Requirements for teacher activities in modern conditions. V

training The teacher must: 1. Have a higher education. Teachers who have specialized secondary education and are currently working in preschool organizations and primary schools should be given the conditions to receive it without interrupting their professional activities. 2. Demonstrate knowledge of the subject and curriculum. 3. Be able to plan, conduct lessons, analyze their effectiveness (lesson self-analysis). 4. Master forms and methods of teaching that go beyond lessons: laboratory experiments, field practice, etc. 5. Use special approaches to teaching in order to include all students in the educational process: with special educational needs; gifted students; students for whom Russian is not their native language; students with disabilities, etc. 6. Be able to objectively assess students’ knowledge using different forms and methods of control. 7. Possess ICT competencies (detailed explanations regarding ICT competencies are given in Appendix 1). 4.4. Part four: professional competencies of a teacher, reflecting the specifics of work in an elementary school An elementary school teacher must 1. Take into account the unique social situation of a first-grader’s development in connection with the transition of leading activity from play to learning, and purposefully form the student’s social position in children. 2. Ensure the development of the ability to learn (universal learning activities) to the level necessary for studying in basic school. 3. When organizing educational activities, ensure the achievement of meta-subject educational results as the most important new developments of primary school age. 4. Be prepared, as the most significant adult in the social situation of the development of a primary school student, to communicate in conditions of an increased degree of trust between children and the teacher. 5. Be able to respond to children’s direct appeals to the teacher, recognizing serious personal problems behind them. Be responsible for the personal educational results of your students. 6. When assessing the success and capabilities of students, take into account the uneven individual mental development of children of primary school age, as well as the unique dynamics of the development of educational activities of boys and girls.

Modern education in the world is the most widespread type of human activity. Education becomes the main matter of life for the vast majority of young and middle-aged people who study throughout their active professional career.
Russian society puts forward a very specific social order for the training of specialists. This order is formulated in the report of the State Council of the Russian Federation “On the educational policy of Russia at the present stage”: “A developing society needs modernly educated, moral, enterprising people who can make independent decisions, are capable of cooperation, are characterized by mobility, constructiveness, and are ready for intercultural interaction.” .
The ongoing changes in modern Russian society require adequate modernization of the education system to meet the needs of society and the state in training professionals of the new generation.
The state of teaching activity is characterized by a transition to working according to federal state educational standards (hereinafter referred to as the Federal State Educational Standard), which put forward new social requirements for the educational system. What should a school be like in order to fulfill the task set for it by the state? A.A. Fursenko defined this with the words: “We must prepare the child for the future life so that he is a successful person, regardless of how he studies.” The introduction of the Federal State Educational Standard is a new stage in the modernization of Russian education. His concept dictates new requirements for the personality of the teacher, as a key figure in transformative activities in the field of education. Currently, significant innovations in the field of organization, content and technology of pedagogical education do not provide the level of personal and professional readiness of the teacher for creativity, making non-standard decisions, interacting with students, taking initiative, and being active in activities that would correspond to the process of updating target, content and procedural characteristics of education. A new teacher must come into the updated education system, with a new type of thinking, capable of implementing the tasks put forward by the Federal State Educational Standard.

Current issues regarding the introduction of the Federal State Educational Standard:

- New targets. To achieve results, new pedagogical tools are required. It is impossible to do this using old pedagogical methods, which means that teachers need to not only change the elements of the pedagogical system, but also reconsider the entire system of their activities, learn to design a lesson in the logic of educational activity: situation - problem - task - result. The teacher must structure the lesson so that it teaches problem solving. The standard also gives the teacher an understanding of the result, based on which he will build the educational process.
-Manufacturability of activities. The teacher must build educational activities technologically, understand the logic and structure of this activity. The key technologies designed to ensure the achievement of new educational results are the technology of organizing project activities of students, the technology of problem-based (problem-based dialogic) learning, information communication technologies, and the technology of assessing educational achievements. Today, the teacher ceases to be the bearer of “objective knowledge.”

Its main task is to motivate students to show initiative and independence in discovering new knowledge and finding ways to apply it in solving various problematic problems. Thus, on the one hand, students develop interest in new material and selfless cognitive motivation; on the other hand, students achieve a true understanding of the material. The fact that independently acquired knowledge is particularly durable does not require proof.

-The basis of the standard is a system-activity approach to training. This forces us to reconsider the ways of interaction with the student in the cognitive process. The goal of education is not the transfer of a certain amount of knowledge, but the creation of conditions for the maximum development of the child’s individuality, his abilities, inclinations, and interests. In this regard, the content of education is selected on the basis of highlighting the competencies that are necessary for each person. The role of the teacher is also changing: from a “translator” of information, he turns into an organizer of student activities. Accordingly, the student does not just sit, listen and reproduce the information received in the lesson, but becomes an active participant in acquiring and mastering this information. The student must become the subject of the activity. Teacher and psychologist V.V. Davydov wrote: “It’s high time to change the purpose of education - not just to give practical skills, but to teach how to learn.”

-Organization of control and assessment activities. A new understanding of educational results determines the need to update the traditional assessment activities of a teacher. Effective assessment activities require the following competencies:

The ability to select and apply modern educational technologies and assessment technologies that are adequate to the goals set (Portfolio technology, technology for assessing students’ educational achievements, etc.);

Correctly apply various evaluation scales and procedures (comprehensive final work, level approach to presenting planned results, etc.);

To form students’ evaluative independence.

-Organization of extracurricular activities. Due to it, the space of interaction between participants in the educational process expands, and an opportunity arises for organizing project and search work. Extracurricular activities make it possible to create conditions for the student to master other non-curricular activities that will teach him to solve problems and develop his individual abilities and capabilities. Russian psychologist A.N. Leontyev said: “The grief of our education lies in the fact that in our education there is an impoverishment of the soul when enriched with information.”

In the context of modernization of the education system, the main driver remains the teacher and, therefore, increasing the level of his professionalism is an indispensable condition for this process. The teaching profession, although it is a mass one, is still a special mass profession. Its role is increasing, and at the same time the requirements for its professional qualities are growing. In the teaching field, we need not just professionals, but real devotees of their craft, bright personalities who are able to overcome emerging difficulties and work creatively. At the same time, it is necessary that not just a few, not just leaders and innovators, become such individuals. It is necessary for the mass teacher to rise to a higher level of professional and personal development.

The structure of professionally important pedagogical qualities can be presented as follows:
1. Professional competence allows the teacher Constantly improve yourself, seek new knowledge. He should not be a transmitter of knowledge, not a “lesson teacher,” but a person who is capable

design the educational environment of a child, class, school. Not to mention the fact that he must be an active user of information and communication technologies for learning. “Mature” professional competence will allow the teacher to change his position from leading to accompanying.

2. Capabilities

Pedagogical abilities ensure the accumulation of fruitful information about students, allowing the use of “creative” suggestion, stimulating the formation of self-control and self-regulation, thereby ensuring the student’s need for self-development and self-affirmation.

Pedagogical inability is manifested in the fact that the teacher is insensitive to the needs and capabilities of the student, to his strongest aspects of personality, activity, system of relationships, and abilities. During the teaching process, such a teacher does not accumulate fruitful information that provides “creative” suggestion.

It is precisely because of the specific sensitivity to the object, means, conditions of activity and the finding of productive models for achieving the desired results that human abilities act as the most important prerequisite for the success of pedagogical work.

The level of ability can be judged by the level of performance.

If several abilities are harmoniously combined in the structure of a teacher’s personality, with pedagogical ones playing a leading role, then we can talk about the teacher’s talent. The combination of abilities ensures the achievement of very high results in teaching work.

3. Personal qualities

A modern teacher should be distinguished by the moral and civic qualities of a teacher as a person of his time. Teachers must understand that their key purpose is to educate Russian citizens. Let us recall the semantics of the word “education” – the transfer of an image. The teacher himself must be the bearer of the image of a person, people, country and pass on this image to the younger generation.
Hence, priority should be given not to the tasks of transferring professional knowledge, but, first of all, to nurturing the teacher’s spiritual, value-based, creative relationship with the world, and the ability to interact with students on humanistic principles as the basis of his moral culture. Only a morally educated teacher can accomplish the tasks of moral education of youth. This task should be highlighted as a priority in the system of professional activity of a teacher in a general education institution.

4 .Professional self-awareness - These are character traits and intellectual abilities necessary for professional activities. A particularly important place today is occupied by the psychological readiness and intellectual ability of a teacher to master the necessary innovative competencies and apply them in their professional activities.

Thus, at the present time - a time of rapid informatization of education - the professional self-awareness of a teacher is becoming an indispensable condition for his development as a professional.

And here is how the image of a professional teacher is formed in the minds of a modern student:

A professional teacher combines the traditional approach and introduces his own innovations into the learning process.

This is a person who knows how to find a common language with students, an approach to everyone, to interest and make students fall in love with their subject.

A professional teacher means a competent, willing to teach, wise person; he must love his subject and his students.

First of all, a professional teacher must have simple human qualities: kindness, understanding, teach not only science, but also life, and be a spiritual mentor.

One cannot but agree that this collective portrait of the teacher

a professional through the eyes of graduates fully meets the requirements that not only the new educational standard, but also time places on a teacher. Let us recall the important and correct words of the Russian teacher, the founder of scientific pedagogy in Russia, Konstantin Dmitrievich Ushinsky, “In the matter of teaching and upbringing, in the entire school business, nothing can be improved without going past the head of the teacher. A teacher lives as long as he learns. As soon as he stops learning, the teacher in him dies.” I wish all the teachers healthy ideas and healthy children's souls!

If we talk about the requirements that a modern teacher must meet, they can be divided into 4 large groups:

Educational requirements

Didactic requirements

Psychological requirements

Hygienic requirements

Let's look at the educational requirements for a teacher. This includes the ability to cultivate moral qualities in students and the ability to lay the foundation of aesthetic tastes. A modern teacher must show how the learning process is closely connected with life itself. After all, a person can only meet the demands and requirements of modern life by studying and gaining knowledge.

Didactic requirements are determined by the need to ensure the cognitive activity of students. The teacher in his work must competently combine verbal, visual, and practical teaching methods. The student must receive theory inseparably from practice, which he can apply in his future work and everyday life. There is a need for systematic monitoring of how students learn the material and how they can apply knowledge in practice. If there are any difficulties in this, their educational efforts must be adjusted in time. Feedback is very important. You need to communicate with students, understand their difficulties and experiences, and try to guide them in the right direction. You need to work on your own mistakes. If students have any gaps, they need to ask themselves the question “Where did I make a mistake in teaching?”

Psychological requirements. The teacher must be well prepared psychologically. A teacher's character always shines through in any lesson. You need to be demanding of students, but at the same time fair. You need to be friendly, but at the same time maintain subordination. Self-control is very important - it will help to overcome various negative states (such as uncertainty or temper, which is far from typical for teaching).

And the last point is hygiene requirements. In the classroom, a comfortable temperature regime must be strictly observed, the room must be ventilated in a timely manner, and proper lighting must be provided. During the lesson, monotony and uniformity should be avoided - listening should be alternated with written assignments, practical work, presentations and video materials.

LIST OF SOURCES USED

Nemov R.S.. Psychology: In 3 books. Book 1 - M., 1998.

Psychology and pedagogy: Proc. manual for universities / Comp. and resp. ed. A.A. Radugin. - M.: Center, 2000.

Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and pedagogy. - St. Petersburg: Peter, 2000.

Krysko V.G. Psychology and pedagogy Course of lectures 4th edition, revised OMEGA-L publishing house Moscow, 2006

Goranchuk V.V. Psychology of business communication and managerial influences. St. Petersburg: Publishing House "Neva"; M.: OLMA-PRESS Invest, 2003.

Organization: MBOU "School No. 6"

Locality: Yamalo-Nenets Autonomous Okrug, Muravlenko

The teacher occupies a special place in the life of a primary school student, since at this age he is a model of actions, judgments and assessments for the child. The acceptance of the student’s position, the motivation of learning activities, and the child’s self-esteem depend decisively on the teacher. If in middle and high schools many teachers are responsible for the implementation of the educational program, then the teacher of this class is primarily responsible for the educational program of the elementary school. That is, the child’s development and his success in the future depend on how much the teacher himself understands the complex of tasks facing both him and his students.

Currently, in accordance with the concept of modernization of Russian education, I direct my main efforts as a primary school teacher to developing the child’s need for educational activity and an insatiable desire to learn. Without thoughtful, daily, labor-intensive work, it is impossible to acquire knowledge. Therefore, changes aimed at developing key competencies affected primarily primary school teachers. .

The functions of the pedagogical activity of a primary school teacher reflect both the general purpose of the teacher and the special social order that is determined by the specifics of the primary school and modern requirements for it. If in the past the role of the first teacher of children was often understood narrowly as teaching schoolchildren the basics of subject knowledge and the simplest educational skills, today his functions have expanded and become comparable to the functions of a secondary school teacher. A modern primary school teacher is at the same time a teacher, an educator, an organizer of children’s activities, an active participant in communication with students, their parents and colleagues, a researcher of the pedagogical process, a consultant, an educator and a social activist. He constantly improves the level of his professionalism and teaching skills, and conducts a creative search for new things. The functions of the professional activity of a teacher of primary schoolchildren are even broader than those of a subject teacher, since he always works as a class teacher and teaches a larger number of diverse academic disciplines.

The educational standard of the new generation sets new goals for the teacher. Therefore, I create conditions for my students to work independently and for active mental activity. My task as a teacher is not just to form or develop the necessary qualities, but also to interact with the environment in which a child grows and, as an adult, can take a worthy place in society. Giving students the opportunity to make a choice, argue their point of view, take responsibility for this choice, and not give them something ready-made - this is an activity that largely depends on the teacher, something that will allow them to succeed in implementing new standards.

The student himself understands the goal, chooses solutions and evaluates the result himself. We are obliged to teach the child to quickly respond to changing conditions, to cultivate the habit of change, so that children are self-confident and do not feel a sense of fear. Development is impossible without overcoming difficulties through independent efforts or with the help of classmates or a teacher. To be prepared for this, the teacher should comprehend the idea of ​​a system-activity approach as the basis of the Federal State Educational Standard and create conditions for the formation of universal educational actions.

Over the past decades, society has undergone fundamental changes in its understanding of the goals of education and ways to implement them. In essence, there is a transition from teaching as a teacher presenting a knowledge system to students to active problem solving in order to develop certain solutions; from mastering individual academic subjects to interdisciplinary study of complex life situations; to cooperation between teacher and students in the process of mastering knowledge. .

1.Modern requirements for a teacher

A modern school is a dynamic society and the most important educational environment for the younger generation, which is intensively developing and modernizing, striving not only to meet the needs of the current society, but also to anticipate and form new ones. At the same time, it is influenced and resists many negative socio-economic factors:

1. Unfavorable economic and socio-political situation in the country and regions, lack of funding and technical support for municipal educational institutions.
2. Inconsistency in compliance with the principles of state policy in education.
3. The crisis of the modern family as an educational institution, the employment of parents and the abandonment of children.
4. Increased tension in relations between people in society, incl. interethnic disagreements and instability, etc.

And also – the substantive and methodological imperfection of the educational process; “unedited” formal and informal relationships in school society; underestimation of the importance of the development of personal individuality of students and teachers, increased tension in interpersonal relationships in the school community, etc. result in problems of building human relationships and are externally activated in the form of various types of conflicts: between teachers and administration, between parents and teachers, teachers and children and etc.

The concept of “teacher” often refers to a profession, a social role, a type of activity, and a person’s orientation. .

The specialty is enshrined in qualification documents and determined through the subject of activity. It can be narrow or broad, but, in any case, it is an arsenal of knowledge about a certain fragment of objective reality, which is reflected in the corresponding scientific subject (teacher, psychologist, philologist, historian, etc.).

A profession is a type of work activity of a person who has a complex of special theoretical knowledge and practical skills acquired as a result of special training and work experience. The profession of a primary school teacher and a teacher in general is an activity with its own purpose, product of activity, norms and means that are determined by social function and technology. A profession serves a specific area of ​​social activity. Within the framework of one specialty, independent professions can actually exist (subject teacher, language and literature teacher, translator, etc.).

There is a wide range of professions in the teaching profession:

• educator;
• teacher;
• school psychologist;
• social teacher;
• valeologist;
• methodologist, etc.

Pedagogical specialty – This is a type of activity within a given professional group, characterized by a set of knowledge, skills and abilities acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the assigned qualifications. .

The field of education is interesting and important for any of us. Therefore, the professional standard of a teacher is of particular interest. The new standard is a guideline to which we must move, but it is not yet entirely clear how to approach its implementation.

2. Social and professional functions of a primary school teacher

Pedagogical qualification is the level and type of professional preparedness, which characterizes the capabilities of a specialist in solving a certain class of problems. The intensive development of primary education, the variety of alternative programs, and a radical change in the procedural side of teaching have brought to the fore the problem of a qualitative change in the personality of the teacher, his role and activities in the educational process. Today, the task of training a new type of primary school teacher with deep knowledge in the field of psychology of learning, development and development of a child’s personality, organization of communication in educational activities, as well as special knowledge and skills for introducing innovative technologies into the practice of school life is becoming urgent.

Creative activity is the highest level of human cognitive activity. Psychologists consider creativity as the most important mechanism of personality and a necessary condition for its self-regulation (manifestation of individuality, uniqueness). It is characterized by productive activity, in which there is an ascent from simpler forms to more complex ones. If the teacher has abilities, motives, knowledge and skills, a product is created that is novel, original, and unique.

When considering the essence of pedagogical creativity, one can highlight its characteristics:

• transformation and combination of knowledge and skills into new conditions;
• ability to act independently;
• the ability to comprehend teaching activities;
• absence of a template, stencil, stereotype.

Creativity involves creating something new using specific procedures:

a) transfer of acquired knowledge and skills to a new situation;

b) independent vision of problems in an unfamiliar situation;

c) seeing a new function in an already familiar object;

d) combining previously known methods into new conditions.

And here we need situations where active mental activity is required from the teacher. Therefore, in order to master the technology of creative activity, it is necessary to engage in systematic solving of problem problems, as well as create conditions for modeling problem situations. .

The specifics of professionalism in different types of activities (professions) can most clearly be presented through a professiogram containing instructions on the normative characteristics of the employee’s activities and those professionally important psychological qualities that the employee must have to carry out this type of work.

The standard of the “portrait of a profession” is a professiogram, which is taken as the basis for the qualification characteristics of a specialist. The latter is a state document that defines general requirements for the personality and professional competence of a teacher. .

Here, based on the results of an analysis of the actual educational activities of a primary school teacher and taking into account the forecast of the development of the general requirements imposed by society on a qualified primary school teacher, as well as on the basis of a survey of employers, a professiogram of a primary school teacher was developed, which is presented through a description of the types of activities of a primary school teacher and consists from professional competence and psychogram. The structural components of a professionogram are the most important for determining the content of curricula and programs, and the content of professional competence makes it possible to unambiguously determine the program of professional training for students of a pedagogical college.

In the psychological and pedagogical literature there are many studies devoted to the problems of the activities and personality of the teacher. However, they usually talk about the teacher in general, the general functions of pedagogical activity, the general structure of teaching abilities, etc. Meanwhile, the teaching profession is very multifaceted and includes a number of different, although related, specialties distinguished by the subject taught by the teacher and by the age of the students with whom he works. The first in this row is the primary school teacher. .

It is clear that if there is a certain specificity of an activity, then there must be corresponding features in the structure of the professionally important qualities of the person who chooses this activity. Therefore, in most cases, applicants to pedagogical educational institutions think about the question of what specialty they should enter, and, having become students, they try to develop the necessary PVC. The above fully applies to those who choose the profession of primary school teachers.

Thus, in school practice, the problem of primary school teachers’ readiness to use innovations in the educational process arises. This problem is connected not so much with the awareness of the didactic task, thinking through the possibility of certain types of educational and cognitive activities of students, but with the professional competence, experience of the teacher, and his personal qualities. A teacher is able to convey to students only those value orientations that are inherent to him. In this regard, the teacher is not just a personification of normative activity, but also an active subject who realizes his way of life for the benefit of society.

In modern pedagogical literature, there is no consensus on the important professional and personal qualities of a teacher that determine his pedagogical activity, and there are practically no works that consider the professionally important qualities of a primary school teacher. There is a certain contradiction in the system of training primary school teachers. On the one hand, there is a modern social demand for teachers who are able to improve the level of their professionalism and pedagogical skills, and conduct a creative search for something new. At the same time, the functions of the professional activity of a teacher of primary schoolchildren are even broader than those of a subject teacher, since he always works as a class teacher and teaches a larger number of diverse academic disciplines. A primary school teacher is also a teacher of a special age group: a junior schoolchild sees an ideal person in his teacher. On the other hand, the existing system of training these specialists does not make it possible to form a complete psychological system of activity in future specialists, so the lack of developments about the professionally important qualities of primary school teachers prevents the emergence of an “image of a professional”, which one must strive for and correspond to in order to become a real professional. .

The professional standard raises conflicting thoughts. Of course, rapidly changing life poses new challenges for everyone, including schools, that have never had to be solved before. And immediately one of the main problems that the education system will face when introducing the standard arises, and which is highlighted in the document: “ But one cannot demand from a teacher what no one has ever taught him.”. For the last fifteen years, teachers, going to work, do not know whether they will teach children according to yesterday’s rules, or have already come up with new ones. Another experiment on the teacher and the school? It is also alarming that each teacher we have must have a very broad profile. Of course, the expanding list of problems in society entails an expansion of the types of activities, knowledge, and competencies that a teacher must master and effectively implement. But why should a teacher conduct psychological diagnostics? I agree, pedagogical - yes, but psychological should be carried out by a psychologist. A subject teacher should not be a generalist, otherwise what kind of specialist is he? It is unrealistic to use the ability to evaluate to evaluate the work of a specific teacher. “readiness to interact with other specialists within the framework of a psychological, medical and pedagogical consultation” or “the ability to read documentation from specialists (psychologists, speech pathologists, speech therapists, etc.)”(Part 3. Points 4, 5). How can you relieve a teacher if he is faced with the problem of reporting on the criteria for assessing the item on the family, expressed in a requirement for the teacher? “to be able to support the constructive educational efforts of parents (persons replacing them) of students, to involve the family in resolving issues of raising a child”?(Part 2. Clause 14). But the requirements for the teacher “knowledge of the basic patterns of family relationships, allowing you to work effectively with the parent community”(Part 3. Paragraph 20), as one of the personal mandatory characteristics of a teacher, I think, will help unite the efforts of teachers and parents in raising children. .

The teaching profession assumes the following values:

1. Altruistic - to be useful to society.
2. Values ​​associated with the specifics of work - the opportunity to communicate with children, teach a favorite subject.
3. Various types of rewards.
4. Self-expression – create, use your abilities, etc.

The development of a teacher’s personality is impossible without self-determination, i.e. having your own position in life, your own worldview, the ability to understand yourself and others. The teacher develops positions, and they are reflected in the motives for his teaching activities.

In his work, the teacher first adapts, adapting his individual characteristics to the conditions of his workplace, as a result of which he develops an individual creative style of activity. Here we see how the personality of the teacher as a whole changes, i.e. the process of its professionalization (this is the acquisition of professional traits and habits that are characteristic of representatives of this profession, as well as the development of a certain way of thinking and communication).

In connection with professionalization, a teacher develops certain personality traits and qualities, and changes occur in the very process of his professional activity. This leads to a certain freedom in carrying out one’s activities and achieving the desired result. And here the reason for all changes is the teacher’s personality itself. .

And since the individual style of activity is formed and changes under the influence of the individual, this can be characterized as a personal style of activity. This style reflects all previous human activity, and changes in activity are related due to the diversity of the teacher’s life path. And this is something new, something of its own, connected with the interests of the teacher himself, therefore, the formation of a style is a complex dynamic process. This process, when significant differences are discovered in habitual and familiar behavior, which are associated with the introduction of something new, original, into an already familiar situation, is associated with the formation of the creative style of the teacher (personality).

The motivational and personal attitude towards the profession and one’s activities is associated with professional self-improvement. This is the basis for creativity and social advancement of the teacher. Here his subjectivity acquires special significance for him.

The personal development of a teacher is the core factor of his pedagogical work. The main areas of his activity are pedagogical activity itself, pedagogical communication and his personal qualities - they are all interconnected and mutually influencing each other. Their development is particularly influenced by the activity of the teacher, his subjective position, which is presented as the main component in the teacher’s personal structure (according to A.K. Markova).

“The professional standard of a teacher is a framework document that defines the basic requirements for his qualifications” (characteristics of the standard) Despite all the serious and partly fair claims of the public regarding the quality of teachers’ work, no one doubts that a teacher is a creative profession, incompatible with strict restrictions and templates. The most brilliant successful teachers, whose magical meeting leaves an indelible mark on the life of a young person, have always gone beyond the standards, educating, first of all, on the scale of their personality. It is unheard of luck for children and their parents when fate gives such a teacher. That is why any talk about introducing standards in the field of education is perceived by the creative layer of society, which is most interested in the quality education of their children, as a system of strict taboos and restrictions followed by bureaucratic control and therefore causes psychological rejection. So what is the purpose of developing and subsequently approving a professional standard? If this is done to simplify and facilitate the control function, which any bureaucratic system is prone to, then the formalization of requirements for the teacher and the minute regulation of his work cannot be avoided. In my opinion, the meaning of developing a professional teacher standard is different: a professional standard is a tool for implementing education strategies in a changing world. The standard is published for public discussion - this is great. We are offered a dialogue. Therefore, I will express my opinion on some points. - In terms of the teacher’s educational activities, the “standard” describes 18 points of requirements, while in terms of educational work (after all, the main one) – only 7. As if in the educational process teachers do not use all this, and educational work is carried out only in those allocated in separate hours of teaching load “educational work”. The developers of the “standard” do not agree with pedagogy and psychology - for them, “learning activity” and “educational work” are different concepts. It would be appropriate to recall the classics of pedagogy, Kapterev, Ushinsky, Makarenko, psychologists Galperin, Talyzina, Leontiev and other luminaries of domestic (and not only) science who did not separate education from teaching, because these are inseparable concepts, according to scientists. - The developing function of the subject has turned into one that kills any cognitive interest. Teaching hours in primary grades in the Russian language, literary reading, and mathematics are being reduced in favor of “general developmental” subjects, as if these subjects do not develop or educate anything. Without knowledge in these subjects, we will not be able to ensure the development of the ability to learn (universal learning activities) to the level necessary for studying in basic school. Therefore, it is necessary to legally establish the Professional Standard of a Teacher, “designed, first of all, to liberate the teacher, to give a new impetus to his development.” But it would be necessary to first calculate at least the teacher’s working week. How much time does he spend on preparing for lessons, checking notebooks, working with parents, students, methodological and other meetings, reporting, developing various plans and programs, additional classes with the lagging, gifted, extracurricular activities at the school, district, city level, non-governmental educational institutions, conducting meetings, parent committees, individual interviews, etc. At the same time, everything was entrusted to the teacher. Responsible for literally everything: training, education, keeping the child busy around the clock. How much does a teacher have left for his personal life, recreation, and health? But an intelligent, cultured teacher is worth a lot, and his quality is different. .

Conclusion

The professional feature of a modern teacher is that currently his work is acquiring a proactive, project-based character and, as a result, the central requirement for a teacher’s professional qualities is mastering the technology of designing the content, methods, forms, and means of education in accordance with the goals and priorities set by the state .

For the first time in Russian education, the concept and content of a professional teacher standard is being developed. The professional standard is designed to increase the motivation of teaching staff to work and the quality of education. The professional standard of a teacher is intended to establish uniform requirements for the content and quality of professional teaching activities, to assess the level of qualifications of teachers when hiring and certifying, and career planning; for the formation of job descriptions and the development of federal state educational standards for teacher education. .

School reform continues, and its main driver remains the teacher, who is at the center of school life. The role of the teacher is increasing, and the requirements for his professional qualities are growing.

At the same time, the school and the teacher are faced with new difficulties and insufficient attention from society. The prestige of the teaching profession has been reduced.

In these difficult conditions, the teaching field requires not just professionals, but real devotees of their work, bright personalities who are able to overcome emerging difficulties and work creatively. At the same time, it is necessary that not just a few, not just leaders and innovators, become such individuals. It is necessary for the mass teacher to rise to a higher level of professional and personal development. .

Personality, as is known, is formed in activity, and above all in leading activity. For a teacher, this is pedagogical activity, the development of which begins during the period of professional training. Pedagogically purposeful activity “generates” (A.N. Leontyev) the necessary professional and personal qualities, which then ensure the success of professional work.

A single chain of two links is created: “from activity to personality” and “from personality to activity.” To prevent it from breaking, it is necessary to ensure the unity of activity-based and personal approaches in professional training. And in order to fully implement both approaches, a systematic approach is needed. Only a holistic modern system of professional training will solve the problem of training teachers at the required quality level, because it is the system principle that makes it possible to form a complete psychological system of activity in future specialists and achieve interaction between personality and activity. .

Bibliography

1. Vavilov Yu.P. On the pedagogical abilities of primary school teachers // Diagnostics of cognitive abilities. Yaroslavl: YAGPI, 2006. P.18-25.
2. Gurevich K.M. Professional suitability and basic properties of the nervous system. M.: Nauka, 2010. 272 ​​p.
3. Carnegie D. How to win friends and influence people. M.: Progress, 2010. 283 p.
4. Klimov E.A. Introduction to occupational psychology. M.: MSU, 2008. 157 p.
5. Kuzmina N.V. Essays on the psychology of teacher work. L.: Leningrad State University, 2007. 183 p.
6. New pedagogical thinking / Ed. A.V.Petrovsky. M.: Pedagogika, 2009. 280 p.
7. Fundamentals of pedagogical skills / Ed. I.A. Zyazyuna. M.: Education, 1989. 302 p.
8. Problems of transition to a multi-level system of teacher education: Materials of the All-Russian meeting. Kaluga: KSPI, 2012. 81 p.
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10. Shadrikov V.D. Problems of systemogenesis of professional activity. M.: Nauka, 2012. 185 p.

“The personality of a foreign language teacher as a factor in the education of students in the learning process. Modern requirements for a foreign language teacher.”

1. The culture of a teacher is the culture of a person.
2. Methodological culture.
3. Requirements for a future teacher.
4. Practice through the prism of psychology through the eyes of a future teacher.
5. List of used literature.

The culture of a teacher is the culture of a person.
The culture of a person, especially an adult, is multifaceted, and there is no single, generally accepted concept of “culture” (the number of corresponding definitions in domestic and foreign sources amounts to hundreds). By culture we mean “a certain level of development of society and man, expressed in the types and forms of organization of people’s lives and activities, as well as in the material and spiritual values ​​they create”1. In the concept of “personal culture” we also include the degree of its development and perfection, including the qualities of mind, character, memory and imagination acquired by a person in the process of upbringing and education. In the totality of aspects of the general culture of an adult, one can isolate his moral, everyday, professional, humanitarian and scientific and technical culture.
When assessing the general culture of various people, society, as a rule, takes into account the creative abilities of each individual manifested in life activities, his erudition, understanding of works of art, accuracy, politeness, self-control, moral responsibility, artistic taste, and knowledge of languages. At the same time, the level of proficiency in one’s native language and a person’s speech behavior are one of the most important indicators of his external and internal culture, and the vocabulary in his native language, according to psychologists (E. Toridaika, etc.), also characterizes the level of intellectual development.
A special study of the personality traits of a master teacher (questioning and testing of teachers of various subjects) conducted by employees of the IOV RAO established that many teachers are aware of the need to take into account the above qualities both for the further development of their own culture and when assessing the level of culture of other teachers. It becomes obvious that the specified qualities of every cultured person are professionally significant for any teacher, although they may not directly relate to his specific specialty. It is also obvious that, first of all, the level of culture of students that he develops largely depends on the level of general culture of the teacher; The culture of a teacher is significant not only for him alone!
In addition to the above-mentioned aspects of human and social culture, there are special aspects of internal and external culture that are directly related to the teaching profession. These aspects include, first of all, erudition in the field of pedagogical theory and related sciences or branches of knowledge, as well as the culture of managing the training and education of students, including the culture of the teacher’s professional speech and his pedagogical tact.
The formation of a professional pedagogical culture is a long process that goes through a number of stages. The first of them often begins with the teacher at school, and the last ends, as a rule, with the entire post-university period of pedagogical work, which occurs under the influence of various sociocultural and individual psychological factors. Such factors include the teaching staff in which the teacher works, the system of coursework for advanced training, the teacher’s self-education, his professional needs and attitudes.
Being constantly exposed to the surrounding macro- and microcultural environment and assimilating its individual elements, every teacher becomes a bearer of several macro- and microcultures - the culture of his country, a certain ethnic culture (that is, he masters the richness of the national language, expressing the culture of a given people, national education, customs, etc.). The teacher also becomes the bearer of professional culture - general professional knowledge, culture of pedagogical work, behavior, speech. Moreover, each of these components of culture has features both common to all teachers and specific to teachers from different countries, nationalities, and professional groups (including groups of teachers of different subjects).
What features related to professional activity should be inherent in the external and internal culture of a foreign language teacher? In answering this question, it is necessary first of all to point out the following.
1. The teacher of this subject must be an expert not only in the field of methods of teaching a foreign language, but also in the field of culture of one or more foreign countries whose people speak a particular language studied by the students.
2. The teacher of this subject must, in the educational process, perform the function of a bearer of not only domestic but also foreign culture, show students various aspects of the culture of other countries, promote their understanding and familiarization with the valuable aspects of this culture.
3. Being a carrier of the culture of the country of the language being studied, the teacher of this subject must, in particular, master the norms of behavior accepted in the country, that is, he must not only know a foreign language, but also master the culture of speech in this language, expressed in the culture of speech behavior, in richness, accuracy and expressiveness of speech, in compliance with speech etiquette.

Methodical culture
Whatever a person does, he always commands the respect of people if he is a master of his craft.
Before defining methodological skill, let's consider its genesis. To do this, let us turn to the diagram and first explain that part of it that is designated as methodological culture. “The main goal of teaching and upbringing is to transmit to the younger generation the culture accumulated by humanity” (Lerner I.Ya. Didactic system of teaching methods.) Based on this idea, it should be recognized that the content of education can be precisely culture. If this is so, then the content of methodological education can only be methodological culture (MC), that is, that part of the general social culture that has been accumulated in a certain sphere of human activity (i.e. in teaching foreign languages).
As is known, the purpose of learning must be expressed in terms of the content of education. Since our goal is methodological mastery, it should be expressed in terms of methodological culture.
The diagram shows that the first element of methodological culture is knowledge about all components of the learning process: goals, means, object, results, techniques, including knowledge about oneself as a teacher.
But knowing is not enough; you also need to master the techniques of your professional activity, based on the skills that make up work experience (the second element of methodological culture). Since this refers to previously mastered techniques, we can assume that on this basis the reproduction of methodological culture is carried out (reproduction of what has already been achieved).
The development of any culture (methodological as well) is not conceivable only on the basis of the reproduction of what has been mastered, therefore the third element of MC is highlighted - creativity, based on the transformation and transfer of teaching methods to different conditions, i.e. production of new things in training.
Unfortunately, there are often cases when a specialist knows, knows how to do, is able to create, but does not want to. This means that he has not developed or cultivated the experience of an emotional attitude (positive, of course) to his professional activity. This is the fourth element of MK. Such experience appears only when the acquisition of knowledge, the mastery of techniques, and their creative use are carried out in professional activity, are connected with it and are directed to the value system of a given person. (It is no coincidence that the arrows from the first three elements of the MK lead to levels of professionalism through the fourth element.)
By mastering the elements of methodological culture, the future teacher rises to the appropriate levels of his professionalism.
Mastering methodological knowledge ensures the level of literacy. (It should be noted that this is precisely a system of knowledge, and scientific knowledge, not empirical knowledge). Only in this case can literacy serve as a potential basis for mastery.
Having mastered the experience of implementing techniques of professional activity, a person rises to the level of craft, which is a system of methodological skills (techniques brought to automatism). It should be noted that a craft can be acquired without mastering the level of literacy, i.e. purely empirically, but then it turns into craftsmanship and never into mastery.
The transition to the level of mastery is possible only after mastering such an element of MK as creativity. A system of methodological skills (mastery) arises only on the basis of mastering the ability to transform mastered techniques (experience) and transfer them to new conditions.
The process of developing a skill level depends on two more factors:
a) literacy level. In this regard, the following pattern can be formulated: the higher the literacy, the sooner the craft turns into mastery;
b) certain qualities of the teacher as an individual. There is no doubt that there are personal properties, abilities or character traits that are most favorable for mastering the elements of methodological culture and, ultimately, for the formation and development of certain methodological skills; There are also personal properties or character traits that are completely contraindicated for a teacher or that inhibit the development of methodological skills, such as irritability, resentment, lack of self-control, pessimism, etc.
The leading arrows in the diagram, leading from the “teacher’s individuality” to the “methodological culture”, show the fundamental dependence of all components of MI on all components of the teacher’s individuality.
Let me note that methodological skill is not the sum of all elements of methodological culture and individual qualities: everything that is included in the MM, from which it is composed, is integrated in it and transformed into a certain generalized ability to carry out one’s professional activities.
So, methodological mastery is a psychological new formation that appears as a result of the integration of elements of an acquired methodological culture and the properties of individuality and functions as a generalized ability (complex skill) to optimally carry out motivated learning activities for a given goal and given conditions.
The diagram shows that another level of professionalism is highlighted - the level of art as the highest manifestation of skill. Using the statement of L.N. Tolstoy about A.S. Pushkin, we can say that teaching at the level of art means teaching so masterfully that mastery is not visible. This level cannot be the goal of training at a pedagogical university. Talented people who teach at the art level appear extremely rarely, like other natural talents. Talents can be developed and improved, but they cannot be taught.

Requirements for a future teacher.

However, in such an undifferentiated form, methodological mastery cannot serve as a learning goal. It is necessary to reveal its component composition, to define and characterize what is included in methodological mastery as a complex skill. Let's try to conduct such an analysis.
There are seven groups of skills that make up methodological mastery. Their consideration deserves close scientific attention and careful research.
1. Perceptual skills:
a) the ability to understand the student’s state, to penetrate his inner world;
b) the ability to see everyone (distribution of attention, lateral vision);
c) the ability to distinguish current information about a student from his stable characteristics;
d) the ability to perceive a communication situation in the context of activity (see the student’s status in the team); recognize interpersonal relationships in the classroom;
e) the ability to distribute attention between various components of the learning process;
f) the ability to notice and evaluate the positive and negative in the activities (including speech) of students;
g) the ability to see what help the student needs at the moment.
All these skills form the basis of a teacher’s social perception.
The importance of social perception for a teacher was recognized by many. “The most important feature of pedagogical culture should be a feeling for the spiritual world of every child,” wrote V.A. Sukhomlinsky. If this is not the case, then “spiritual deafness and blindness sets in, essentially professional disqualification” (V.A. Ivannikov).
It must be emphasized that what is meant here is not the educational aspect of the teacher’s work (it is obvious); The lack of social perception skills directly affects learning. The fact is that one of the prerequisites for the success of communicative teaching is the creation of a speech team, which largely depends on the style of the teacher’s relationship with students. This style, in turn, is determined by knowledge of interpersonal relationships, skills of social perception: the higher these knowledge and skills, the more stable and positive the attitude style.
It has been established that with a stable positive style, the isolation index of students is lower, the coefficient of reciprocity and satisfaction in communication is higher, and the circle of desired communication is wider.
2. Design skills:
a) the ability to plan lessons of different types;
b) the ability to foresee the results of planning;
c) the ability to select the material necessary for the lesson;
d) the ability to predict the behavior of a speech (learning) partner;
e) the ability to analyze a learning situation and choose the right solution;
f) the ability to make logical transitions in the stages of the lesson, in the stages of working on the topic, etc.;
g) ability to distribute educational material;
h) the ability to determine the necessary dose of theory in the practice of teaching various aspects of communication;
i) the ability to anticipate and prevent fatigue or decline in mastering educational material;
j) the ability to improvise in unexpected learning situations.
In connection with this group of skills, I would like to draw attention to two such points.
The first is the development of a sense of rhythm. It constitutes one of the facets of the development of teaching skills. This edge can be sanded. The ability to feel the rhythm of a lesson, to master dynamics as an aspect of the logic of a lesson, has much in common with the director’s ability to establish the necessary measure of the length of an episode. On this occasion, S. Ezenstein wrote: “There is no absolute measure of the length of a piece. Much depends on the content. You need to develop a sense of rhythm in yourself.”
The second is the development of the ability to improvise, without which methodological mastery is unthinkable. In the process of implementing a lesson plan, as a rule, the need for improvisation arises: an unexpected association, a student’s response, a turn in the course of the lesson, the idea of ​​​​the possibility of a better solution to the learning situation, etc. Therefore, the ability to improvise should be developed specifically and purposefully.
3. Adaptive skills:
a) the ability to select teaching methods (exercises, tasks) that are adequate to a particular goal (at any level);
b) the ability to use work techniques, materials, etc. according to the student’s individuality (adaptation to individuality);
c) the ability to adapt one’s speech depending on the class and level of one’s preparedness;
d) the ability to approach solving methodological issues depending on the learning conditions (adaptation to conditions);
e) the ability to control without violating the relationship of speech partnership.
Each of these five skills is very voluminous, complex and requires special consideration, but I would like to talk about one in more detail. This refers to the ability to individualize the learning process. Communicative learning requires not only differentiation of students (according to abilities, level of training), which is usually called individualization, but also an approach that takes into account: 1) individual properties, 2) subjective properties, 3) personal properties of the student as individuals. The leading ones here are personal properties: the context of activity, personal experience, worldview, sphere of interests, emotional sphere and the status of the individual in the team. Teaching schoolchildren the ability to communicate is completely unthinkable without taking into account individualization in the proposed understanding of it.
In connection with adaptation skills, I would like to express one more thought. All the skills included in this group are united by creativity. Therefore, creativity as the most important element of methodological culture should become the object of special purposeful development.
4. Communication skills:
a) the ability to establish verbal relationships (speech atmosphere);
b) the ability to be sociable;
c) the ability to tune in to the lesson according to its content and nature;
d) the ability to configure students accordingly;
e) the ability to express everything necessary through speech, facial expressions, pantomime;
f) the ability to speak expressively and emotionally;
g) the ability to speak impromptu.
All these skills are especially important for a teacher teaching communication skills. For a foreign language teacher, the atmosphere of communication is extremely important. If in a physics or chemistry lesson a student can talk about Ohm’s or Mendeleev’s law, regardless of his relationship with the teacher, then in a foreign language communication lesson we turn to him with questions that are usually asked either to friends or good acquaintances: “When did you get up today ? or “Do you like modern music?” As a student (within the framework of role communication) he is obliged to respond, but as a person (personal communication) he has the right to protest against the invasion of the holy of holies of his personality, unless, of course, there is an appropriate relationship with the teacher or other students as speech partners. And he protests (albeit internally), and speech is blocked at the motivational level.
The future teacher must also be taught to tune in to the lesson and maintain his working well-being. The teacher’s working well-being has its own mental nature and is made up of certain elements: absorption in the task of the lesson, focus on the super-task of teaching, the ability to see everyone and everyone, the ability to self-control and, apparently, also correlation with the content of the lesson, attuning to its tone.
The ability to create a sense of well-being at work does not come naturally; it needs to be taught. In developing the ability to adjust students accordingly, you can use the experience of relaxation therapy; Much can be borrowed from the arsenal of the method of activating the reserve capabilities of the individual.
Particular attention should be paid to skills related to the expressiveness of speech. For a foreign language teacher (to a greater extent than for others), mastery of intonation, registers of one’s voice, facial expressions, gestures, pantomime has its own methodological significance: one or another posture can easily slow down or stimulate an utterance; changing voice registers can help schoolchildren memorize speech units, etc. This should be taught specifically.
5. Organizational skills:
a) the ability to organize work in pairs;
b) the ability to organize group work;
c) the ability to organize collective communication;
d) the ability to organize a class when one student answers;
e) the ability to quickly distribute tasks (taking into account the conditions and individual abilities of students);
f) the ability to organize individual independent work in the classroom;
g) the ability to organize independent work of students at home;
h) the ability to find help among students;
i) ability to demand;
j) the ability to organize extracurricular educational work.
Unfortunately, the methodology program provides few opportunities for the development of almost all of the skills listed below, and especially such important ones as the ability to organize various modes of communication; ability to organize extracurricular activities in a foreign language. Meanwhile, there is hardly any need to prove how important it is for a teacher to be able to organize and conduct all types and forms of extracurricular activities at school.
6. Cognitive skills:
a) the ability to analyze the activities of colleagues;
b) the ability to analyze one’s own activities;
c) the ability to prepare a scientific report on the problems of teaching foreign languages;
d) the ability to perceive new things in methodology and implement methodological recommendations;
e) the ability to conduct scientific work and participate in research;
f) the ability to carry out work on self-education and self-improvement.
7. Auxiliary skills:
These include: the ability to draw, play musical instruments, shoot well, make crafts, collect something, etc.
All of the listed seven groups of skills are integrated into the methodological skills of a foreign language teacher. Obviously, it is possible to more accurately define and classify these skills, but this does not change the essence of the matter: the presented understanding of methodological mastery requires special targeted work on its formation.
And a few more words about the educational side of training a foreign language teacher. Of course, the quality of work is ultimately the quality of a person’s soul. But V.N. Soroka-Rosinsky is right when he noted that every teacher is not a mattress stuffed with virtues: 100% of virtues means an excellent teacher, 75% means a good one, etc. What is important, so to speak, is your “breed,” your style, your personality. Noticing this “breed” in everyone, showing the future teacher ways to improve his strengths is another one of the tasks of professional teacher training.
However, there are qualities that are immutable for a teacher. This is love for children, professional interest, dedication, desire for self-improvement, intelligence and most importantly - optimism. Optimism for a teacher is his “civic position.”

Practice through the prism of psychology through the eyes
future teacher.

I would like to say a few words about the application of all this theory in practice, which I studied in the 10th grade of school No. 34. In the process of work, taking into account all factors influencing the course of the lesson lies entirely on the shoulders of the teacher. With communicative learning, it depends on the teacher how willingly the children will make contact with him, and without him there is no point in talking about the productivity of learning. And to achieve this I had to resort to knowledge from all areas of psychological and pedagogical sciences. For the correct choice of teaching tools and methods, it was first of all necessary to study the age characteristics and characteristics of high school age. These include: the social situation of development, VVD, psychological neoplasms, features of the cognitive sphere, etc. Having familiarized myself with the literature on this issue, I collected “a certain quintessence”, and based on its content I built lessons. Here are just a few of the important, in my opinion, characteristics of high school age
Social development situation
The young man occupies an intermediate position between a child and an adult. He still depends on adults. With the complication of a young man’s life, the range of social roles and interests expands, the emergence of adult roles, from which comes independence and responsibility; the uncertainty of the situation is typical, since at school he is constantly told that he is already an adult, but at home he does not feel this.
VVD
VVD - educational work, socially useful activity.
Psychological neoplasms
A feeling of growing up (the problem of preparing for a family), a sense of citizenship, romance, youthful maximalism, the formation of worldviews, one’s own views and relationships, the desire to attract attention by any means; the need to communicate with adults and peers; growth of self-awareness, which leads to self-education; a holistic image of oneself and the difference of other people is created.
Features of the cognitive sphere
Abstract, theoretical thinking; logical memory, creative thinking, imagination; problem of choosing a profession; increasing interest in learning, problems, methods of scientific research, and independence in solving complex problems; a smoothing gap in the definitions of concrete and abstract concepts; the ability to highlight the essential, the ability to use rational methods of memorization, the desire to establish the truth, the activity of thought and the productivity of thinking.
Emotional-volitional sphere
Levels of self-esteem are relatively stable in adolescence; In connection with the breakdown of the previous value system and a new awareness of one’s personal qualities, the idea of ​​one’s own personality is subject to revision. Young men often tend to put forward unrealistic, inflated claims and overestimate their abilities and position in the team. This baseless self-confidence often irritates adults. Youth always and everywhere rebels and causes conflict. A small tactlessness is enough for a young man’s inner world to be closed to his parents. Youth reveals a maximum of emotional problems, often causing psychological alienation of children from their parents.
Features of the development of self-awareness and culture
Awareness of one's mental qualities and self-esteem acquire the greatest importance in adolescence and youth.
I would like to immediately make a reservation that from the point of view of the material given for study, we were limited by the program requirements of high school and for teaching we were given a standard set of “Happy English” textbooks. But due to the fact that the students’ knowledge was somewhat lower than that of working in program mode, during the lessons it was necessary to additionally restore and repeat what was covered earlier. So, for example, the possession of a fairly large vocabulary by the vast majority of the class could not be compared with the same knowledge of the grammar of the language being studied. Due to the fact that before coming to practice in the class, almost the only incentive was getting a good grade and my direct refusal to give them undeservedly, the class’s attitude towards its new temporary teacher deteriorated sharply. But the severity of the requirements, combined with fairness, a willingness to explain the incomprehensible, and most importantly, conversations after class about the upcoming choice of profession led to an understanding of what is required of students, and, importantly, the consequences of failure to comply.
The key to successful memorization of material is its processing through personal experience, and for this, I gave each student the task of producing visual material illustrating certain language issues. At the end of each lesson, the children reported on the completion of their task; There were cases when they tried to bring other people's posters, tables and drawings, but by forcing them to explain the contents of the prepared manual, I managed to ensure that they understood the meaning of what they had to learn. Subsequently, the material was left in the classroom for use as visual aids. The second method was to use mini-tests after each topic covered. The check was carried out not by simple viewing, but by the student’s explanation of why in this case he acted this way and not otherwise. In case of an error, he received additional leading questions and an additional homework assignment. During the course, the method of partial progression was used, that is, along with new material, knowledge of the material covered in previous classes was tested (and consolidated).
During the lessons, original literature was used, from which I told the students about some facts from the history of America and Great Britain, and the selection of these facts was made based on the interests of the students, which I learned from personal conversations with them. This required adherence to certain rules in communication, since I was on a fine line between the teacher and the neighbor next door, especially since most of the class were girls.
My use of all these techniques led to the fact that by the end of the quarter, i.e. by the end of my internship, contact with the students was restored, he became even more trusting than with a regular school teacher, the students’ knowledge of grammar had noticeably strengthened, which gave greater freedom in the formation of statements, some ease in communication, including and with foreigners. And this became an incentive for further self-improvement and instilled interest in the constant study of a foreign language. Due to improved knowledge of the language, academic performance in the subject also improved. But the most pleasant and significant event was the desire of two people to learn a foreign language professionally after finishing school.
Providing a strict but fair approach to assessing student performance is, in my opinion, the most important component of teaching work, especially in our time, when society is in a state of moral and material crisis, there is an urgent need to raise the status of knowledge.

List of used literature

1. TSB, M., 1983. v. 13;
2. Philosophical Dictionary M., - 1989.
3. Brief dictionary of sociology. - M., 1989
4.IAS, No. 6, 1988. Page, 24, “General and professional culture.”
5.YaSh, No. 3, 1983 Page, 50, “Personality of the teacher”