical modeling, Olympiads, competitions are held in schools, districts, regions and republics, and exhibitions of children's technical equipment are organized. creativity. These forms of extracurricular work are planned in advance, the best schoolchildren are selected to participate in them, which gives a great impetus to the development of their abilities and inclinations in various fields of knowledge. At the same time, they make it possible to judge the creative nature of teachers’ work, their ability to search for and develop talents. Great material for the educational process is provided by special educational expeditions. They are devoted to the collection of folklore, song material, historical information about revolutionary and military events in the region, as well as reconnaissance of the environmental situation, issues of the development of productive forces.

“The only happiness in life is striving forward...” Emile Zola

Sample program for education and socialization of students

“...an approach in which education is reduced to carrying out activities and is actually separated from the content of the child’s activities at school, in the family, in a peer group, in society, from his social and information environment, strengthens the objectively existing tendency in modern culture to isolate the children’s subculture from peace not only from adults, but also from the older generation of children and youth. This leads to an even greater disruption of the mechanisms of transmission of cultural and social experience, the severing of connections between generations, the atomization of the individual, a decrease in his life potential, an increase in self-doubt, a decline in trust in other people, society, the state, the world, and life itself.”

Extracurricular activities -

These are events, classes, situations in a team, organized by teachers or someone else for students with the purpose of direct educational influence on them. Extracurricular activities are based on different material compared to lessons, are carried out in different organizational forms and are based to a greater extent on the independence of students and are carried out during extracurricular time

The purpose of extracurricular activities is

ensuring the comprehensive and harmonious development of schoolchildren. This requirement meets the basic idea of ​​education - to raise a person who harmoniously combines spiritual wealth, moral purity and physical perfection.

The predominance of the emotional aspect over the informative: for effective educational influence, an appeal to the child’s feelings and experiences is required;

Features of extracurricular activities

1. An extracurricular activity is a combination of various types of student activities.

2. Delay in time.

3. Lack of strict regulations.

4. Lack of control of results

5. Extracurricular activities are carried out during breaks, after classes, on holidays, weekends, and vacations.

6. Extracurricular activities have ample opportunities to engage the social expertise of parents and other adults.

Types of extracurricular activities

Creative activity. The leading forms of creative activity are clubs, creative associations, studios, electives, practical classes in creative workshops, and physical education sections. Related forms of creative activity include reading, viewing, and listening conferences, defense of independent reports, mass literary, musical, theatrical festivals, exhibitions of children's works. Local history, folklore expeditions and excursions, school club associations, competitions, competitions, and olympiads are used as auxiliary forms.

Types of extracurricular activities

Subject clubs and scientific societies. The content of circle classes includes: a more in-depth study of individual curriculum issues that arouse the interest of students; familiarization with the life and creative work of outstanding scientists, writers and other figures of science and culture, with the latest achievements of science and technology; holding evenings dedicated to individual scientists or scientific discoveries; organizing technical modeling and experimental work in biology, organizing meetings with researchers, etc.

Types of extracurricular activities

Accompanying forms of teaching creativity are a variety of reading, viewing, listening conferences, exhibitions, public holidays, excursions

Types of extracurricular activities

Olympics, competitions, associations of children with similar interests. To stimulate educational and cognitive activity of students and develop their creative competitiveness in the study of mathematics, physics, chemistry, Russian language and literature, foreign languages, as well as in technical modeling, Olympiads, competitions are held in schools, districts, regions and republics, and exhibitions of children's technical equipment are organized. creativity.

Requirements for extracurricular activities

They must be deeply scientifically meaningful, ideologically and morally rich;

Their use requires a combination of commitment, initiative and voluntariness;

Introduction of games and romance, regardless of the age of schoolchildren, into literally all creative, physical education, sports, entertainment and educational activities;

Implementation of the development of creative abilities and talents;

Providing moral education

There is a certain sequence in organizing extracurricular activities.

• Studying and setting educational goals.
• Preparation and modeling of upcoming extracurricular educational work involves the teacher constructing a model of a certain form of activity.
• Analysis of the work performed.

The results of the simulation are reflected in the extracurricular activity plan, which has the following structure:

1. Title.

2. Goal, objectives.

3. Materials and equipment.

4. Form of conduct.

5. Venue.

6. Plan of implementation.

Pedagogical analysis of each event conducted can be carried out in accordance with the following main criteria:

1) presence of a goal;

2) relevance and modernity of the topic;

3) its focus;

4) depth and scientific content, compliance with the age characteristics of students;

5) the preparedness of the teacher and students for work, the organization and clarity of its implementation.

Report on the topic: “Types and forms of extracurricular activities to develop communication skills and socialization of students in a boarding school”

A variety of extracurricular activities contributes to more

versatile development of the child’s individual abilities, which are not always possible to consider in class. A variety of activities contribute to the child’s self-realization, increasing his self-esteem and self-confidence. Involvement in various types of extracurricular activities enriches the child’s personal experience, his knowledge of various human activities, the child acquires the necessary practical skills.

A variety of extracurricular activities contributes to the development of

children's interest in various types of activities, desire to actively participate in socially productive activities.

In various types of extracurricular activities, children not only

demonstrate their individual abilities, but also learn to live in a team, i.e. cooperate with each other, take care of your comrades, put yourself in the other person's shoes. Moreover, each type of extracurricular activity - creative, cognitive, sports, labor, play - enriches the experience of collective interaction of schoolchildren in a certain aspect, which in its totality gives a great educational effect.

Thus, extracurricular work is an independent sphere

educational work of the teacher, carried out in conjunction with

educational work in the classroom.

Since extracurricular work is an integral part of educational

work at school, it is aimed at achieving the general goal of education

the child’s assimilation of the social experience necessary for life in society and the formation of a value system accepted by society.

The success of extracurricular activities depends not only on the activity of students, but also

from pedagogical influence, the teacher’s ability to give the interests of students a socially useful orientation.

Extracurricular work is determined by classroom work. Only for some

extracurricular activities can be combined between parallel and sometimes similar classes.

Extracurricular activities can take two main forms: mass

activities that involve the class as a whole or even class associations, and circle work that brings together students from different classes.

The types of mass work outside of class are very diverse. Here

may include: games, walks, conversations, classes on labor propaedeutics, design and modeling, library work, excursions, singing, listening to music and other activities.

Games are one of the powerful means of child development. Playing child -

This is a developing child. Games should be within the capabilities of children and it is very important that they develop the same functions that the school is working to develop. Children must be given time to master the game: clearly explain it, show it, taking on the main role in the game. The continuation of the game is the conversation held after. Appropriate hours should be set aside for conversations during extracurricular activities. Conversation provides something new, systematizes what is known, and deepens it. The teacher’s speech must correspond to the child’s speech development. It must not only express a thought, but also paint it, evoke a series of vivid figurative ideas.

Excursions are of great educational and educational value. Many of them are conducted by subject teachers and are associated with the study of specific topics. Work on the material received during the excursion

It is easy to discover that each of the students noticed something that remained outside the attention of others. By sharing their impressions, children mutually complement information about the obtained material, and thus their range of ideas expands even further.

Club work is also important, as it provides

opportunity and provides a closer connection and communication between schoolchildren of different classes, meeting in a favorable emotional environment created on the basis of common interests and spiritual needs. Each student, upon joining the circle, takes on certain obligations: to regularly attend the circle’s classes, to perform high-quality work, trying to qualify it for the exhibition.

Visiting exhibitions, museums, clubs will only have deep meaning

when these visits are not random episodes, but

an organic link in the system of educational and extracurricular activities. For each event with children, certain preparations are made. This is critical. One must be convinced that what he sees will reach the student and affect his consciousness. After each visit, you need to have a conversation about what you saw.

Schools often organize school exhibitions. They are:

general school, class, subject or exhibitions of the work of individual children's circles. Exhibitions, being an additional stimulation for students, help to enhance work, arouse interest, competition

Thus, the entire system of extracurricular activities conducted

teachers - educators, is aimed at instilling in children initiative, independence, habits of correct, disciplined behavior in a team, in work, in study. During extracurricular activities, children are more relaxed, more proactive, mobile, and active.

Extracurricular club work helps to identify and develop interests and creative abilities in a certain area of ​​science, art, and sports.

circles and sections (subject, technical, sports, artistic)

The clubs offer various types of classes:

reports

discussion of works of literature

excursions

production of visual aids

laboratory classes

meeting interesting people, etc.

The report on the work of the circle for the year is carried out in the form:

evenings

conferences

exhibitions

review

Uniting forms of work include:

children's clubs

school museums

society

Clubs:

Friendship

day off

interesting meetings

They operate on the basis of:

self-government

have their own names

statutes

The work of clubs is organized in sections

International clubs may have sections:

correspondent

studying history

geography

economy

culture of the country with which children are friends

Profile clubs

literary

young physicist

chemist

mathematics

political clubs

studying the youth movement abroad

studying the history of political doctrines, etc.

school museums

local history

historical

historical and literary

natural history

artistic

The main work in school museums is related to collecting materials.

For this purpose,

hikes

expeditions

meeting interesting people

there is extensive correspondence

work in the archive.

Museum materials should be used in lessons and for educational activities among the adult population.

It is necessary that the work of the school museum take place in contact with the state museum, which should provide them with scientific and methodological assistance

Mass work

contest

Olympics

competition

game

conversation

evenings

meeting interesting people

matinees

performances

holidays

shows

class hour

A characteristic feature of extracurricular work is that it most fully implements the principle of mutual learning, when older, more experienced students pass on their experience to younger ones.
This is one of the effective ways to implement the educational functions of the team.

To develop communication skills and socialize students in a boarding school, teachers use the following effective forms of leisure work in the areas of education:

1.Basics of socialization:

Class hours, educational conversations on the basics of socialization;

Meetings with interesting people;

Work of the school prevention council;

School social assistance service for students and pupils.

2. Sports and recreation direction :

Dynamic forms of extracurricular work: o organization of hikes, excursions, “Health Days”, “Fun Starts”, intra-school sports competitions;

Conducting health discussions;

Use in lessons and extracurricular activities game moments, physical education minutes;

Participation in city ​​and regional sports competitions;

Healthy eating;

Speeches by the school permanent propaganda team “We are for a healthy lifestyle!”

3. Artistic and aesthetic direction :

Organization of exhibitions of children's drawings, crafts and creative works of students;

Conducting themed classes and educational conversations on the aesthetics of the student’s appearance, culture of behavior and speech;

Work of circles;

Participation in competitions and exhibitions of children's creativity of the aesthetic cycle at the school, city, and region levels.

4. Scientific and educational direction:

Subject weeks;

Library lessons;

Competitions, quizzes, excursions, etc.;

The work of the intellectuals club “What? Where? When?";

Elective classes in computer science.

5. Civil-patriotic direction :

Meetings with veterans of the Second World War and local wars, home front workers, “Lessons of Courage” , competitions of staged military-patriotic songs;

Exhibitions of drawings;

Publishing school wall newspapers;

Themed classroom hours and educational conversations;

Providing assistance to WWII veterans and home front workers;

Drawing competitions;

Reading competitions.

6. Socially beneficial activities:

Carrying out cleanup days;

Work at the school site;

Duty at school, dormitory, school canteen;

Landscaping of school grounds, growing indoor plants;

Minor repairs to school furniture, clothing, buildings and structures.

7. Game activity:

Outdoor games in the fresh air within the framework of a protective pedagogical regime;

Board games;

Story-based role-playing games.

The forms of extracurricular work are the conditions in which its content is realized. There are a huge number of forms of extracurricular work. This diversity creates difficulties in their classification, so there is no single classification. Classifications are proposed according to the object of influence (individual, group, mass forms) and according to the directions and objectives of education (aesthetic, physical, moral, mental, labor, environmental, economic).

Having considered the essence of extracurricular educational work through its capabilities, goals, objectives, content, forms, methods and means, we can determine its features:

1. Extracurricular work is a combination of various types of children’s activities, the organization of which, together with the educational influence carried out during training, shapes the child’s personal qualities.

2. Delay in time. Extracurricular work is, first of all, a collection of large and small activities, the results of which are delayed in time and are not always observed by the teacher.

3. Lack of strict regulations. The teacher has greater freedom to choose the content, forms, means, and methods of extracurricular educational work than when conducting a lesson. On the one hand, this makes it possible to act in accordance with one’s own views and beliefs. On the other hand, the teacher’s personal responsibility for the choice made increases. In addition, the absence of strict regulations requires the teacher to take initiative.

4. Lack of control over the results of extracurricular activities. If a mandatory element of the lesson is control over the process of students mastering educational material, then in extracurricular activities there is no such control. It cannot exist due to the delay of results. The results of educational work are determined empirically through observation of students in various situations. A school psychologist can more objectively evaluate the results of this work using special tools.

As a rule, overall results and the level of development of individual qualities are assessed. The effectiveness of a specific form is very difficult and sometimes impossible to determine. This feature gives the teacher advantages: a more natural environment, informality of communication and the absence of stress for students associated with evaluating results.

5. Extracurricular educational work is carried out during breaks, after classes, on holidays, weekends, vacations, i.e. during extracurricular time.

6. Extracurricular educational work has a wide range of opportunities for attracting the social experience of parents and other adults.