Active forms and methods in the educational work of the class teacher. Forms of educational work with children's collective in the activities of the class teacher. New forms of educational work of the class teacher
B.V. Kupriyanov
FORMS OF EDUCATIONAL WORK
WITH CHILDREN'S TEAM
IN THE ACTIVITIES OF THE CLASS TEACHER
In activity class teacher The form of educational work with the class team is the primary cell from which the everyday life and holidays of the life of the children's educational community are formed. of course it's hard to guess full list forms, universal and suitable for all occasions of life, because educational work with the class can be built in different ways. This can be a fairly holistic and autonomous system of educating students, most often in the activities of a released class teacher, which has its own profile (museum, studio, hobby club, etc.). The system of activities of the class teacher can be built as a kind of club communication space, complementing the intensity of general school life. However, we have tried to present the most common and traditional forms of educational work that are suitable for a significant part of educators. It should be noted that the presented forms can only be carried out with the participation of students of one class, and can be used in the case when the class, together with the class teacher, becomes the organizer of one or another school-wide activity, or event for the senior (secondary) level, parallel, etc. P.
It seems possible to us to formulate the following definition of the form of educational work: a structure of joint interaction between children and adults limited in place and time, which allows solving certain educational problems. Based on existing approaches in pedagogical literature (S.P. Afanasyev, L.V. Bayborodova, V.S. Bezrukova, A.G. Kirpichnik, S.D. Polyakov, M.I. Rozhkov, E.V. Titova) We believe that the essential features of the form of educational work are:
participants in the activity (individuals or groups of individuals) performing any clearly established functions - organizers, speakers, spectators, etc.;
pedagogical tasks that can be solved using this form (the potential of the form, its content);
organization of time (fixed period of time for completing the form);
a set of acts, situations, procedures;
order of actions (algorithm);
organization of space.
The structure of joint interaction includes: the functions of the participants, the content of the interaction, methods and techniques of interaction, the order of actions, the material on which the interaction unfolds. Speaking about the algorithm of actions of the participants, one cannot fail to mention the emotional and meaningful rhythm of the form - a certain organization of joint activities in time, their phase, repeatability, periodicity.”
Based on the traditions of the Kostroma scientific and methodological psychological and pedagogical school (L.I. Umansky, A.N. Lutoshkin, A.G. Kirpichnik, S.P. Afanasyev and others), we propose procedures (methods) as the basis for the typology movement of participants. In this case, we can distinguish three main types: “static”, “static-dynamic”, “dynamic-static”. Reflecting on the classification, we turned our attention to the search for other grounds for identifying these types of forms of educational work with children. We proceeded from the fact that the phenomenon of form itself is quite conservative, and therefore the sources of the emergence of one or another type of form of joint activity and pastime should be sought in history. In this work, we tried to look at the forms of educational work as models of life activity of peasant communities. To do this, we turned to the books of M.M. Gromyko “The World of the Russian Village” and T.A. Pigilova “Folk culture. Russian House" and came to the conclusion that the source of the emergence of forms of children's activity and life activity is peasant communities. “The peasants called their communities “peace” or “society,” writes M.M. Gromyko. “The family and community served as the organizing principle in many phenomena in the spiritual life of peasants. The family not only raised children and ran a joint household, being the primary production team. She was the bearer of deep traditions connecting man with the world around him, the keeper of collective experience. According to Orthodox concepts, the family was a small church...” The community also combined the functions of a production team, a neighborhood, a religious community (partially or completely coinciding with the parish community), and an administrative unit.
Let's return to the problem of classifying forms of educational work with a children's association. In this sense, the thought of the remarkable methodologist and writer S.P. is very interesting. Afanasyev about the possibility of using a zoological model for the design of typology: type - class - genus - family - species - subspecies. We came across similar ideas from E.V. Titova. With this approach we can get the following picture. The types of forms can be the above-mentioned “static” - (performance), “static-dynamic” (creation-walking), “dynamic-static” (travel). Analysis of the content and structure of the interaction of forms included in each type allows us to identify several classes. Thus, in the “representation” type there are three classes:
performances - demonstrations (performance, concert, viewing, competition program - performance, gala meeting);
performances-rituals (line),
presentations-communications (meeting, discussion, lecture, frontal conversation, debate).
In this kind of form of educational work with a children's association as a “discussion”, based on the book by M.V. Clarina, the following families can be distinguished: “ round table”, “expert group meeting”, “forum”, “symposium”, “debate”, “court hearing”. In addition, such a family of forms of educational work as “team meeting” can be classified as “discussion”.
The “creation-walking” type can be divided into three classes:
entertainment - demonstration (fair, performance in a circle, dance program);
joint creation (labor action, preparation for a performance, preparation of an exhibition);
entertainment-communication (productive game, situational role-playing game, evening of communication).
travel-demonstration (game-travel, parade-procession);
travel - entertainment (hiking, walk);
travel-research (excursion, expedition).
Parable of the Tricycle
(a parable about the classification of forms of educational work)
Not far from the magical forest, there lived people in a village. One late evening a wizard knocked on one of the outer huts; he was very tired and asked to stay for a few days to rest in order to continue his journey. In the morning he looked out of the window - the sun was rising, the village girls went to pick mushrooms, the sorcerer whispered something in an incomprehensible language and a fairy wheel appeared right out of thin air - with the word “walk” written on it.
The wizard went out for a walk along the street - he saw the men of the entire village gathering for a gathering. The headman came out and gave a speech; people were scratching their heads and whispering. The wizard looked and looked at all this action and created another wheel with the inscription “performance”.
While the guest was walking around the village, looking around, it was already getting dark. The youth built a large fire on the river bank, and the boys and girls began to dance in circles. The wizard liked the games and fun, so he cast a spell. Here, out of nowhere, a third wheel rolls, and “festivities” is written on it in bright letters.
The sorcerer rested in the village, gained new strength, and the next day, before saying goodbye to his hospitable hosts, the wanderer collected three wheels and built a miracle toy from them - a bicycle. “This tells your children to stay and play, play and learn to be smart!”
Forms of representation in educational work
class teacher
All these forms are united by the fact that the organization of space in them presupposes a clearly defined center of attention (stage, podium, sports ground, etc.), the nature of the actions of the participants is determined by the presence of speakers and spectators, even if during the course of the action these functions are exchanged. Among the main methods that determine the design of these forms are “demonstration”, “ritual” and “dialogue” (conversation). Reflection on the nature of the emergence of this type of forms, as already indicated above, led us to the idea of ethnocultural roots. We believed that the source of this type of forms of educational work could be the “people's meeting” - a village gathering (for all forms involving dialogue or polylogue) and the ritual of prayer.
In the “presentation” type, three classes are distinguished: presentation-demonstration, presentation-rituals, presentation-communication. Each class includes species. So the performance-demonstration class consists of the following types - performance, concert, viewing, performance-competition. The performance-rituals class consists of a ruler and a memory watch. The third class (performance-communication) includes a meeting, discussion, lecture, frontal conversation, debate, the fourth (performance-production or public creation) - a culinary show performance.
Scheme No. 1
Static forms of educational work (representation type)
|
Class |
View |
|
|
Examples |
|
Ritual |
Ruler |
|
Memory watch |
|
|
Rally, collection of signatures, picketing, ceremonial meeting |
|
|
Communication |
|
|
Round table, expert group meeting, forum, symposium, debate, court hearing |
|
|
Dispute |
|
|
Light, lesson, meeting with interesting person |
|
|
Story, message, public speaking, moral sermon |
|
|
Demonstration |
|
|
Report concert, theme concert, concert-lecture, fashion show |
|
|
Oral journal, propaganda performance, |
|
|
Creative competition, sports competition, intellectual and cognitive game, knightly tournament (battle, duel, duel, ring; marathon, exam) |
|
|
Public creation |
Culinary show |
|
Organization of perception |
Watching a film (video, television), sports or artistic performance |
|
"Apple Tree of Opportunity" |
1. Ceremonial meeting of the children's group - a meeting to celebrate any significant dates or events in the life of a children's group, involving oral monologues by individual speakers. The educational possibilities of a solemn meeting of a children's group consist in the formation of social experience (mastering socially acceptable patterns of behavior) of a joint positive experience. The participants in the ceremonial meeting are the presenter (with several assistants), speakers, spectators and listeners, each of whom can potentially become a speaker. The presenter and speakers are in the center of attention (on an elevated platform, for example, on a podium or at the podium table). The ceremonial meeting takes place in a hall, classroom, or other place where the center of attention can be observed. We can recommend the following score for a ceremonial meeting: meeting of participants, opening (announcement of the opening, anthem or song, election of the presidium), speech of five prepared speakers, speech of those willing. The meeting of participants is a very important procedure; it may include registration and presentation of emblems. The ceremonial meeting should be devoted to one topic. A major role in the effectiveness of the ceremonial meeting is played by the speeches of the speakers, which have their own characteristics, both in informational and affective terms. Communication unfolding at a ceremonial meeting is influenced by the associativity of the information presented (a new perspective of the phenomenon under consideration), therefore, during preparation it is necessary to find fresh, exclusive information, interesting turns in the interpretation of what happened. To ensure the emotional component of speeches at a ceremonial meeting, it is important that the speeches are short, bright, intelligible, designed for an immediate effect, and last no more than 5 minutes. When conducting this form, the teacher must be ready to act as a speaker and demonstrate the brightness of speech and individuality of thought. On the other hand, the ceremonial meeting is a “one-time form”; it should not be held more than once or twice a year.
2. Lecture (story, message, moral sermon) - a performance demonstrating in the form of a monologue a set of views on any issue. The essential purpose of lectures is to provide qualified commentary on any problem, which allows the listener to navigate the information. During the lecture, schoolchildren formulate complex questions of human existence, problems of moral choice. Analyzing the rules of oral presentation, I.M. Yusupov names the principles underlying speech influence on consciousness: accessibility of information, well-reasoned arguments, intensity, associativity, clarity, expressiveness, clarity of expression. The lecture allows the listener to concentrate his attention on the main points of the material presented. Direct communication allows you to orient the presentation during the process for a more intelligible perception by this particular audience; The methodology of giving a lecture itself allows for elements of dialogue (counter questions and additional explanations from the lecturer, rhetorical questions, work on the plan and recording of the lecture), with a dominant monologue. The lecture should be transparent to the listener in an informational sense. From the very beginning, the topic of the conversation and the task of the proposed monologue are determined; the thesis stated by the speaker is supplied with arguments, examples, support (statements of famous thinkers or authorities in this field of knowledge); The end of the lecture is associated with a repetition of the task and all the main points. Great opportunities are created by the use of a problem-based approach; in this case, the lecture can be structured as a consistent progression towards an answer to the question. asked question. As you know, a good lecture follows the formula: “to attract, captivate and entertain.” Therefore, it is important to pay attention to the dynamics of presentation (rhythm of the lecture), recognition of examples and associations. In this sense, the lecturer must be adequate to the audience and speak the language accepted in this society. Here, significant success is achieved by those speakers who combine high examples of speech culture with elements of youth and teenage slang. The lecture makes a greater impression and is better absorbed if the lecturer has good diction, presents the material consistently and concisely, and focuses the attention of the listeners on its most important provisions and formulations. A lecture is nothing more than a demonstration of information, hence the use of various types of visualization is of paramount importance. The following can be used as means of controlling the listener’s attention: working on a plan, recording material, working on generalizations, compiling synchronistic tables. Nowadays, it is difficult to imagine a good lecture without a multimedia presentation.
3. Frontal conversation - a specially organized dialogue, during which the leader leads the exchange of opinions on any issue (problem) . The conversation involves pre-developed questions. Requirements for questions: correctness, specificity, simplicity and clarity. The question should awaken thought, contain a problem that needs thinking or arguing. It is not a single question that may be unsuccessful, but the entire questionnaire as a whole, if it does not have a system “following from final objectives analysis". The teacher must clearly understand the ultimate goal of the conversation. One of the common mistakes is too many questions. One of the varieties of frontal conversation is the light. Initially, this form was used by teachers of the All-Russian children's camp“Eaglet” within the framework of collective creative activity. Therefore, the semantic moments of the light became collective experiences, and the most important function of the light was the analytical function. As an analysis of the practice of educational work shows, the light has psychotherapeutic and reflective functions. The use of the term “psychotherapeutic function” is due to such a feature of the light as trust, as well as the specifics of its organization (evening, arrangement of participants in a circle, limited space, live fire in the center). All this creates an atmosphere of contemplative calm, comfort, trust and openness. The reflexive function is expressed in the fact that a conversation at a fire always involves a dialogue, when each participant in communication acts as an individual with his own views and beliefs, norms and values. The subject of discussion is the actions, feelings, and thoughts of the participants in the fire. Combined with an atmosphere of trust, such conditions evoke a desire to understand oneself, others, the situation, and provide a certain state of self-deepening and self-understanding. Using the “light” form, the teacher can solve the following problems:
information about the space and community where the child is, the types of activities and opportunities for self-realization in it;
advance the upcoming interaction, that is, creating a positive perception of the upcoming interaction, interest and desire to participate in it;
organization of analysis and reflection;
optimization of interpersonal relationships in the group (involves creating and maintaining a situation of mutual understanding and trust within the framework of the fire with its transfer to other moments of the life of the team, acceptance by the group of each of its members, solving problems in interpersonal interaction);
providing emotional support for individual children, organizing psychotherapeutic assistance if necessary;
value orientation (despite the fact that the experiences and attitudes that arise during the discussion are quite short-lived, they can become a stage in the formation of value attitudes of students).
A separate type of conversation is “Meeting with an interesting person”; within this type of form, several contexts are possible:
“talk show” - an intense, aggressive conversation on a current controversial issue,
conversation “from the bottom of my heart” - an attentive, interested conversation about the personal significance of certain events, usually past ones.
A frontal conversation can be organized using a game. For example, lesson (“Creativity Lesson”, “Goodness Lesson”, “Fantasy Lesson”, “Courage Lesson”, “Peace Lesson”, etc.), simulating a school classroom lesson. The presenter takes on the role of a teacher, the rest of the participants take on the role of students, and the rules of such a game correspond to the rules of a regular school lesson.
3. Dispute - a specially organized performance during which there is a demonstrative clash of opinions on some issue (problem). In general, a dispute (from the Latin disputare to reason, to argue) is interpreted in dictionaries as a type of dialogical speech, a public dispute on a topical scientific or colloquial topic. Regarding this problem, the participants in the debate express different opinions and judgments. The dispute unfolds thanks to assessments, arguments, semantic connections with real life, based on personal experience used by the disputants. The dispute contains elements of monologue and dialogue. Dialogical elements give an emotional coloring to the discussion, and monological elements serve to express its logical content. The educational potential of a debate can include the ability to present one’s point of view conclusively, with reason, to maintain self-control and calm, to accept criticism, and to respect the opponent’s opinion. G. Plotkin offers rules for a participant in a debate, developed together with schoolchildren:
1. Everyone has the right to express their opinion. If you have something to tell your listeners, let them know it.
2. Say what you mean, mean what you say! Speak clearly and clearly. Don't assert anything you don't understand yourself.
3. Try to present your point of view as convincingly as possible. Rely only on reliable facts.
4. Don't repeat what has been said before.
5. Respect other people's opinions. Try to understand him. Know how to listen to a point of view with which you disagree. Be patient. Don't interrupt the speaker. Don't make personal assessments. Prove you are right with arguments, not with shouting. Try not to impose your opinion.
6. If your position is proven wrong, have the courage to admit that you are wrong.
7. Let the main result of the debate be your progress along the difficult path of comprehending the truth.
It is advisable to start a dispute with an offer to comment on a fact, statement, video (film) fragment. For example, N. Fedyaeva used the following fact during the debate: “48-year-old American Ronald Johnson, saving the life of someone else’s girl, gave her part of his lung...”.
In accordance with this, he begins his speech, but its course depends largely on the activity of his interlocutors. The activity of the participants in the debate, their creative activity leading to independent decision issues under discussion, can be stimulated by heuristic techniques of the debate leader or trainer (leading questions, evaluative and stimulating remarks). student activity through his participation in the discussion of problems of interest to him.
In order for schoolchildren to master the culture of debate, a number of verbal clichés can be proposed:
I agree (I agree) because...
I disagree (disagree) because...
I express a special opinion because... (G. Plotkin)
As a kind of exception to the rules, a debate on the topic: “What comes first: nonsense or rubbish?” This formulation of the discussion problem is designed for a fairly intellectual composition of students and serves to develop thinking and oral speech when discussing an abstract and initially meaningless issue.
4. Discussion ( including meeting, planning meeting, work meeting of the team ) - a specially organized exchange of opinions on any issue (problem) to obtain an information product in the form of a solution. The following types of discussion are distinguished: “round table”, “expert group meeting”, “forum”, “symposium”, “debate”, “court hearing”, “aquarium technique” (M.V. Klarin). Unlike a debate, a discussion is a more structured interaction that usually requires determining the winner of a verbal competition. The technology of conducting such a type of discussion as debate, thanks to the activities of the Open Society Institute, has acquired wide scope in our country. Debate clubs united in social movement"Parliamentary Debates", which is usually defined as an intellectual, educational student movement, which is based on an imitation of classical parliamentary debates. For secondary school students, Karl Popper debates or Lincoln-Douglas debates are usually recommended.
S.V. Svetenko formulates the pedagogical possibilities of this form of joint activity as follows: the development of logical and critical thinking, oral speech and public speaking skills, self-regulation skills, the formation of communicative tolerance, interaction experience, involvement in solving problems of the political, economic and cultural life of society. The participants in the debate are two teams of opponents (the affirming side and the refuting side), judges, and a timekeeper (monitors compliance with the time regulations). In the parliamentary debate model, the affirming team is called the government, and the refuting team is called the opposition. The roles within the teams are distributed as follows: prime minister and member of the government, leader and member of the opposition. The entire structure of the game is the order of speeches:
Prime Minister – constructive speech – 7 minutes,
Leader of the Opposition – constructive speech – 8 minutes
Member of the Government – constructive speech – 8 minutes
Member of the Opposition – constructive speech – 8 minutes
Leader of the Opposition – rebuttal – 4 minutes
Prime Minister - rebuttal - 5 minutes.
The subject of discussion is a government-proposed project for solving a particular problem (called a case); the opposition must refute the presented case. In constructive speeches, speakers present arguments; in refutations, new arguments are prohibited. Questions are allowed at any time except the first and last minutes of the first four speeches and during the last two speeches. Although there is no formal time allocated for preparation. However, the judge has the right to take a one- or two-minute break before each speech. The judge must announce each speech before it begins and thank each participant after his speech. The criterion for evaluating teams is the quality of their arguments and responses to their opponents' arguments. A type of discussion can be considered the defense of projects - a presentation during which participants or groups demonstrate any projects. A variation of this form called “Protection of fantastic projects” is quite popular. Functions of interaction participants: presenter, viewer-communicator, demonstrator. Project protection can be used when organizing collective planning of joint activities. The defense of projects is necessarily preceded by such a form as preparation for presentation - the invention, development and design of the project.
It is well known that the effectiveness of a discussion depends on the participants’ compliance with certain rules. Here is what M.M. writes about the rules of behavior at a village meeting. Gromyko: “Verbal insults uttered at the meeting were considered disgraceful. The insulted person had to seek satisfaction, otherwise everyone would laugh at him. He demanded proof. If the offender presented evidence satisfactory to the meeting, the insulted person had no right to take revenge. When he tried to attack the offender, he was stopped. If the evidence was considered murky, i.e. did not convince the gathering, then the offended person had the right to beat the slanderer in public - no one stood up for him. Fights at gatherings were prohibited by custom. Peasant public opinion considered it appropriate to fight in the market or in a tavern.”
5. Concert - a performance involving the demonstration by performers of artistic numbers for the audience (dance, song, recitation, theatrical miniature, etc.). The concept of “concert” (Italian “Concerto” or Latin concerto - I compete) has two interpretations. The first is a musical work of a virtuoso nature for one, or less often, for two or three solo instruments and an orchestra, usually written in a cyclic sonata form. The second is the public performance of musical works according to a specific, pre-compiled program. Such concerts differ in types of performance: symphonic, chamber, solo, choral, pop, etc. In amateur performances of schoolchildren, concerts most often involve performing in front of an audience of parents, guests, and peers. In our reflections on the ways of being of the educational community, there are such methods as “tour” and “showcase”. Not only children’s choreographic studios and drama clubs can tour, but also the most ordinary class, when schoolchildren have something to show the audience and have a desire to go somewhere, give a concert.. “Showcase” we called this way of being when people are invited to join a children’s group guests. In this case, the concert or performance is shown in the classroom, or in the school assembly hall.
Much depends on the level of preparation and the appropriate preparation of the concert program. In the practice of the work of class teachers, there are annual reporting concerts, when all the children demonstrate their success in artistic creativity over the past year. The concept of “report concert” also includes a concert performance of just one group. In this case, the creative team shows a detailed program in one or two departments, prepared on our own. Concerts dedicated to a theme, holiday, significant date, as well as the life or work of a person are called thematic. For example, themes of war and peace can be widely represented in the program with songs and musical works from the war and post-war years. Thematic concerts can be dedicated to calendar dates, traditional holidays ( New Year, Defender of the Fatherland Day, International Women's Day, etc.
Despite the wide popularity of the concert as a form of joint activity, attention should be paid to such a detail as the rhythm of joint action. If in a performance it is based on an algorithm laid down by the author of the play, then the difficulty of the concert lies precisely in arranging the different numbers into successive parts: beginning, development, climax, denouement and finale. IN Lately Often the organizers of show programs use a session as a finale - a final song that all participants sing line by line or verse by line.
6. Watching a movie, video, television film, play, concert, sports match - a performance during which participants are shown a spectacle prepared by professionals. In this form there are two functions of the subjects of interaction - the viewer and the organizer of viewing. It is necessary to distinguish between watching a concert (play, film, etc.) prepared by someone and a performance (concert) where the students themselves perform. The basis for such division is the characteristics of the form of joint activity. Educational potentials consist of two circumstances: the content of what is being demonstrated and the nature of the interaction during the viewing process. The first side is especially important when watching movies, videos, performances, the second is associated with the joint experience of emotional uplift (for example, at concerts and sporting competitions). In addition, for a number of children's associations of the class teacher (theater studios, choreographic groups, sports sections, etc.), viewing is a way of observing examples of professional activity. The methodology for using viewing in social education includes preparation, actual conduct and organization of the discussion. First of all, a pedagogically justified choice of viewing object is important. The presence of modern video equipment creates great opportunities for teachers. Preparation for viewing involves the emotional mood of future viewers, the establishment of meaningful connections between the object of viewing and the experience of schoolchildren. It is usually recommended to inform schoolchildren both about the features of a given type of art or sport, and to characterize this particular work (sports event). If the viewing object is related to the content of the educational program of a children's association, it is usually recommended to formulate a set of questions that allow the viewer to purposefully study the demonstrated object and prepare for a meaningful analysis. The organization of the discussion is aimed at helping the student understand unclear points (the motives of the characters’ behavior).
7. Contemplation-reflection. “The Apple Tree of Opportunities” involves independent reflection on the problem of choice; this form is good to use as a means of problematization before the start of a new school year, when the problem is formulated as follows: “What can the next school year give me?”, or vice versa, “What did the past year give me?” . The “Apple Tree of Opportunities” can be used in the practice of the class teacher and in the light of the introduction of specialized and pre-vocational training.
A small indoor space is selected for the event. In its center there is a tree with “apples” made of paper hanging on it. On the back of each apple there is an inscription articulating an opportunity - a certain "success" that can be achieved by participating in the big game. Each participant looked at the apples without talking to others. The teacher present can only succinctly answer questions addressed to him. Having examined the apples, the teenager has the right to choose the most attractive one and take it with him. If the participant does not find any attractive options, he can come up with his own and write it on the back of the “clean” apple. In order to create a state of concentration in students, to set them up to contemplate and comprehend the proposed options for participating in joint activities, it is advisable to use lighting features (twilight, candles), musical accompaniment, as well as ritual moments. Thus, upon entering the premises, teenagers can be met by teachers or high school students playing the role of fairy-tale sages who will explain the purpose of everyone’s visit to the “Apple Tree of Opportunities” and the rules of work. The moment of entering the room was framed as a ritual action with objects symbolizing different paths to achieving the goal. After the “Apple Tree of Opportunities”, you can hold a fire or another version of the conversation.
8. Performance-competition (competition program) – a joint action that involves demonstrating to the audience a competition between participants in something. The competition can be based on professional or related activities, or on almost any genre of art. Since the essence of competition is to compare the level of skill, competitive programs are a stimulus for the development of various spheres of a student’s personality (practical-activity, cognitive, emotional-volitional), and contribute to the self-improvement of adolescents. During the performance-competition, the functions of the participants are the following: competitors, judges, presenter, spectators. The venue for this form can be an auditorium with a stage or a sports ground. The methodology for carrying out this form (S.P. Afanasyev) requires compliance with a number of rules. The first rule is the clarity of the formulation of the parameters of the competition (tasks, rules, criteria for evaluating the performances of competitors). The rules or assignment must clearly stipulate the preparation time, the size of the final product, the ability to use the help of those present, blanks, and a list of prohibited and permitted materials.
The second rule is that it is necessary to present to the audience all participants in the interaction and the parameters of the competition from the very beginning. The third rule is the emotional instrumentation of the program (Every performance, and especially competition, strives for a show). The prerequisites for the implementation of this rule are the presence of prizes that are significant for the teams and the emotional anticipation of the spectators for the result of the competition. The fourth rule is that the host of the competition program must be sociable and inventive.
The fifth rule is a combination of improvisation and preliminary preparation. When preparing for the competition program, it is advisable to review the numbers prepared in advance by the competitors. Since the aesthetic standards set from the stage have a strong impact on the audience, it is necessary to exclude elements of anticulture (vulgarity, banality, lack of competence) from performances. The sixth is the rule of stylistic integrity, which requires that the name of the program, the clothing of the participants, the decoration of the hall, competition tasks, and competition rules correspond to the context of the performance. When conducting a performance-competition, various game contexts of interaction can be used: “duel”, “tournament”, “battle”, “duel”, “defense”, “battle”, “review”, “auction”. So, for example, holding a knightly tournament - a fencing competition - would be organically held in the surroundings of a medieval competition of European knights. Often, various competitive programs are mistakenly called KVNen. Competition performances include intellectual and cognitive games, which, when used in the system, create conditions for the development of the information and operational components of the student’s personality. The key differences between an intellectual-cognitive game and other performance-competitions are: the presence of special questions that the competitors should answer, a game plot, and game intrigue (S.P. Afanasyev). Examples of favorites contexts for creative competitions would be dedication not any literary character or a historical hero (Sherlock Holmes, Joan of Arc, Doctor Aibolit, etc.), competition between two teams (“Two ships”, “Two hairdressers”, “Two clinics”, etc.). The most frequently used competition performance in the practice of sports associations is the sports relay race. This form is quite popular. Just remember KVN, knightly tournament (a demonstrative competition in the art of wielding game weapons, a fencing competition taking place in the ambiance of a medieval tournament of noble knights), educational and intellectual games, and sports team games. Sports games can be both traditional and humorous - “Janitorial Battles”, “Bicycle Rodeo”, “Bottleball”.
Creation-walking as a special type of form of educational work of the class teacher
We called the second type of forms of educational work with children's collective static-dynamic, or "creation-walking" . This double name is associated with the ethnocultural analogue of the forms of collective (cathedral) life of the Russian community - joint work to help neighbors: “help” and a joint walk after the “done job”. The above phenomena, as a result of historical transformation, gave rise to three classes of forms of organizing the activities of a children's association: entertainment-demonstration, joint creation, entertainment-communication. In the second type, just like in the first, demonstration and communication are preserved, and instead of ritual, joint creation appears. Creation has something in common with ritual in that both methods of interaction are based on objective action (in the first case, real, in the second, symbolic). Entertainment class - demonstration includes such forms as a fair, a circle performance, a dance program; joint creation - labor action, preparation for a performance, preparation of an exhibition. The third class of the second type (entertainment-communication) contains productive and situational role-playing games, an evening of communication in an impromptu cafe.
Scheme No. 3
Forms of educational work
(type “creation-walking”)
|
Class |
Examples |
|
Entertainment-demonstration |
Fair, bazaar, market, evening of alternatives, |
|
Christmas tree, Bonfire |
|
|
Disco, old teenager, ball |
|
|
Entertainment-communication |
Cabbage garden, zucchini, club meeting, assembly, feast, gatherings |
|
Mig, BRIG, Ranger |
|
|
Innovative game, ODI |
|
|
Co-creation |
|
|
Saturday, attack, landing |
|
|
Preparing for the presentation |
|
|
Preparation of the exhibition |
A characteristic feature of this type of form is that there is no single focal point. The centers of attention are scattered on the site, and each participant can choose an activity to their liking, or the center of attention moves according to the algorithm of this form. All forms of the static-dynamic type are united by the fact that they unfold on one platform without spectators; the procedures (methods) of movement can be rigidly or not rigidly specified.
9. Dance program (disco, ball) - entertainment specially organized on one site, involving dancing. The option of holding a dance program in the form of a ball is very attractive, but the class teacher faces significant difficulties - students do not know the rules of behavior at the ball, modern schoolchildren do not know the appropriate dances (polonaise, cotillion, etc.). Using a ball as a dance program is advisable when the class consistently studies the life (etiquette, dancing, entertainment) of a certain ballroom era. Another option for holding a ball is associated with a ballroom dance competition, when those interested present their skills to the jury. In any case, holding a ball requires special preparatory work. Much more often in the practice of the class teacher, a disco is used. The selection of musical compositions is quite important and not easy, since many guys differ in their musical tastes. One of the methods for selecting compositions and performers is to hold a hit parade in children's associations. The selection of music is often entrusted to special music presenters - DJs (Dj). As a rule, high school students, graduates, students, and young teachers become DJs. The main requirement is good knowledge of the youth subculture and knowledge of the presenter. The DJ ensures the mood of the dancers with the help of witty comments and dynamic presentation, and the announcement of various competitions. Today, in a situation where the system of youth leisure is developed and many families have modern audio equipment, schoolchildren have high demands on the technical support of discotheques: good sound (surround sound), spotlights, strobes, room design adequate to the youth subculture. No one will go to a disco with equipment “made in Shkolniy Podval” a second time.
Unlike commercial leisure centers, in the practice of the class teacher, the disco solves educational problems, even if this form is objectively oriented towards recreation and relaxation. First of all, a disco can set examples of a positive pastime - relaxation without alcohol, drugs, fights, etc. There is a type of dance program that includes competition - the so-called “Startender”, which can be successfully used to optimize interpersonal relationships and create a “sense of We”. It is advisable to conduct such an event in parallel classes or among the senior (middle level) of a small school (seventh, eighth, ninth, etc.).
When holding discos, ensuring the safety of participants takes an important place, since it is precisely such events that arouse interest among young people living nearby. It is extremely necessary to provide for the nature of the access regime. In some cases, it is advisable to notify the internal affairs authorities in advance.
10. Evening of communication in an impromptu cafe - entertainment specially organized on one site, simulating a feast.
Obviously, the prototype for a social evening in an impromptu cafe is fraternity and youth gatherings in the Russian village tradition. This form solves existential problems - providing rest and a pleasant pastime for students. The educational objectives of an evening of communication in an impromptu cafe are to optimize interpersonal relationships in a children's association, to create an experience of joint socially acceptable spending of free time. This form assumes such cafe attributes as tables (no more than eight), dim lighting, refreshments, etc. The method of organizing a social evening in an impromptu cafe involves organizing meals, informal communication, showing artistic performances (of varying levels of improvisation, both specially prepared and performed here without prior rehearsals), entertainment games, joint singing and/or dancing. Depending on the given context, this form may look like an ancient symposium, a meeting of an English club, village gatherings, Peter the Great's assembly, an aristocratic salon, an official reception, an epic feast, a merchant tea party, a bachelorette party, a theatrical skit, etc. The organizational course of the party is in the hands of the manager, who involves the participants in joint action, determining the nature of the interaction, the movement of the center of attention (from one table to another). The last circumstance interprets the placement of tables in such a way that from behind any of them it would be possible to see the action at another table. In addition, it is advisable to leave a platform for demonstrating pre-prepared, complex numbers or for dancing. It is also important to solve such problems: how to seat the participants of the evening, what to prepare as food and drinks.
Entertainment at a social evening may include competitive tasks, which are usually short-lived and involve all participants (either as spectators or performers). There should be no more than ten competition tasks during the program. The most natural entertainment options for a social evening are also playing forfeits and the lottery. The use of forfeits initially involves some kind of humorous tests, where personal items are confiscated from the losers. In order for the game of forfeits to attract the maximum number of people present, it is necessary to make the tests varied and try to collect forfeits from everyone. Parodies, caricatures and practical jokes correspond to the spirit of the evening of communication in an impromptu cafe.
When carrying out this form, it is possible to use elements of a role-playing game: the distribution of individual and team roles. Participants sitting at the same table become a team. There can be competition in the party, but the competitive element should be unobtrusive. The joint communication of the evening participants has a specially organized part; it can be a story about some funny events or adventures. Since it is quite difficult for many schoolchildren to improvise an interesting story, the organizers use homework, word games: “Interpreter’s Notebook”, “Alphabet Ending”, “Let’s Argue with the Greats”, writing unusual stories, etc. This option is used for holding an evening of communication, when joint communication is built as a reaction to the monologues of the host, or an individual specially prepared guest.
11. Labor action (subbotnik) - specially organized subject-based and practical labor activity of children limited in place and time. The term subbotnik is not scientific, however, it is the result of a cultural and historical process, so its use is quite acceptable. The meaning of subbotnik as a sociocultural phenomenon is voluntary joint work in free time, aimed at improving the surrounding objective reality. The educational potential of a labor action involves solving such pedagogical problems as developing in schoolchildren the experience of joint work, overcoming difficulties, responsibility for the assigned work, and independence in solving subject-specific and practical problems. For a labor action, possible names such as “attack”, “landing”. The attack is a quick correction of deficiencies, the execution of a work task designed to last one to two hours. A labor landing can be longer and may involve traveling to an object. The cleanup itself may involve a game, but it is possible to turn the cleaning of the territory assigned to a class of junior schoolchildren into a secret mission to apprehend saboteurs - candy wrappers. What is described by S.P. seems interesting. Afanasyev and S.V. Komorin’s collective cause is “Revolt,” which combines a rally and a labor action. The methodology for conducting a labor action makes demands on the emotional state of the participants: advance participation of schoolchildren is associated with the awareness and acceptance of the need to help those who need it (for example, single veterans, preschoolers, peers - pupils of boarding schools, etc.), the personal significance of labor actions may be associated with accepting the role of the owner of your city, institution, premises assigned to the children's association. The beginning of the labor action must be clearly marked; maintaining a positive emotional mood of the participants in the labor action is carried out through musical accompaniment and the performance of the propaganda team. As an aftereffect, it is possible to issue combat leaflets. The indispensable requirements for carrying out a labor action are the safety of the work being carried out, appropriate clothing, the necessary equipment and its sufficient quantity, a sufficient number of objects of application of the forces of the action participants, and uniform distribution of tasks.
12. Making a demonstration object - specially organized activity to create exhibits or information products for subsequent demonstration to someone. For educational purposes, production of an exhibition, newspaper, chronicle, etc. used for children to gain experience in joint activities, develop aesthetic taste, develop artistic and applied skills, and emotional and value relationships. In terms of organizing space and time, this form is often discrete: developing an idea for a future product (“Brainstorming” or another type of joint inventing), direct implementation (manufacturing elements, connecting them, making adjustments).
The manufactured display object can be various expositions (exhibition, museum, gallery), objects (newspaper, box, chest, portfolio, information bank). Depending on the hobby of the class team, making an exposition can be a periodic activity associated with demonstrating the main results of the activity. IN in this case Design requirements (placement of exhibits, room decoration, etc.) become especially important.
All exhibitions must meet modern requirements (E.V. Boreyko): conciseness (overloading of exhibitions should be avoided), aesthetics (the design must be beautiful and tasteful in order to enhance the emotional impact on visitors, promote a better perception of the material), constructiveness (it is necessary prepare exhibitions so that they not only convey to visitors, but also evoke feelings, thoughts and readiness for any action), regionality (the exhibition must be specific, visual and built on local history materials), historicity (expose phenomena, ideas, forms and methods human activity into development). The exhibition must have its own artistic image that reveals its main idea. The functions of the participants in the interaction are clearly visible, given that this form is based on objective-practical activity. When putting together an exhibition, those who organize joint and individual creativity and those who directly carry out the tasks are needed. The specificity of the use of this form is most clearly manifested in classes where the life of the educational community is built around the creation and support of a children's museum. Here, a change in the exhibition represents a significant event in the life of the children's group, marking a certain milestone in the development of not only the current composition of children, but the entire history of the museum. The prerequisites for making changes to the exhibition are replenishment of the collection through search work, expeditions, as well as rethinking the concept of the museum.
Another option for a unifying class of activities is associated with the creation of a children's press center, for which the creation of a newspaper is a key activity; in this case, several more stages are added: distribution of correspondent tasks, independent or group work on writing articles, discussion of brought materials. The production of information products such as: data bank, portfolio, etc. also has its own characteristics. According to the procedure, this type of production of a demonstration object is similar to the activities of a press center, however, instead of writing materials, there is research activity. During an individual or collective search, basic information about the problem and standard arguments for and against solving a particular problem, facts, examples, and quotes are revealed.
13. Preparing for the presentation - specially organized joint activity to invent, develop and implement the concept of a concert, performance, etc. It is possible to identify each stage as a separate form of work: inventing (varieties: “brainstorming”, “forced association”, “classification”, etc.), implementing the idea (rehearsal). IN methodological literature, this form is denied independence; it is considered as the first part of the representation. In our opinion, this is not entirely fair, since the mode (structure) of interaction is quite different. A form that includes elements of viewing the performance, discussing the viewing, preparing for the performance and showing your own mini-performance has great educational potential. This is the so-called unfinished performance. The basic algorithm of the form is as follows:
1) a theatrical performance that is problematic in nature, the action of the performance stops at the very climax moment,
2) in children's associations there is a discussion of what they saw,
3) script development, rehearsal,
4) display of options for ending the performance by children's associations.
With the help of an unfinished performance, one can solve the problems of moral education of teenagers and high school students. One of the culminating moments of preparation for the performance is the dress rehearsal, the main tasks of which are
Mark the duration (time) of the presentation and each element separately,
Finalize the sequence of episodes of the program,
Check the acoustic capabilities of the hall by comparing the acoustics of the instruments. Edit sound direction through acoustic equipment (console and speakers) and sound balance in the orchestra (orchestral nuances, solo and group sounds),
Outline the location of the participants on stage (machines, consoles, microphones,
Director's training of the behavior of artists on the concert stage (entry and departure of performers, etc.)
Lighting design for the concert and each episode separately (working with lighting directors).
14. Situational role-playing game as a form of organizing joint activity, it is a specially organized competition in solving communicative problems and in simulating the objective actions of participants performing strictly defined roles in a fictitious situation, and regulated by the rules of the game.
A situational role-playing game is characterized by the fact that all participants in the activity are divided into players and organizers, more often called “masters of the game”; the function of spectators is not provided for this form. With the help of situational role-playing games, you can develop communication skills, promote self-knowledge and self-determination of participants as subjects of interaction, stimulate interest in cognitive activity in the field of history, literature, cultural studies, etc.
There are several types of situational role-playing games: small game (MIG), large role-playing game (BRIG), epic game.
A small situational role-playing game (MIG) traditionally involves from 12 to 30 people. The game lasts from 3 to 6 hours. Another name for this type of game is “cabinet”, since gaming interaction is organized in a room. A special feature is that each player participates in a small role-playing game individually. Based on the role prescription, he establishes various relationships with other players - from cooperation to confrontation. The model of game role-playing interaction in this case appears in the form of several game conflicts, called “sets”. Each player is initially a participant in one or more conflicts and has tasks and game tools defined by the role prescription. In other words, before participating in the game, each player receives a description of his role, called an “individual introduction.” The player is offered a game image determined by the game developer (game name, age, profession, main life events, etc.), game tasks (own interests in game conflicts), game tools with which to solve problems. The game interaction model provides several options for the development and completion of game events.
Particularly notable is a militarized game on the ground called “Ranger” (the American granddaughter of “Zarnitsa”). The optimal number of participants is from 50 to 70 people. Time: from 3 to 7 hours. This type of game involves group participation. The "Ranger" game is usually based on a simple plot. This may be a two-way conflict, for example, the conflict between the robbers of Robin Hood and the troops of the Sheriff of Sherwood Forest. Another option is to organize a competition, for example, in the discovery and capture of an important object, between the landing forces of several states. The third option is a combination of the first two. The main gaming tools in this case are gaming weapons, as well as a special type of conditional influence on the player, called “magic”. “Ranger” may contain moments that involve the use of tourist and sports skills: an obstacle course, a “ropes” course, orienteering, river crossing, etc. Classic version carrying out this form involves familiarizing participants with the rules of the game, the general legend and individual introductions, the game role-playing interaction itself, and the exchange of impressions after the game. A situational role-playing game can be carried out as a separate event or built up as a series of games. It can also be used as part of socio-pedagogical training.
15. Productive (innovative) game - joint activity to create an information product (to solve a practical problem), involving an exchange of opinions, including a specially organized clash between them, and a demonstration of intermediate results. The educational possibilities of productive games are: the development of such groups of skills as: analyzing various problems, developing ways to solve these problems, briefly formulating the main content of the project, defending one’s own developments in discussions, etc. Productive play can be used when planning class activities at the beginning of the school year: development interesting ideas, strengthening children's creativity, identifying new leaders, forming a reserve of children's self-government; detailed development of a plan taking into account the specifics of the children's association.
When characterizing productive games, experts give them a number of features:
The presence of a complex task that is fundamentally new for the participants in the game;
Dividing participants into small (8 - 12 people) groups that gradually develop options for solving the problem;
Each group goes through all the procedures (diagnosis of the task, diagnosis of the situation, diagnosis and formulation of problems, definition of goals, development of solutions, development of a project, development of an implementation program) during the game with a discussion of the results of the group’s work in a general discussion after each procedure;
The presence in each group of a consultant who organizes the work of the group in a special way using appropriate logical, technical, socio-technical and psychological means.
As a rule, the algorithm for a productive game involves the following procedures: general gathering-start (first plenary session), work in groups, general gathering-finish (last plenary session). At the first meeting, the problem is stated and the rules of the game are explained; at the final meeting, the groups demonstrate the created information products, and the results are summed up. A more complex option for conducting a productive game includes intermediate gatherings of participants, which are designed to summarize the results of the intermediate stage of work and outline the tasks of the next step. Therefore for successful implementation A productive game requires one room that can accommodate all participants in the joint activity and several rooms (according to the number of working groups).
Positional games (organizational and activity games - ODI) can be considered close to productive games. The tasks that ODI solve are usually considered to be assistance to participants in organizing their own activities (awareness of one’s own position - self-determination and design of one’s own activities). In terms of the structure of organization of space and time, ODI differs little from a productive game: plenary sessions and group work. In an organizational-activity game, a large role belongs to the game technical team - the organizers of joint activities. This role can only be played by specially trained adults. ODI and productive play can last for several days. In this case, each day, as a rule, has a task and a theme.
Forms of educational work such as “travel”
in the work of a class teacher
The third is such a variety of forms of educational work as “travel”, a dynamic-static type of forms of joint activity. In the type of “travel” one can find six classes: walk (travel-entertainment), expedition (travel-research-overcoming), excursion (travel-communication and travel with specially organized perception), ritual procession (travel-ritual), hike (travel overcoming).
Scheme No. 3
Dynamic forms of educational work
(type “travel”)
|
Predominant mode of interaction |
Examples |
|
Demonstration |
“Find the treasure”, “Path of courage” |
|
Entertainment |
Walk |
|
Communication Organization of perception |
Walking tour, museum tour |
|
Research Overcoming |
Exploration, expedition, raid |
|
March throw, hike, run |
|
|
Ritual |
Parade, carnival procession, torchlight procession |
16. Excursion - specially organized movement of participants for the purpose of demonstrating to them any exposition. A.E.Seinensky proposes to understand an excursion as “a form of organizing the educational process that allows for observations and study of various objects and phenomena in natural conditions or in museums and exhibitions.” The author points out that for a successful excursion it is necessary to draw up a detailed plan, develop a route, formulate tasks and questions for students. Of course, today, thanks to the widespread use of electronic educational tools, virtual excursions are common. This type of event should be considered a “viewing event”.
The excursion participants are divided into those who organize observations, provide consultations, provide the necessary information, and those who independently observe, take notes, take photos, videos, and tape recordings. This leads to the main educational tasks that can be solved with the help of an excursion: the assimilation of information by schoolchildren, the development of a number of skills in presenting information, experiencing own relationships to a sociocultural object. In the first - informational case, something subjectively new for the excursionist is demonstrated - a specially created exposition (museum, exhibition), or a natural object - a unique natural landscape, architectural monument (building, urban ensemble, memorial places associated with a particular historical figure, event etc.), manufacturing enterprise. The educational function of the excursion is implemented and when; preparing and conducting the excursion is an important component of the activities of the children's association (local history clubs, societies of young naturalists). A special place is occupied by excursions in educational work organized in museums. In this sense, the experience of the Polytechnic Museum in Moscow is interesting, where the additional educational program involves a series of excursions that are combined with lectures, practical exercises in laboratories, independent work schoolchildren. Another specific type of excursion is associated with trips (hikes) of a group of children along a specific route: “Cities of the Golden Ring of Russia”, “Pushkin Places”, “Defense of Moscow”, etc. In this case, during the cycle of excursions, serious work by the teacher is required to integrate the information received by the students. In the case when the students themselves are the guides, and the excursion is conducted for guests of the institution, the educational task is solved, first of all, in the field of organizing the experience. Young guides assume the role of hosts of their school and act as experts in their traditions and customs. The excursion can also be humorous and ironic in nature, for example, “Back-street excursion” described by S.P. Afanasyev and S.V. Komorin, is the pupils’ memories at graduation of the years spent at school.
17. Hike - a long walk or journey, a specially organized movement over a certain (sufficiently long) distance, during which stops (halts) are expected. Hiking as a form of organizing joint activities has a number of educational opportunities. Firstly, the use of a hike allows for diagnostics of an individual and a team in special extreme conditions. Traveling together can lead to improved interpersonal relationships in the group. Here, schoolchildren develop a whole set of moral qualities: responsibility, mutual assistance, and develop the ability for self-regulation. Fourthly, with certain pedagogical support, as a result of the hike, the horizons of its participants broaden. And finally, the formation of value relations to the nature and historical heritage of the space covered by the group’s movement occurs. When conducting a hike, it is difficult to overestimate the importance of the safety of life and health of travel participants. Safety can be ensured if: compliance by all participants in the hike with safety rules, proper catering, competent organization of the group’s movement, provision of the necessary equipment (including a first aid kit) and clothing appropriate for the season. The peculiarity of the hike is not only in its duration, but also in the fact that during its course a special culture of jointly overcoming everyday difficulties and joint survival is created. Therefore, in order to increase the educational effect of this form, at the preparation stage it is advisable to develop a kind of code of joint life activity. The code may include rules such as:
“...The rule of responsibility: each participant in the hike bears his own, certain share of responsibility: he is responsible for his actions, for his work, for his behavior, ensuring the safety of himself and others.
Rule of freedom: if there is responsibility for fulfilling goals and objectives, the participant in the hike always has a choice of the method of activity, the way to solve the problem. Initiative is encouraged. Rule healthy image life: all participants in the hike lead a healthy lifestyle - abstain from alcohol, nicotine, drugs..."
Organizing a hike requires the distribution of responsibilities among all participants: orderly, commandant, captain, photographer, correspondent, etc. Fulfilling these responsibilities has significant educational potential. A characteristic feature of all forms of joint activity of the “travel” type is the presence of a route diagram. In a hike, as in a travel game, the movement pattern is usually called a route sheet. However, in a game, the route sheet is in many ways an attribute of the game. During a hike, a route sheet is necessary - indicate Yu. Kozlov and V. Yashchenko, as one of the preventative methods to ensure a safe hike; a group document on the route, giving, in particular, the right to preferential travel on railway transport; a reporting document that is the basis for issuing tourist badges and ranks.
Thus, it is clear that preparatory work plays a large role in the implementation of the educational opportunities of the hike and ensuring the safety of life and health of the participants. It is associated with a comprehensive study of the travel area, organizational and economic support, and resolution of administrative issues (permission to conduct the trip is given by the head of the institution). Being independent part educational activity, preparatory work is a combination of individual forms. Thus, preparatory work aimed at increasing the cognitive effect of a hike may include a conversation, research assignments, and correspondence travel (using a map of the upcoming route). On the eve of the hike, safety instructions and exercises in performing a number of upcoming actions for the participants are also carried out.
Following the results of the trip, it is advisable to carry out a number of events: conversation - discussion of the results of the trip, viewing of film (photo) and video materials filmed during the trip, design of an exhibition, album, and others.
18. Expedition – a collective trip somewhere, visiting any objects for research purposes. The independence of an expedition as a separate form of joint activity, despite the undoubted relationship between an expedition and an excursion and a hike, is determined by the significant difference between observation (excursion) and research (expedition), while a hike can simply be entertainment. Living together can be in one place - a camp or moving along a route (on foot, on boats along the river, etc.). The objects of research during the expedition may be archaeological monuments, flora and fauna of the reserve, folklore of a certain region, etc. Often an expeditionary task is ordered by some organization; by the way, the first expeditions were carried out jointly with research institutes. Today, they often take part in expeditions organized by educational institutions as consultants. research fellows various research institutes. The seriousness of work on an expedition requires special knowledge and skills from schoolchildren. The educational potential of the expedition consists of such pedagogical tasks as supplementing and consolidating school knowledge in various subjects (history, biology, geography, etc.), developing research competence, and forming an image in adolescents native land and feelings of the Motherland, everything that D.S. Likhachev called “moral settlement”, awareness of one’s own benefit in solving socially significant scientific and practical problems, the formation of social responsibility, and knowledge of the problems of one’s region.
As experts note, preparation for the expedition includes selecting children according to their preparedness to solve research problems and the contribution they made (participation in conducting experiments, observations, experiments); choosing a topic; at the request of the manager and the child, taking into account the availability of opportunities to perform the work; working with literary, informational, laboratory sources, surveying students, parents, and the public; bringing forward a local problem that needs to be solved; defining the purpose of the study; identifying solutions and drawing up a work plan; assignment distribution; drawing up a work schedule.
As part of the expedition, it is advisable to shoot video materials about the progress and results of the research.
This stage is characterized by a variety of activities of schoolchildren: an analysis of completed work is carried out, generalizations are made, summary tables, information sheets, environmental maps, reference lists, and data banks are compiled.
At this stage of the study, students speak at school, district, city scientific and practical conferences, publish articles in the newspaper, appear on local television, and participate in various competitions.
Contract
between the leader and the expedition participant (approximate)
I, ___________ (full name), the leader of the expedition, undertake to organize and conduct weekly classes in preparation for the expedition. I am committed to doing everything possible to make the classes interesting and exciting. I undertake to organize and conduct at least two one-day trips (excursions) per month (absences by the manager are possible only for valid reasons). I also undertake to organize meetings with specialists and simply interesting people.
I, _______________________________________ (full name), a member of the expedition, have the following rights: to be listened to, to go on trips and expeditions, the right to respect, to help, to choose a research topic, to break a contract, I take on the following responsibilities: to respect the rights of other club members ( the right of others to be listened to, including the leader of the expedition, the right of others to be respected), to work on the expedition, to study the topic of my choice, by my behavior to contribute to the creation of a friendly atmosphere of communication, not to interfere with such communication of others, not to use drugs, alcohol during the expedition, nicotine (smoking), regularly attend classes in preparation for the expedition and, if possible, do not miss them without good reason.
The directions of work on the expedition can be: natural science (ornithological, geobotanical and environmental, etc.), cultural (ethnographic, local history, folklore, archaeological, etc.), search.
Close to the expedition should be considered such a form as “ exploration of interesting cases (RID)”, which arose within the framework of the technology of collective creative activity. The main purpose of RIA was to identify objects that required the care of young communards. The reconnaissance was carried out before planning the work of the commune association.
BIBLIOGRAPHY
Afanasyev S.P. Last call: How to organize a holiday for graduates: A manual. - Kostroma, 1995.
Afanasyev S.P., Komorin S.V. “What to do with children at a school camp, or 100 detachment tasks.” Toolkit. - Kostroma: RC NIT “Eureka-M”, 1998.-112 p.
Afanasyev S.P. First bell: What to do at school on September 1: Methodological manual. - Kostroma: “Eureka-M”, 1999.-112 p.
Bayborodova L.V., Rozhkov M.I. Educational process in a modern school: Tutorial. Yaroslavl: YaGPU im. K.D. Ushinsky, 1997.
Gromyko M.M. The world of the Russian village. - M.: Mol. Guard, 1991.
Kozlova Y., Yaroshenko V. Hiking is a serious matter // Teacher's newspaper. - 1999. - No. 6 (9723). - P. 17.
Kupriyanov B.V., Ilika A.A. Communicative situational role-playing game for high school students “Yacht”. Methodological development. - Kostroma: Variant, 1995.
Kupriyanov B.V. Rozhkov M.I., Frishman I.I. Organization and methodology of conducting games with teenagers. – M.: Vlados, 2001, 2004
Pigilova T.A. Folk culture. “Russian House”. - M.: Russian Field, 1993.
Polyakov S.D. Psychopedagogy of education. - M: New School, 1996.
39. Titova E.V. If you know how to act: Conversation about educational methods: A book for teachers. - M.: Education, 1993.
40. Umansky L.I. Psychology of organizational activities of schoolchildren: Textbook. manual for pedagogical students. Institute - M.: Education, 1980.
41. Yusupov I.M. Psychology of mutual understanding. - Kazan: Tatar Book Publishing House, 1991.
The work addresses the following questions:
Definitions of work form
The static forms of educational work are described in detail (ceremonial meeting of a children's group, lectures, frontal conversation, debate, discussion, concert, watching a movie, video, television film, performance, concert, sports match, performance-competition (competitive program);
Static-dynamic forms of educational work (dance program, social evening in an impromptu cafe, labor action (subbotnik), making a demonstration object, situational role-playing game, productive (innovative) game
Dynamic forms of educational work (excursions, hikes, expeditions)
In the activities of the class teacher, the form of educational work with the class staff is the primary cell from which the everyday life and holidays of the life of the children's educational community are formed. Of course, it is difficult to imagine a complete list of forms, universal and suitable for all occasions, because educational work with a class can be structured in different ways. Nevertheless, we will try to present the most common and traditional forms of educational work that are suitable for a significant part of educators. It should be noted that the presented forms can only be carried out with the participation of students of one class, and can be used in the case when the class, together with the class teacher, becomes the organizer of one or another school-wide activity, an event for the junior (secondary) level, parallels, etc.
You should start by defining the form of educational work: a structure of joint interaction between children and adults limited in place and time, which allows solving certain educational problems. Based on existing approaches in pedagogical literature (S.P. Afanasyev, L.V. Bayborodova, V.S. Bezrukova, A.G. Kirpichnik, S.D. Polyakov, M.I. Rozhkov, E.V. Titova) The following essential features of the form of educational work can be distinguished:
Activity participants (individuals or groups of individuals) performing any clearly established functions - organizers, speakers, spectators, etc.;
Pedagogical tasks that can be solved using this form (the potential of the form, its content);
Organization of time (fixed period of time for completing the form);
A set of acts, situations, procedures;
Procedure (algorithm);
Organization of space.
Scheme No. 1
Static forms of educational work
|
|
Examples |
|
|
Memory watch |
||
|
Rally, collection of signatures, picketing, ceremonial meeting |
||
|
Communication |
||
|
Round table, expert group meeting, forum, symposium, debate, court hearing |
||
|
Light, lesson, meeting with an interesting person |
||
|
Story, message, public speaking, moral sermon |
||
|
Demonstration |
||
|
Report concert, theme concert, concert-lecture, fashion show |
||
|
Oral journal, propaganda performance, |
||
|
Creative competition, sports competition, intellectual and cognitive game, knightly tournament (battle, duel, duel, ring; marathon, exam) |
||
|
Public creation |
Culinary show |
|
|
Organization of perception |
Watching a film (video, television), sports or artistic performance |
|
|
"Apple Tree of Opportunity" |
1. Ceremonial meeting of the children's group - a meeting to celebrate any significant dates or events in the life of a children’s group, involving oral monologues by individual speakers. The educational possibilities of a solemn meeting of a children’s group consist in the formation of social experience (mastering socially acceptable patterns of behavior) of a joint positive experience. The ceremonial meeting should be devoted to one topic. A major role in the effectiveness of the ceremonial meeting is played by the speeches of the speakers, which have their own characteristics, both in informational and affective terms. The ceremonial meeting is a “one-time form”; it should not be held more than once or twice a year.
2. Lecture (story, message, moral sermon) - a performance demonstrating in the form of a monologue a set of views on any issue. The essential purpose is to provide qualified commentary on any problem, which allows the listener to navigate the information. A lecture is nothing more than a demonstration of information, hence the use of various types of visualization is of paramount importance. Nowadays, it is difficult to imagine a good lecture without a multimedia presentation.
3. Frontal conversation - a specially organized dialogue, during which the leader leads the exchange of opinions on any issue (problem) . The conversation involves pre-developed questions. One of the varieties of frontal conversation is the light. The subject of discussion is the actions, feelings, and thoughts of the participants in the fire. Combined with an atmosphere of trust, such conditions evoke a desire to understand oneself, others, the situation, and provide a certain state of self-deepening and self-understanding. Using the “light” form, the teacher can solve the following problems:
information about the space and community where the child is, the types of activities and opportunities for self-realization in it;
advance the upcoming interaction, that is, creating a positive perception of the upcoming interaction, interest and desire to participate in it;
organization of analysis and reflection;
optimization of interpersonal relationships in the group (involves creating and maintaining a situation of mutual understanding and trust within the framework of the fire with its transfer to other moments of the life of the team, acceptance by the group of each of its members, solving problems in interpersonal interaction);
providing emotional support for individual children, organizing psychotherapeutic assistance if necessary;
value orientation (despite the fact that the experiences and attitudes that arise during the discussion are quite short-lived, they can become a stage in the formation of value attitudes of students).
A separate type of conversation is “Meeting with an interesting person”; within this type of form, several contexts are possible:
“talk show” - an intense, aggressive conversation on a current controversial issue,
conversation “from the bottom of my heart” - an attentive, interested conversation about the personal significance of certain events, usually past ones.
A frontal conversation can be organized using a game. For example, lesson (“Creativity Lesson”, “Goodness Lesson”, “Fantasy Lesson”, “Courage Lesson”, “Peace Lesson”, etc.), simulating a school classroom lesson. The presenter takes on the role of a teacher, the rest of the participants take on the role of students, and the rules of such a game correspond to the rules of a regular school lesson.
4. Dispute - a specially organized performance during which there is a demonstrative clash of opinions on any issue (problem). The educational potential of a debate can be the ability to convincingly, reasonably express one’s point of view, maintain self-control and calm, accept criticism, and treat opinions with respect opponent. G. Plotkin offers rules for a participant in a debate, developed together with schoolchildren:
1. Everyone has the right to express their opinion. If you have something to tell your listeners, let them know it.
2. Say what you mean, mean what you say! Speak clearly and clearly. Don't assert anything you don't understand yourself.
3. Try to present your point of view as convincingly as possible. Rely only on reliable facts.
4. Don't repeat what has been said before.
5. Respect other people's opinions. Try to understand him. Know how to listen to a point of view with which you disagree. Be patient. Don't interrupt the speaker. Don't make personal assessments. Prove you are right with arguments, not with shouting. Try not to impose your opinion.
6. If your position is proven wrong, have the courage to admit that you are wrong.
7. Let the main result of the debate be your progress along the difficult path of comprehending the truth.
5. Discussion ( including meeting, planning meeting, work meeting of the team ) - a specially organized exchange of opinions on any issue (problem) to obtain an information product in the form of a solution. The following types of discussion are distinguished: “round table”, “expert group meeting”, “forum”, “symposium”, “debate”, “court hearing”, “aquarium technique” (M.V. Klarin). Unlike a debate, a discussion is a more structured interaction that usually requires determining the winner of a verbal competition. S.V. Svetenko formulates the pedagogical possibilities of this form of joint activity as follows: the development of logical and critical thinking, oral speech and public speaking skills, self-regulation skills, the formation of communicative tolerance, interaction experience, involvement in solving problems of the political, economic and cultural life of society.
6 . Concert - a performance involving the demonstration by performers of artistic numbers for the audience (dance, song, recitation, theatrical miniature, etc.).
7. Watching a movie, video, television film, play, concert, sports match - a performance during which participants are shown a spectacle prepared by professionals. The methodology for using viewing in social education includes preparation, actual conduct and organization of the discussion. First of all, a pedagogically justified choice of viewing object is important.
8. Performance-competition (competition program) - a joint action that involves demonstrating to the audience a competition between participants in something. The competition can be based on professional or related activities, or on almost any genre of art.
Scheme No. 2
Static-dynamic forms of educational work
|
Predominant mode of interaction |
Examples |
|
|
Entertainment-demonstration |
Fair, bazaar, market, evening of alternatives, |
|
|
Christmas tree, Bonfire |
||
|
Disco, old teenager, ball |
||
|
Entertainment-communication |
Cabbage garden, zucchini, club meeting, assembly, feast, gatherings |
|
|
Mig, BRIG, Ranger |
||
|
Innovative game, ODI |
||
|
Co-creation |
||
|
Saturday, attack, landing |
||
|
Preparing for the presentation |
||
|
Preparation of the exhibition |
9. Dance program (disco, ball) - entertainment specially organized on one site, involving dancing.
10. Evening of communication in an impromptu cafe - entertainment specially organized on one site, simulating a feast.
The educational objectives of an evening of communication in an impromptu cafe are to optimize interpersonal relationships in a children's association, to create an experience of joint socially acceptable spending of free time. The method of organizing a social evening in an impromptu cafe involves organizing meals, informal communication, showing artistic performances (of varying levels of improvisation, both specially prepared and performed here without prior rehearsals), entertainment games, joint singing and/or dancing.
11. Labor action (subbotnik) - specially organized subject-based and practical labor activity of children limited in place and time. The meaning of subbotnik as a sociocultural phenomenon is voluntary joint work in free time, aimed at improving the surrounding objective reality. The educational potential of a labor action involves solving such pedagogical problems as developing in schoolchildren the experience of working together, overcoming difficulties, responsibility for the assigned work, and independence in solving subject-specific and practical problems.
12. Making a demonstration object - specially organized activity to create exhibits or information products for subsequent demonstration to someone. For educational purposes, production of an exhibition, newspaper, chronicle, etc. used for children to gain experience in joint activities, develop aesthetic taste, develop artistic and applied skills, and emotional and value relationships. The manufactured display object can be various expositions (exhibition, museum, gallery), objects (newspaper, box, chest, portfolio, information bank).
13. Situational role-playing game as a form of organizing joint activity, it is a specially organized competition in solving communicative problems and in simulating the objective actions of participants performing strictly defined roles in a fictitious situation, and regulated by the rules of the game.
With the help of situational role-playing games, you can develop communication skills, promote self-knowledge and self-determination of participants as subjects of interaction, stimulate interest in cognitive activity in the field of history, literature, cultural studies, etc.
14. Productive (innovative) game - joint activity to create an information product (to solve a practical problem), involving an exchange of opinions, including a specially organized clash between them, and a demonstration of intermediate results. Productive play can be used when planning class activities at the beginning of the school year: developing interesting ideas, enhancing children's creativity, identifying new leaders, forming a reserve of children's self-government; detailed development of a plan taking into account the specifics of the children's association.
Scheme No. 3
Dynamic forms of educational work
|
Predominant mode of interaction |
Examples |
|
|
Demonstration |
“Find the treasure”, “Path of courage” |
|
|
Entertainment |
Walk |
|
|
Communication Organization of perception |
Walking tour, museum tour |
|
|
Research Overcoming |
Exploration, expedition, raid |
|
|
March throw, hike, run |
||
|
Parade, carnival procession, torchlight procession |
15. Excursion - specially organized movement of participants for the purpose of demonstrating to them any exposition. A.E. Seinensky proposes to understand an excursion as “a form of organizing the educational process that allows for observations and study of various objects and phenomena in natural conditions or in museums and exhibitions.” data records. The main educational tasks that can be solved with the help of an excursion are: students’ assimilation of any information, the development of a number of skills in presenting information, experiencing their own relationships to a sociocultural object.
16 . Hike - a long walk or journey, a specially organized movement over a certain (sufficiently long) distance, during which stops (halts) are expected. Hiking as a form of organizing joint activities has a number of educational opportunities. Firstly, the use of a hike allows for diagnostics of an individual and a team in special extreme conditions. Traveling together can lead to improved interpersonal relationships in the group. Here, schoolchildren develop a whole set of moral qualities: responsibility, mutual assistance, and develop the ability for self-regulation. Fourthly, with certain pedagogical support, as a result of the hike, the horizons of its participants broaden. And finally, the formation of value relations to the nature and historical heritage of the space covered by the group’s movement occurs.
17. Expedition - a collective trip somewhere, visiting any objects for research purposes. The independence of an expedition as a separate form of joint activity, despite the undoubted relationship between an expedition and an excursion and a hike, is determined by the significant difference between observation (excursion) and research (expedition), while a hike can simply be entertainment. The educational potential of the expedition consists of such pedagogical tasks as supplementing and consolidating school knowledge in various subjects (history, biology, geography, etc.), developing research competence, forming in adolescents an image of their native land and a sense of the Motherland, all that D. WITH. Likhachev called “moral settlement”, awareness of one’s own benefit in solving socially significant scientific and practical problems, the formation of social responsibility, and knowledge of the problems of one’s region.
The directions of work on the expedition can be: natural science (ornithological, geobotanical and environmental, etc.), cultural (ethnographic, local history, folklore, archaeological, etc.), search.
To download material or!One of the main forms of extracurricular educational work has been and remains the classroom hour. It is necessary to determine, first of all, what is meant in pedagogical science and practice by such a form of educational work as a classroom hour.
Famous scientists believe:
“Class hour is a form of direct communication between the teacher and his students.”
V.P.Sozonov
“The class hour can be called a special organizational value-based
orientation activities that contribute to the formation of schoolchildren
systems of relations to the surrounding world.”
N.E.Schurkova, N.S.Findantsevich
" Class hour. In our understanding, this is not a specific form of work,
and the class teacher’s hour.”
L.I. Malenkova
Based on the above definitions class hour, some conclusions can be drawn. First of all:
· this is a flexible form of educational interaction in its composition and structure;
· this is a form of communication between the class teacher and his students, a priority role in the organization played by the teacher.
The experience of successfully working class teachers testifies to the great pedagogical potential of this form of educational work. In the process of preparing and conducting cool hours it is possible to solve the following pedagogical problems.
· Creation of conditions for the formation and manifestation of the subjectivity and individuality of the student, his creative abilities.
· Enrichment of students' consciousness with knowledge about nature, society, and man.
· Formation of the emotionally sensitive sphere and value relations of the child’s personality.
Tips for organizing a class hour
Should be considered psychological characteristics students’ perception of the material, monitor attention and when it decreases, use facts that are interesting in content or pose a “thorny” question, use a musical pause, change the type of activity.
In the process of discussing the questions posed, the class teacher must be very attentive to the students’ speeches, make the necessary adjustments, pose additional leading questions, focus on important points, think with the children and help them find the right solution to a moral problem.
Class hour, or better called “social hour,” plays a big role in the lives of students if it is planned in an interesting way and successfully conducted.
Functions of a classroom clock
Class hour is one of the most important forms of organizing educational work with
by students. It is included in the school timetable and is held every week in
certain day. Typically, a class hour takes the form of a lecture, conversation or debate, but may also include elements of a quiz, competition, game, as well as other forms of educational work.
Various forms of conducting class hours.
Conversation
Excursion
Game class hour
Visit to the theater, cinema, exhibition
Tournament
Drama competition
Theatrical performance
Evening of rest
Exhibition
Fair
Open Day
Labor Day
Oral journal
Dispute
Subbotnik
General cleaning
Ogonyok
Musical evening
Studio
Questions and Answers Evening
Spartakiad
Business advice
Parent meeting
Film club meeting
Project competition
Quiz game
Workshop
Questioning, testing
Ethical and psychological training
Evening meeting
Class hour - reflection
Holiday
Classroom organization
The organization of a class hour begins with the psychological preparation of students for a serious conversation.
An important part of the overall organizational work is preparing the premises for this event.
The room in which the class hour will be held must be clean and ventilated. It would be nice to put flowers on the table.
The topic of the class hour can be written on the board or poster, where, in addition to it, the issues to be discussed are indicated.
On a piece of paper, as an aphorism, you can cite the words of an outstanding personality or a quote from a famous book. During class time, students are seated the way they want.
Duration of class hour
The duration of the class hour must be reasonable. An experienced class teacher tries not to prolong the class hour and finish it before the children feel tired. The first class hour, especially in grade 5, can last 20-30 minutes, in grades 9-11 - more than 1 hour (when considered actual topic, which interested every student).
However, in any case, it is necessary to take into account the requirements for the students’ daily routine.
Requirements for conducting classroom hours
Before conducting a class hour, the class teacher must solve a number of tasks: determine the topic and methods of conducting the class hour, the place and time of its holding, draw up a plan for preparing and conducting the class hour, involve as many participants in the process of preparing and conducting it, distribute tasks between creative groups and individual students. As in any educational event, it takes into account the age characteristics of the children, the characteristics of the class team, and the level of its development.
Theme of class hours
The topic of class hours is determined by the class team at a class meeting at the end of each school year for the next school year.
Traditional class hours for the school year are determined in accordance with the school-wide activity plan, in accordance with
analysis of the educational work of the past year, with goals
and goals for the coming academic year.
The class teacher is the coordinator when preparing and conducting the class hour.
The topic is determined in advance and reflected in the plans of the class teachers. Class hours can be devoted to:
moral and ethical problems. They form a certain attitude of schoolchildren towards the Motherland, work, team, nature, parents, themselves, etc.;
problems of science and knowledge. In this case, the purpose of classroom hours is to develop in students the correct attitude towards study, science, literature as a source of spiritual development of the individual;
3. aesthetic problems. During such class hours, students become familiar with the basic principles of aesthetics. We can talk here about the beauty in nature, human clothing, everyday life, work and behavior. It is important that schoolchildren develop an aesthetic attitude towards life, art, work, themselves, and develop creative potential;
4. issues of state and law. It is necessary to develop students’ interest in political events taking place in the world, a sense of responsibility for the actions of the Motherland, its successes in the international arena, and teach students to see the essence public policy. Cool watch on political topics should be carried out in direct dependence on the saturation of the year with various political events;
5. issues of physiology and hygiene, healthy lifestyle, which should be perceived by students as elements of human culture and beauty;
6. psychological problems. The purpose of such classes is to stimulate the process of self-education and organize basic psychological education;
7. environmental problems. It is necessary to instill in schoolchildren a responsible attitude towards nature. As a rule, conversations about animals and flora;
8. general school problems (significant social events, anniversaries, holidays, etc.)
The work of a class teacher requires the teacher to have deep knowledge of the psychology of the student and the ability to properly organize the work of the class, that is, to create a favorable atmosphere in the team for each student.
The class teacher is a teacher, a teacher, an organizer of extracurricular activities, a consultant for parents, and accountable person, and controller of the educational process. He is considered the “mom” or “dad” of the student, but this “parent” has no rights to the child, but the responsibility and good will to raise and care for other people’s children. So let this kindness, understanding, and sensitivity always accompany you in your hard work. The result will not take long to arrive.
25.3. Directions and forms of work of the class teacher
The tasks and functions of the class teacher determine the main directions, content, methods and forms of his work. The practice of working in a secondary school shows that the most important areas of work of the class teacher are:
1. Study of the student’s personality;
2. Creation and education of the student body;
3. Development of talents, mental and physical abilities of students, formation of a high cognitive culture in them, organization of meaningful leisure time for schoolchildren;
4. Creating the necessary conditions for the physical development of pupils, maintaining and strengthening their health;
5. Preparing schoolchildren for economic and labor activities;
6. Work with teachers;
7. Interaction with families, work with parents of students;
8. Cooperation with out-of-school educational institutions, the public, and various public organizations.
9. Planning by the class teacher of educational work with children, maintaining the necessary documentation.
Studying the student's personality carried out by the class teacher using the entire palette of “school methods”, quite well described in modern psychological and pedagogical literature, and on this basis of organization in the educational process individual development path of each child. The essence of this, as A.S. Makarenko noted, is not to “mess around with a capricious child,” but in the teacher’s concern for, based on the child’s individual characteristics, to involve her in the active life of the class team. At the same time, it is necessary to have both a differentiated approach to the child and to various groups of children: “new kids”, boys - girls, active - passive, talented and developmentally delayed, and the like.
The most important methods for studying students are: systematic daily observation of the activities and behavior of students during the learning process and outside of school hours; individual and group diagnostic conversations; studying student performance results; visiting their home; natural experiment; rating and method of competent assessments and the like.
Creation and education of the student body as the main environment for the life of schoolchildren involves determining the goals and objectives of educating both the team as a whole and each individual student in particular, involving each student in various types socially useful activities, the creation and development of a system of educational interpersonal relations (distribution of assignments and responsibilities of “connections”, development of the asset: elections, teaching it to create relationships of “mutual responsibility”), development of traditions, establishing connections with other groups at school and beyond. Creating an atmosphere of cheerfulness and optimism, a favorable psychological microclimate in the classroom.
When starting to work with the class, the class teacher should familiarize himself with the personal files of the students, talk with their parents, subject teachers, analyze the class journal for the past school year and get some idea of the success, behavior, positive aspects and disadvantages occurring in the class with in order to determine the optimal approach to organizing educational work.
Skillful presentation of pedagogical requirements for students from the very first days of training is important in creating a team. To this end, the class teacher, as a rule, holds special assemblies at the beginning of the school year, at which he thoroughly acquaints students with the most important school rules and explains to them how they should behave in lessons, breaks, outside school hours, do homework and participate in activities. public life class. Presenting demands at the beginning of the school year encourages students to analyze their behavior and experience internal contradictions between the existing and required level of behavior, and ultimately stimulates their self-education.
The ability of the class teacher to organize meaningful extracurricular work with students is the most important in the education of the student body. The class teacher should take care to involve them in active, practical extracurricular activities from the very first days of working with children, to awaken and develop interest in them. Moreover, children participate with interest in collective walks, hikes around their native land, in various excursions, socially useful work, etc. Interesting practical activities with the basis for the accumulation of positive traditions in the classroom, which in turn contributes to enriching the life of the team and its development . Such traditions can be labor holidays, sports competitions, hikes and excursions, meetings with outstanding people, and the like.
The educational process involves the development of talent, mental and physical abilities of students, the formation of a high cognitive culture in them, and the organization of meaningful leisure time for schoolchildren. Therefore, together with subject teachers, the class teacher must cultivate a responsible attitude towards learning, assistance in choosing and attracting students to work in various scientific and technical societies, small academies, circles, sections, clubs, studios, associations in accordance with their interests, inclinations and opportunities, encourage exploration foreign languages at courses in clubs, circles. It is also important to expand the cognitive and cultural horizons of schoolchildren through excursions, various evenings, competitions, meetings, visits to museums, cinemas, theaters; help children find employment and earn money for general needs; organize collective creative activity, joint recreation of children.
The class teacher uses the classroom team to increase the demands on students in terms of learning and discipline. For this purpose, he holds special meetings at which the educational work in the class is analyzed, reports of individual students are heard on
their success and behavior. Explanatory conversations about the responsibility of schoolchildren to study well, about the culture of mental work, as well as control over their home activities play a significant role in improving academic performance. The task of the class teacher is to timely
notice the student’s lagging behind in learning, determine the reasons and provide him with effective effective assistance.
An important part of the class teacher’s work is spiritual and moral upbringing, main feature which in the context of a national school is orientation towards universal human values. Using various methods and means, he introduces students to the past and modern life countries and the world, organizes debates on moral, ethical and aesthetic topics, literary and artistic evenings, etc. Great importance has an example of an educator, teacher, parents, elders.
When organizing extracurricular educational work with students, it is important to always remember the need to instill in each of them a sense of love for Ukraine, devotion to it, national identity, personal responsibility for the preservation and enhancement of the natural resources of their native land, high ecological culture, and intolerance to the destroyers of nature. It is necessary to ensure that every schoolchild has the need to master their native language, knowledge of history, art, culture, customs, rituals, symbols of their people, native land, national minorities living in Ukraine, the desire to increase and develop the behests of their fathers, their traditions. It is also important, when developing a culture of behavior and the best character traits, to cultivate in children kindness, attentiveness, responsiveness, mercy, honesty, dignity, tolerance for others, love and respect for their parents and relatives.
A prerequisite for the formation of personality in modern conditions is the preparation of schoolchildren for economic and labor activities. Therefore, an important direction of the work of the class teacher in a national school should be the issues of preparing for work in new economic conditions, fostering a caring attitude towards nature, its resources, their economical use, economic education, development of entrepreneurship, participation in the restoration of historical monuments, development of folk crafts etc. When organizing work in this direction, it is important that the activities of schoolchildren are socially valuable and significant, include elements of play and romance, and are based on their initiative, creativity and initiative.
More and more schoolchildren today are forced to think about how to earn a piece of bread in order to survive. Therefore, the class teacher is required not to play at work, but to provide schoolchildren with specific and effective assistance in finding employment during the holidays, career guidance, and the like.
The very unfavorable ecological environment in Ukraine, the poor physical development and health status of the vast majority of schoolchildren bring to the forefront before class teachers the task of creating the necessary conditions for the physical development of children, preserving and strengthening their health. Therefore, it is very important for the class teacher to pay significant attention to studying the age, psychophysical characteristics of children, promoting a healthy lifestyle, hourly concern for the protection of their health, the safety of compliance with sanitary and hygienic standards, the daily routine and nutrition of schoolchildren, to cultivate a conscious attitude towards promoting health and preventing consumption of alcohol, drugs, and other bad habits.
Work with teachers who teach in a given class involves developing a unified style and tone of relations with students, determining a common content of education and enriching it through the professionalism of subject teachers (joint lessons and extracurricular activities, the implementation of individual and differentiated approaches based on related interests and inclinations, characteristics personalities of students and teachers). Adjustment, development of common approaches to organization educational activities in the classroom and in extracurricular work of teachers in the subject; holding pedagogical consultations.
Relationship with family, work with parents of students allows you to make the education process holistic, unified, and therefore more effective. The most important elements of the class teacher’s work with parents are: familiarizing parents with the purpose, objectives, content and methodology of the teaching and educational process in the classroom; organization of psychological and pedagogical comprehensive education for parents, development of a unified pedagogical approach to solving educational problems; The involvement of parents in joint activities with children allows, as practice shows, to enrich the content of children’s extracurricular activities and increase the professionalism of the activities carried out, as well as to establish relationships between children and parents through fruitful communication in the process of solving class matters. In addition, two more elements of interaction with parents are important: work with parental assets and adjustments to upbringing in individual families - assistance in solving a number of problems. serious problems education, decisions conflict situations, providing legal and moral assistance to children from dysfunctional families, solving the problem of universal education, etc.
Cooperation with out-of-school educational institutions, the public, and various public organizations can significantly enrich the educational process. Several aspects can be highlighted here: the use in educational work with the class of the creative potential of students - musicians, artists, actors, athletes, etc. When preparing and conducting various forms of work: participation of class students in various holidays, events, open classes held in auxiliary institutions education, inviting various specialist teachers to the school to participate in various meetings, conversations, and discussions. This practice allows not only to form a positive attitude of students towards useful and exciting extracurricular activities, but also raises the prestige of students involved in it and allows for self-realization.
The main structural element of a school's educational system is the classroom. It is here that cognitive activity is organized and social relationships between students are formed. Representative functions in school self-government bodies are also most often exercised on behalf of the class. In the classrooms, care is taken for the social well-being of students, problems of children's leisure time and team building are solved, and an appropriate emotional atmosphere is formed. - The organizer of student activities in the classroom, the coordinator of educational influences on the student is the class teacher. It is he who directly interacts with both students and their parents. The class teacher is a teacher who organizes educational work in the class assigned to him.
The institution of classroom management emerged a long time ago, almost along with the emergence of educational institutions. In Russia, until 1917, these teachers were called class mentors, class ladies. Their rights and responsibilities were determined by the Charter of the educational institution - the fundamental document in the activities of any school. It was he who outlined the terms of reference of all teachers of the children's institution.
The class mentor, the teacher, was obliged to delve into all the life events of the team entrusted to him, monitor the relationships in it, and form friendly relations between the children. The teacher had to be an example in everything, even his appearance was a role model.
The position of a class teacher at school was introduced in 1934. The class teacher was appointed one of the teachers, who was given special responsibility for educational work in a given class. The responsibilities of the class teacher were considered additional to the main teaching work.
Currently, the types of educational institutions such as gymnasiums, lyceums, etc. have been revived. The activities of mass secondary schools have changed. The institution of classroom management has changed accordingly. There are now several types of classroom management:
A subject teacher who simultaneously performs the functions of a class teacher;
a class teacher who performs only educational functions (exempt class teacher, also called a class teacher);
In some educational institutions the position of a class teacher (an option for the position of an exempt class teacher) was introduced, as well as a class curator (Latin trustee; a person entrusted with overseeing some work) or tutor (Latin protector, patron, guardian), when students are ready to take on a number of organizational functions of the teacher. They may have a minimal teaching load.
The job status of the class teacher largely determines the tasks, content and forms of his work. So, for a class teacher it becomes possible to carry out targeted work with each student, drawing up individual child development programs. In this case, individual forms of work with students and their families dominate.
Educational tasks, content and forms of work of the class teacher cannot be uniform. They are determined by the requests, interests, needs of children and their parents, the conditions of the class, school, society, and the capabilities of the teacher himself.
The position of the class teacher in the children's team is variable. It is determined primarily by the type of joint activity: in educational work, the class teacher, as a teacher, is the organizer and leader of the children’s activities; In extracurricular work, it is important for a teacher to take the position of a senior comrade, an ordinary participant.
The role of the teacher changes depending on the age, experience of collective, self-governing activities of children: from the direct organizer of work to a consultant and adviser.
The activities of a class teacher in a rural school are significantly different. The importance of personal characteristics, living conditions, family relationships provides the opportunity individual approach to every child and his family. The educational work of class teachers in rural schools should be aimed at raising the cultural level of children, preparing them for life in conditions market relations, to overcome the lack of communication among rural schoolchildren, to educate the owner of his land.
In a small rural school, the organization of educational work in classes with several students becomes ineffective. In such schools, it is advisable to create mixed-age associations (8-15 people) and replace class teachers with educators. Another option is possible when the class teacher organizes individual work with students and parents, conducts class hours, meetings, excursions appropriate to the age of the students, and creative work that is interesting for both younger and older students, carrying out school-wide activities, is carried out in associations of different ages under guidance from older students. Depending on the nature and complexity of the cases being carried out, class teachers can participate in the work as consultants for groups of different ages, as temporary leaders of preparatory work, as equal members of the team. The organization of associations of different ages provides great opportunities for the development of self-government.
Since the activities of the school are regulated by its Charter, the activities of the class teacher are also based on this document.
Functions of the class teacher. The teacher, acting as the leader of the children's group, implements his functions in relation to both the class as a whole and individual students. He solves problems in accordance with the specifics of the children’s age and the relationships that have developed between them, building relationships with each child taking into account his individual characteristics. The main thing in the activities of the class teacher is to promote the self-development of the individual, the realization of his creative potential, ensuring the active social protection of the child, creating the necessary and sufficient conditions for intensifying the efforts of children to solve their own problems.
The first level includes pedagogical and social-humanitarian functions, which he classified as target groups.
These functions are aimed at creating conditions for the social development of students and are aimed at helping the child both in solving his current personal problems and in preparing for independent life. Among them, it is necessary to highlight three that determine the main content of the class teacher’s activities: education of students; social protection of the child from adverse influences environment; integration of the efforts of all teachers to achieve the set educational goals. Among them, the priority is the function of social protection of the child.
Social protection is understood as a purposeful, consciously regulated system at all levels of society of practical social, political, legal, psychological, pedagogical, economic and medical-ecological measures that provide normal conditions and resources for the physical, mental, spiritual and moral development of children, preventing infringement of their rights and human dignity.
The implementation of this function involves providing conditions for the adequate development of the child in the existing socio-economic conditions. The activities of the class teacher for the social protection of the child are the activities of not only the direct executor, but also the coordinator who helps children and their parents receive social support and social services.
Social protection as a function of the class teacher is, first of all, a set of psychological and pedagogical measures that ensure the optimal social development of the child and the formation of his individuality, adaptation to existing socio-economic conditions. In implementing this function, he must, while solving acute immediate problems, be prepared to anticipate events and, based on an accurate forecast, remove from the child those problems and difficulties that may arise in front of him.
It is advisable to consider social protection in the activities of the class teacher in the broad and narrow sense of the word. In the latter, these are activities aimed at protecting children who find themselves in particularly difficult situations. These are children from large families, disabled children, orphans, refugees, etc., who are in greater need of emergency social protection than others. In the broad sense of the word, all children are the object of social protection and social guarantees, regardless of their origin, the well-being of their parents and their living conditions. Of course, the principle of a differentiated approach to different categories of children remains undeniable, and priority should be given to the most vulnerable categories of children from low-income families or families at risk.
To achieve the goals of education and social protection of students, the class teacher must solve a number of particular problems related to the formation of relationships between students and their peers in the class (organization of the team, its unity, activation, development of self-government). These tasks determine the second level of his functions - socio-psychological, which primarily includes organizational functions.
The main purpose of the organizational function is to support positive children's initiatives related to improving the life of the region, the microenvironment, the school and the schoolchildren themselves.
In other words, the class teacher does not so much organize students as help them in self-organization of various activities: cognitive, labor, aesthetic, and also free communication, which is part of leisure.
Important at this level is the function of team unity, which acts not as an end in itself, but as a way to achieve the goals set for the class. One of the tasks of the class teacher is the development of student self-government.
The third level of the class teacher’s functions expresses the requirements arising from the logic of the activity of the subject of educational activity management. These are management functions, which include: diagnostic, goal setting, planning, control and correction.
The implementation of the diagnostic function involves the class teacher identifying the initial level and constantly monitoring changes in the students’ education. It is aimed at researching and analyzing the personality and individuality of the child, at finding the reasons for the ineffectiveness of the results and at characterizing the holistic pedagogical process.
By implementing the diagnostic function, the class teacher can pursue a dual goal: firstly, to determine the effectiveness of his activities, and secondly, diagnostics from a tool for studying personality can turn into a tool for developing the child’s individuality.
The goal-setting function can be considered as the joint development of educational goals with students. The share of participation of the class teacher in this process depends on the age of the students and the level of formation of the class team.
The goals of the educational process determine the tasks of managing the process of development of the child’s personality. They can be divided into general and private. General ones are specified in accordance with the main spheres of social relations in which the child is included, and specific ones are associated with the organization of students’ activities.
The logic of goal setting is reflected in the process of planning the activities of the class teacher. Planning is the help of the class teacher to himself and the class team in the rational organization of activities. The purpose of the plan is to streamline teaching activities, ensure the fulfillment of such requirements for the pedagogical process as planning and systematicity, controllability and continuity of results (see Chapter 22).
In planning, close cooperation between the class teacher and the class staff is important. The degree to which children participate depends on their age. You should plan what leads to the goal.
Since goals are defined as strategic and tactical, plans can be strategic, or long-term, tactical, or operational.
The main goal of the function of control and correction in the activities of the class teacher is to ensure the constant development of the educational system.
The implementation of the control function involves identifying, on the one hand, positive results, and on the other, the causes of shortcomings and problems arising in the process of education. Based on the analysis of the control results, the class teacher’s work is corrected both with the class as a whole and with a specific group of students or an individual student. Monitoring the work of the class teacher is not so much control on the part of the school administration as self-control for the purpose of correction. Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students.
The considered levels of functions determine the content of the class teacher’s activities.
Rights of the class teacher. The class teacher is an administrative person. He has the right:
Receive information about the mental and physical health of children;
monitor the progress of each student;
control attendance training sessions children;
coordinate and direct the work of teachers of a given class (as well as a psychologist and social educator);
organize educational work with class students through “small teacher councils”, pedagogical councils, thematic and other events;
submit proposals agreed upon with the class staff for consideration by the administration and school council;
invite parents (or persons replacing them) to school; in agreement with the administration, contact the commission on juvenile affairs, the psychological-medical-pedagogical commission, the commission and councils for family and school assistance at enterprises, resolving issues related to the education and training of students;
receive help from the school teaching staff;
determine an individual mode of working with children (freely, i.e. based on the specific situation);
refuse assignments that lie outside the scope of his work.
The class teacher has the right to conduct experimental work on problems of didactic (to develop an original program in his subject, if he is also a subject teacher) and educational (to develop a program of educational work) activities.
The responsibilities of the class teacher are as follows:
Organization in the classroom of an educational process that is optimal for the development of the positive potential of students’ personalities within the framework of the activities of the school team;
assisting the student in solving acute problems (preferably in person, a psychologist can be involved);
establishing contacts with parents and providing them with assistance in raising children (personally, through a psychologist, social teacher).
For pedagogically competent, successful and effective performance of their duties, the class teacher must have a good knowledge of the psychological and pedagogical foundations of working with children, be informed about the latest trends, methods and forms of educational activities, master modern technologies education.
Forms of work of the class teacher with students. In accordance with his functions, the class teacher selects forms of work with students. All their diversity can be classified on different grounds:
By type of activity - educational, labor, sports, artistic, etc.;
according to the method of influence of the teacher - direct and indirect;
by time - short-term (from several minutes to several hours), long-term (from several days to several weeks), traditional (regularly repeated);
by preparation time - forms of work carried out with students without including them in preliminary preparation, and forms that provide for preliminary work and preparation of students;
according to the subject of the organization - teachers, parents and other adults act as organizers of children; children's activities are organized on the basis of cooperation; the initiative and its implementation belongs to children;
by result - forms, the result of which can be information exchange, production general solution(opinions), socially significant product;
by the number of participants - individual (teacher-pupil), group (teacher - group of children), mass (teacher - several groups, classes).
Individual forms, as a rule, are associated with extracurricular activities, communication between class teachers and children. They operate in group and collective forms and ultimately determine the success of all other forms. These include: conversation, intimate conversation, consultation, exchange of opinions (these are forms of communication), fulfillment of a joint assignment, provision of individual assistance in specific work, joint search for a solution to a problem or task. These forms can be used individually, but most often they accompany each other.
Group forms of work include councils of affairs, creative groups, self-government bodies, micro-circles. In these forms, the class teacher manifests himself as an ordinary participant or as an organizer. Its main task, on the one hand, is to help everyone express themselves, and on the other, to create conditions for obtaining a tangible positive result in the group that is significant for all members of the team and other people. The influence of the class teacher in group forms is also aimed at developing humane relationships between children and developing their communication skills. In this regard, an important means is the example of a democratic, respectful, tactful attitude towards children from the class teacher himself.
Collective forms of work of the class teacher with schoolchildren include, first of all, various activities, competitions, performances, concerts, performances by propaganda teams, hikes, tour rallies, sports competitions, etc. Depending on the age of the students and a number of other conditions, in these forms, class teachers can perform various roles: leading participant, organizer; an ordinary participant in activities influencing children by personal example; a novice participant influencing schoolchildren with a personal example of mastering the experience of more knowledgeable people; advisor, assistant to children in organizing activities.
The variety of forms and the practical need for their constant updating confront class teachers with the problem of their choice. In the pedagogical literature you can find descriptions of various forms of conducting classroom hours, competitions, scenarios, holidays, etc.
It is impossible to deny the possibility of using descriptions of forms of educational work that have already been created and tested in practice. This is especially necessary for novice class teachers who, by getting acquainted with the experience of others, can choose ideas and ways of organizing activities for themselves. In such a search, a new form can be created that reflects the interests and needs of class teachers and children.
You can borrow ideas, individual elements of the forms used in practice, but for each specific case, its own, well-defined form of work is built. Since each child and children's association is unique, therefore, the forms of work are unique in their content and structure. The preferred option is when the form of educational work is born in the process of collective comprehension and search (class teacher, other teachers, schoolchildren, parents).
At the same time, the question of choosing forms of work with students arises primarily before the class teacher. In this case, it is advisable to be guided by the following:
“take into account the educational tasks defined for the next period of work (year, quarter), since each form of work should contribute to their solution;
based on the tasks, determine the content of the work, the main types of activities in which it is advisable to include children;
compose a set possible ways implementation of the intended tasks, forms of work, taking into account the principles of organizing the educational process, capabilities, preparedness, interests and needs of children, external conditions (cultural centers, industrial environment), capabilities of teachers, parents;
organize a collective search for forms with the participants of the event based on collective goal setting, while thinking about ways to enrich the experience of children with new ideas and forms, for example, by turning to the experience of others, studying published materials, asking specific questions, etc.;
ensure consistency of content and forms of educational work.
Class teacher and teaching staff. The class teacher carries out his functions in close cooperation with other members of the teaching staff and, first of all, with those teachers who work with students in this class. Interacting with subject teachers, the class teacher plays the role of organizer and coordinator pedagogical work with students and staff. He introduces teachers to the results of studying children, involving both the class staff and teachers working in the classroom in discussing the program of pedagogical assistance to the child and his family. He organizes, together with subject teachers, a search for means and ways to ensure the success of the child’s educational activities, his self-realization in the classroom and during extracurricular hours.
The class teacher systematically informs teachers about the dynamics of the child’s development, his difficulties and achievements, and changes in the situation in the family. In the event of difficulties arising in the child and his parents related to learning, he seeks to involve teachers in discussing ways to overcome these difficulties and helps teachers correct their actions, having previously introduced them to the characteristics of the mental development of children with developmental disabilities, with special methods of pedagogical influence on such children.
The class teacher regulates the relationship between teachers and the child’s parents. He informs teachers about the state of education, the characteristics of parents, organizes meetings of parents with subject teachers in order to exchange information about the successes of teaching and raising the child, assisting parents in organizing homework with students.
The class teacher involves subject teachers in planning and organizing extracurricular activities in the classroom, helps consolidate knowledge and skills, and takes into account the professional interests of schoolchildren; involves teachers in preparing and conducting meetings with parents.
One of the forms of interaction between the class teacher and subject teachers, ensuring unity of action and contributing to the development of common approaches to raising a child, is a pedagogical consultation. Here a holistic description of the child is given. Everyone who works with the student receives information about the child’s mental, physical, and mental development, his individual abilities, opportunities and difficulties. Teachers analyze the results of observations of the student, exchange information, agree on ways to solve emerging problems and distribute functions in working with the child.
It is advisable for the class teacher to identify typical problems in working with the team, individual groups of students, and conduct special seminars for teachers. It is useful to organize a visit to training sessions with a subsequent discussion of the actions of teachers in relation to a particular child and the ways in which teachers interact with the staff.
The main form of work of the class teacher with subject teachers is individual conversations, which arise as needed and are planned in such a way as to prevent possible difficulties and conflicts. It is important to conduct such conversations as joint reflection, searching for a solution to a particular problem.
The class teacher studies the style, basic methods and techniques of work of his colleagues with students, identifies successes, problems, achievements, effective ways work of teachers with schoolchildren and parents, organizes the exchange of experience in pedagogical work, supports and stimulates the desire of teachers to provide pedagogical support to the child, to establish cooperative relationships with parents. At the same time, he enthusiastically accepts teachers’ suggestions, their initiative, and responds to comments and problems raised by teachers.
Thus, the class teacher, realizing his functions, is the person who directly organizes the educational process and provides solutions to problems both for all students and for each of them individually.
Criteria for the effectiveness of a class teacher. Based on the functions of the class teacher, we can distinguish two groups of criteria (indicators) for the effectiveness of his work.
The first group is effective criteria, showing how effectively target and socio-psychological functions are implemented. The performance criteria reflect the level that students achieve in their social development.
The second group is procedural criteria that allow us to evaluate the managerial functions of the class teacher: how the pedagogical activity and communication of the teacher are carried out, how his personality is realized in the process of work, what his performance and health are, as well as what processes of activity and communication of students he organizes.
The work of a class teacher is effective if both procedural and effective indicators are high. At the same time, the priority in the work is positive changes in the level of education of students and their relationships. At the same time, the role of procedural indicators is also great - those means of influence and the atmosphere that contributed to the achievement of certain results. In school practice, evaluation of the class teacher's work by external and formal indicators - academic performance, documentation, office design, etc. - continues to be dominant. Still underestimated pedagogical skill and the authority of the teacher among children, parents and colleagues.
The style of classroom management and the style of communication between the class teacher and children largely determines what kind of relationships the children develop with the teacher and among themselves. A democratic style, in which the student is treated as an equal partner in communication, his opinion is taken into account in decision-making, independent judgment is encouraged, and contributes to the creation of a relaxed, friendly, creative atmosphere of cooperation and mutual assistance in the classroom.