The class teacher of elementary school and his functions. Methods of work of the class teacher of primary classes.docx - Methods of work of the class teacher of primary classes

class teacher in general education school- a teacher involved in organizing, coordinating and conducting extracurricular and educational work. In elementary school, these duties are performed by the teacher leading the class.

Tasks class teacher:

creation of psychological and pedagogical conditions for the timely identification and optimal development of the inclinations and abilities of children (conditions for security, safety and emotional comfort);
organization of a variety of creative, personally and socially significant activities of pupils as a source of socially acceptable life experience: knowledge, skills and abilities of self-development, self-determination and self-realization in the present and future adult life;
organization of socially valuable relationships and experiences of pupils in the class community.

The main activities of the class teacher

1. Contributes to the creation of favorable psychological and pedagogical conditions for individual development child's personality:
- studies the features of development, health status, emotional well-being, reflecting all these data in a psychological and pedagogical diary;
- studies the inclinations, interests, sphere of talents of the pupil, selecting types and forms of activity for their development;
- organizes the process of education and training for children with special educational needs;
- corrects interpersonal relationships in the classroom, humanizing interpersonal relationships;
- in individual conversations, in the course of psychological training, attracts children (especially "difficult") to introspection, helps them understand themselves, attracts them to self-education, self-government.
2. Carries out work to develop a cohesive class community (team):
- helps in organizing children's classroom activities: leisure activities, themed evenings, labor actions in order to humanize interpersonal relationships and accumulate positive communicative experience;
- participates with the class in school-wide events, in joint experiences, raising responsibility, accustoming to cooperation and mutual assistance;
- promotes the formation of self-defense skills, studies human rights issues, the consumer of goods, encourages the readiness of children to defend justice, protect themselves and the group from rudeness and arbitrariness in any form.
3. Provides assistance to pupils in learning activities:
- helps individual students to overcome problems in class or with homework. Advise parents;
- encourages and, if possible, organizes mutual assistance in studies;
- organizes pedagogical councils (small pedagogical councils) for educational and psychological problems students and participate in them;
- contributes to the development of cognitive interests of children with the help of class hours, excursions, subject Olympiads, circles, intellectual clubs.
4. Organizes and directs work with parents, involving them in the management of the school.
5. Organizes the diet and life of students at school.
6. Maintains the necessary documentation.
7. Takes the necessary measures to prevent danger to the life and health of pupils during their stay at school. Immediately informs the administration and parents about all incidents that have a real and potential danger to the pupils.

Job description of the class teacher

1. Functions.
1.1. Organization of classroom activities.
1.2. Organization of educational work of the children's group and individual students.
1.3. Organization of extracurricular activities of the class.
1.4. The study of personality and correction in the education of schoolchildren.
1.5. Social protection schoolchildren.
1.6. Working with parents, community, families of students.
2. Job responsibilities.
2.1. Keeps a class journal.
2.2. Keeps personal records of students in the class and monitors their condition.
2.3. Organizes a class team: distributes assignments, works with the asset, sends class students to the school's affairs councils, organizes collective creativity, helps in the work of the senior duty officer.
2.4. Organizes duty in the classroom, school, canteen.
2.5. Observes the sanitary condition of the attached office.
2.6. Take care of the appearance of students.
2.7. Organize meals for students. Conducts explanatory work in the classroom with parents on the issue free food and the correct attitude of classmates towards such children.
2.8. Takes care of financial support class needs.
2.9. Exercises strict control over attendance. Together with parents, controls students who miss classes without good reason, together with social educator monitors the attendance of lessons by "difficult" students.
2.10. Creates an environment conducive to learning for children.
2.11. Coordinates the activities of teachers working in the classroom.
2.12. Works with student diaries, contacts with parents about the progress of schoolchildren.
2.13. Creates conditions for the development of the most gifted students, the development of cognitive interests, broadening the horizons of schoolchildren (involves in circles, electives, competitions, quizzes, olympiads, reviews, organizes excursions, visits to theaters, exhibitions, etc.).
2.14. Attracts a psychologist to organize mental work and educate students (group and individual consultations).
2.15. Creates a microclimate in the classroom, forms interpersonal relationships, corrects and regulates them.
2.16. Organizes creative activities in the classroom with the involvement of individual students or the whole class.
2.17. Organizes the protection of the health of students, taking into account deviations from the health standards of each student, strengthens the health of schoolchildren, involves students in sports and physical education.
2.18. Looks for interesting forms, deep content of each organized case, determines the appropriateness and purposefulness of organizing any meeting of the class teacher with the team of the children's group (class hour, class meeting, conversation, frank conversation, etc.), spends at least one classroom thematic hour per month .
2.19. It studies the personality of each student in accordance with the available methods, taking into account the opinions of teachers working in the class, a psychologist, and parents.
2.20. Ensures the protection and protection of the rights of students left without parental care. Collaborate with a social worker.
2.21. Identifies and keeps records of children of socially unprotected categories.
2.22. Identifies and keeps records of children from dysfunctional families.
2.23. Conducts thematic parent-teacher meetings once a quarter.
2.24. Studying the conditions of raising children in the family.
2.25. Organizes work with parents of students, conducts individual consultations, attracts parents to organize extracurricular activities of the class, influences communication between children and parents.
3. Rights. The class teacher has the right within his competence.
3.1. Be present at any lessons or events held by subject teachers (without the right to enter the class during the lesson without urgent need and make comments to the teacher during the lesson).
3.2. To bring students to disciplinary responsibility for actions that disrupt the educational process.
3.3. Encourage students in the manner prescribed by the Rules on Incentives and Penalties.
3.4. Demand from subject teachers information about the organization of the educational process of the class and individual students.

Analysis of educational work

for 2014 - 2015 academic year

morning teacher

Kraevoy S.N.

There are 17 pupils in the 1st grade: 10 boys and 7 girls. In December, the boy Dmitry Chuprin arrived. Guys of different abilities different levels performance and education.

Main tasks educational work were:

- to promote the formation of a favorable emotional, psychological and moral climate in the school team;

Develop an active life position personal development schoolchildren in the process of game interaction;

To improve the conditions for the development of needs for self-knowledge, self-education, self-development, self-determination on the basis of moral values and leading life guidelines;

To cultivate a sense of citizenship and familiarization with the national, spiritual values of their Fatherland;

To cultivate a positive attitude towards collective activity, towards the team, its members and oneself.

It is these tasks and goals that make it possible to consciously manage the class team, adapt to the individual characteristics of each student

In the first grade, each child is an individual, there is no common interests, there are no common affairs, the group exists separately. Therefore, in the first place, a plan of educational work was drawn up. During the year, work was carried out in the class to form a team of the class, through the activation of the activities of each child. For this, extra-curricular activities were held: “First time in first grade”, “Hello golden autumn”, holiday programs dedicated to March 8, February 23, “Farewell to 1st grade”, etc. As a result, students have become closer to each other.

The most difficult thing was the ability to find a “common language” with children and their parents, so the first meeting began with a survey of parents “Let's get to know each other”. In this questionnaire, parents reported necessary information about myself and my family, and at the first class meeting I conducted a questionnaire “Me and my friends”, “What am I?”, “What are emotions?”. The results of the survey helped to see

guys on the other side.

At the beginning of the school year, together with a psychologist, she conducted a questionnaire to determine the student's school motivation. Revealed with a positive attitude towards school - 5 (31%) children, with an ambivalent attitude (positive replaces the negative and vice versa depending on the situation) - 63% (Schankin M., Klimentiev K., Bychkova L., Milovanov E., Shkrebneva K. ., Miller S., Konnov V., Sakharova U., Kolesnikova V., Kichik T.), with a negative attitude - (predominance negative emotions) revealed 1 child (Chistyakov D).

The level of upbringing of the class team was determined. An indicator of upbringing is the specific actions of each student in different situations, his actions, value orientations, attitudes towards classmates, parents, adults, as well as to oneself. This technique allows you to see the dynamics of improvement or deterioration in the quality of the educational process, both in relation to one student and a class.

Analysis of the level of upbringing of students showed:

Conclusion: Out of 17 students, the percentage of a high level of upbringing has increased by 36% (at the beginning of the year - 36%, in the middle of the year - 60%, at the end of the year - 72%), but it is necessary to work on raising the level of upbringing.

Development cognitive abilities, in order to form the cognitive potential of children, the following activities were carried out: the game-excursion "In search of treasure", the game "I choose myself".

The process of becoming a person is a complex process. No alliance with parents not enough for the most experienced teacher. I consider them my first helpers. I constantly inform parents about academic success, the participation of children in class and school social life, about well-being, about problems in behavior, we are looking for joint solutions, I conduct individual consultations.

Parents accept Active participation in classroom and school events(Preparation of projects in mathematics “Numbers in riddles, fairy tales, proverbs”, around the world project “My small homeland”, “My family” participation in the event “All works are good”, preparation of autumn-themed costumes and cooking for the holiday “Hello Golden Autumn”. The team of our class, consisting of the Taylakov family: Vladimir Grigorievich, Vera Ivanovna and Kirill, took 1st place in the competition "Dad, Mom, Me", which was timed to coincide with Family Week in boarding school. Operation "Feeder" caused great interest parents and children, many families creatively approached this issue and took an active part. At the end of the year held Parent meeting together with children on the theme "Farewell to Grade 1" and tea drinking.

Also, the parents of Klimentyev Kirill, who has an assignment - a Trudovik, repaired the chairs in the classroom.

Formation healthy lifestyle life, preserving and strengthening the health of students is one of the most important tasks. Within half a year, physical minutes were held at the lessons related to strengthening vision, with the removal of physical fatigue. Cool hours "Daily routine", "Your health - what is it?", Helped the guys in drawing up their daily routine, educating them to follow the rules of hygiene. Every day after the lessons there are outdoor games on fresh air in order to comply with the air regime in any weather ... The children really like it. This is understandable. After conducting an oral survey on the topic “Personal hygiene”, “My health”, and observing the observance of the daily routine by the pupils, I came to the following conclusions:

Know and follow the rules of personal hygiene
Follow the routine of the day
Take care of your health
Average percentage

Education of schoolchildren in the spirit of friendship between peoples, respect for people of all nationalities is one of the tasks of educating the younger generation. First of all, this is the education of a friendly attitude towards people of other nationalities in children. Students get acquainted with the work, life, art of the people of the region in which we live. To this end, the children drew the peoples inhabiting our region, studied the symbolism, got acquainted with literature at the lessons of literary reading and the surrounding world and hours of communication, artistic creativity, fine arts peoples living in our area. All activities related to the national education of the world of children.

A class hour was held "My small homeland" introduced students to the symbols of the Russian Federation and Novosibirsk region, in particular, the Barabinsky district, visited the school museum and the Museum of Local Lore.

Came to the following conclusions:

Know the concepts, symbols of the state
Know poems about the Motherland
Average percentage

A class hour dedicated to Victory Day has passed. The children took an active part: they recited poems, sang military songs, and at the end answered the quiz questions. After a class hour, conversations with children, I made the following conclusions:

Know about WWII
Know poems about war
Watch and love films about the war
Read books about war

From the first days of study, a group of children immediately stood out who strive to be the first in everything, take seriously academic duties, organized. These are Klimentiev Kirill, Safina Polina, Posnaya Vika, Sakharova Ulyana, Konnov Ivan, Miller Slava.

Among the students, a diagnosis of the starting capabilities of schoolchildren was carried out (“Methodology for detecting readiness for school”, A.L. Wenger, Doctor of Psychology, “Recommendations for conducting an experiment to study the readiness of first-graders to study at school”, M-2008.) , which makes it possible to conclude that there giftedness.

Conclusion: with high level general development 38% (6) of children, 5 children (31%) showed an average level of general development, 5 children (31%) showed low results (Milovanov E., Bychkova V., Chistyakov D., Kichik T., Moissev V.)

Children take part in remote All-Russian Olympiads in the following subjects:

F.I. child	event title	Result
Bychkova Valeria		Diploma of the 1st degree Diploma 1 degree
Kichik Tanya
Klimentiev Kirill	Remote All-Russian Olympiad Mathematics on the Video Lesson.net portal, "Tic Tac Toe" scientific conference "Think, create, explore" with the work "Creating a plasticine cartoon"	Diploma of the 1st degree Diploma of the 1st degree Diploma II degree
Kolesnikova Varia		Diploma of the 1st degree Diploma 1 degree
Konnov Ivan	All-Russian distance Olympiad on the surrounding world for grades 1 - 4 "Naturalist"	Diploma of the 1st degree
Malyutin Sasha	All-Russian Distance Olympiad in Literary Reading for Grades 1-4 " Good Books»	Diploma of the 1st degree
Miller Glory	Distance All-Russian Olympiad in the Russian language on the portal "Videolesson.net"	Diploma of the 1st degree
Milovanov Egor
Moiseev Vlad	Remote All-Russian Olympiad in Mathematics on the portal "Videolesson.net"	Diploma of the 1st degree
Posnaya Vika	Remote All-Russian Olympiad in the Russian language on the portal "Video lesson.net, "Tic Tac Toe"	Diploma of the 1st degree Diploma II degree Diploma 1 degree
Safina Polina	Remote All-Russian Olympiad in Mathematics on the portal "Videolesson.net" All-Russian Distance Olympiad in Literary Reading for Grades 1-4 "Good Books"	Diploma III degree Diploma of the 1st degree
Sakharova Ulyana	All-Russian distance Olympiad in mathematics for grades 1 - 4 "Mathematician"	Diploma of the 1st degree
Tailakov Kirill	All-Russian Distance Olympiad in Literary Reading for Grades 1-4 "Good Books"	Diploma of the 1st degree Diploma 3 degree
Chistyakov Denis	All-Russian distance Olympiad in mathematics for grades 1 - 4 "Mathematician"	Diploma 2 degree
Chuprin Dima	"Quiz for grades 1-4 "I am the future defender of the Fatherland!""
Shkrebneva Katya	Distance All-Russian Olympiad in the Russian language on the portal "Videolesson.net" All-Russian distance Olympiad in mathematics for grades 1 - 4 "Mathematician"	Diploma of the 1st degree
Shchankin Matvey	All-Russian Distance Olympiad in Literary Reading for Grades 1-4 "Good Books" international competition in literary reading grade 1 "In the world of fairy tales" "	Diploma of the 1st degree Diploma 1 degree

Many kids have hobbies outside of school. For example, Slava Miller is engaged in a circle in English learning to play the piano in music school, Konnov Ivan goes in for volleyball in the sports section, attends a dance club in the Palace of Culture. All the children are very happy to attend dance club classes and even performed in front of their parents and teachers at the Teacher's Day celebration, in honor of veterans pedagogical work, "Mother's Day," Farewell to Grade 1 ".

Formation cool team .

In the first grade, each child is a separate person, there are no common interests, no common affairs, the group exists separately. Therefore, first of all, a program for the development of the class team was drawn up.

Throughout the year, the class continued to work on the formation of the class team, through the activation of each child. For this, simulation games were carried out, cool watch, extra-curricular activities aimed at solving specific problems. Relationship skills between classmates, culture of behavior in in public places, formed during game programs“Let's get to know each other!”, “Self-representation: this is me”, class hours: “I am a student”, “My class, my school”, “My friends”. Throughout the year, work was carried out to create support for students. For this, class hours were held “What is good and what is bad”, “Who do we call a real friend?”, “On ignoramuses and politeness”, “What does it mean to be responsible?”, “Behavior at school”.

The children took an active part in the life of the class and the school.
There were no problems with class duty, we can conclude that in terms of diligence, the guys are great.
Systematic work on the development of class self-government has led to the fact that a favorable psychological atmosphere has developed in the class. Each child feels comfortable and needed in the team, there are no outcast children. Schoolchildren are confident in their abilities, have the skills to communicate with peers and adults, and are friendly. Relations between children are friendly. Favorable conditions have been formed for cooperation, mutual understanding, creative communication of all participants in the educational process.

Distribution of instructions

FI student

public

assignment

Efficiency

Kolesnikov Varya

Warden

Tries to keep the guys in the class

worked, she takes active position

Safina Polina

Trying to be independent

learns to analyze their work,

in the management of class affairs, takes

the active position of the Order is executed as "good"

Konnov Vanya

Miller Glory

physical education

They love physical education very much and pull for

other guys

Shchankin Matvey

Milovanov Egor

Editorial board

There are no downsides to their work.

Moiseev Vlad

Responsible

duty

Always conscientiously treats his duties, does not because

necessary, but because he wants to.

Posnaya Vika

Kichik Tanya

Chistyakov Denis

Florists, group

landscaping

Always be diligent in their duties

Malyutin Sasha

Shkrebneva Katya

orderlies

No particular interest in work

show but perform

assigned tasks

Bychkova Lera

Sakharova Ulyana

Librarian

Tasks assigned include

responsibly, according to

initiative carried out a raid -

checking readership

student forms in the class

school library

Klimentiev Kirill

Tailakov Kirill

Trudoviks

Show initiative and creativity

work. Always be conscientious in his duties

In general, friendly relations developed between the guys. As a result of a survey of first-graders, it can be stated that 100% of children like to communicate with children within the class. 76% of children named the names of friends in the class, according to the results of the study methodology communication skills schoolchildren "Mitten", we can conclude that children can work in pairs, interact with each other, find common decision, negotiate. They are friends with each other, share toys, coloring books, felt-tip pens, each other. The skills of relationships between classmates, the culture of behavior in public places, were formed during class hours: “Change with passion”, “Getting to know the rules of behavior at school”, “I choose my own health”, “Rules of behavior on the street”, “What is good”, “This is a simple word, “Hello!”, polyculture “The world around. We live in Siberia”, “I am a student”, “My class, my school”, “My friends”, “Boys and girls”, “There are many of us, and we all live on planet Earth”. .

At this hour, the guys opened up, expressing their thoughts and opinions more vividly, characterizing their judgment with a complete answer.

Hours were also spent moral education: "The rules of the culture of behavior of students at school",

Started creating "Portfolio Achievement» for each student. compared to the beginning of the year, the personal achievements of children increased from 10% to 89%:

Throughout the academic year, classes were held with a psychologist and a speech therapist. The guys attended circles and sections. The social pedagogue and the school psychologist helped in solving the following problems: monitoring attendance at classes, compiling social passport class, a questionnaire for parents on the adaptation of first graders. A lot of conversations, hours of communication were held by me about the rules of conduct in public places. Conducted briefings on safety, traffic rules.

So, through various types of lesson and extracurricular activities, children receive and assimilate new knowledge, emotionally express their attitude to successes and defeats. In the course of communication in the classroom and extracurricular activities, they learn to communicate, enrich the vocabulary of speech, show their skills, abilities, and creativity. The class team began to rally. They help each other, there were no disciplinary offenses, everyone tries to show himself and his abilities.

A variety of students' activities is an important condition and means of familiarizing the child with social reality and learning about the world. This allows the opportunity to actively learn about the world around and become its participant through gaming, motor communicative, creative, artistic activities.

In general, I am satisfied with my work as a teacher of the first half of the day. My students are already a team.

Next year I will continue to work with parents, I will try to involve them in the life of the class and school.

I will continue to teach children to follow the rules of educational work, to carry out assignments. I will try to bring the children closer by involving them in class and school activities.

Based on the analysis of educational work, it should be noted that, in general, the goals and objectives of educational work in the 2014-2015 academic year can be considered resolved. On the basis of the problems that emerged in the process of work, it is possible to formulate goals and objectives for the next 2013-2014 academic year.

Purpose: the formation of a favorable development of a harmonious personality of the child, as well as for the development of a friendly class team.

Tasks:
1. To reveal the internal reserves of each (abilities, interest, personal qualities); enrich pupils with scientific knowledge, skills and abilities in various directions.

2. To promote the development of a sense of belonging to the life of the class and school, to develop the need to broaden one's horizons and develop mental abilities, cognitive activity.

Z. To instill in children a respectful attitude towards each other, towards adults, discipline, responsibility.

The Teaching is but one of the petals of the flower which
is called education broad sense this concept.
In education there is no main and secondary, just as there is no
the main petal among the many petals that create
the beauty of a flower.
V. Sukhomlinsky
Being a class teacher is not the easiest thing to do. Possess the skill of
such different guys to create a single and close-knit team is
art. Seeing a personality in every student is professionalism. Be able to
to live a good and memorable school life with them is
talent. These qualities should have a real cool
supervisor.
At school, children develop socialization skills that will
necessary for children in the future, and to take part in this process should
not only the school, but also the family. How socialized a person is at the moment
graduation, depends on it future life. Education should develop
active position of a person in life, he should not remain indifferent and
callous, the new generation should be alien to the indifference, which
today in our society in abundance. If the class teacher
primary school a creative person, he is interested and personal
interested in this matter. Its main focus is
the result he has achieved, which means the level of success in his work.
The work of the class teacher of an elementary school is in close
contact with the family of each student. If an understanding is reached,
only then will there be success in the many years of hard work of education
child. If a good conditions established, relationships developed,
such an educational process is comfortable for everyone.
The methods of work of the class teacher are based on several
fundamental principles, such as (slide 2)
activity creative approach,
collaboration,
openness

consistency.
At the heart of all this is mutual respect, which is built on the basis of
age features each participant in the educational process. And
the teacher is focused on success, while he necessarily highlights
each student has his personal “zone of success”.
Since at the heart of the education of the class the teacher lays the formation
friendly team, are accordingly encouraged and developed
tolerant relations between students in the class. This is key task,
which stands in front of the class teacher .. All work with children is built
so that the personality develops spiritually, and in general school affairs
the whole class is involved. In such conditions, a single, full-fledged
team. This goal is complex, and in order to achieve it, one has to decide
other tasks, of a private order, which are not so few. Primarily,
it is necessary to create favorable conditions for each student so that he
could develop harmoniously as a person. Encourage cognitive interest
child, so that he strives to gain additional knowledge, expand
your horizons and erudition. It is necessary to create conditions under which
the creative potential of each student can be revealed.
The work of the class teacher of an elementary school is aimed at encouraging
creativity, self-realization in it of any student, and this
applies both to lessons and to any kind of activity outside
lessons. And a very important point is the upbringing of such a life position,
so that a person knows how to show sympathy, be an active citizen,
who is alien to indifference, who will not pass by, if somewhere
help or participation is required.
The culture of communication is also laid down in early age, and an example
should be a teacher. Interpersonal culture must be in communication
children with adults, and with each other. To evaluate your results on
the field of education, the teacher should regularly monitor, on
what level of cohesion his team is, what are in his class
relationships between students. Before the friendly team will
formed, the process goes through a series milestones.
The first stage can be considered the first half of the year in the first grade.
(slide 3)

The main task on this segment of the path is the adaptation of students to
school life. The teacher helps them with this. He studies the interests of everyone
the child, his needs, studies the main personal characteristics.
Draws an image of the class, how you would like to see it as a whole.
In the second stage, and this is the second half of the first grade and the second grade,
the teacher helps the students to accept the rules of life and activity
team. Helps to strengthen interpersonal relationships between children.
Creates a developing environment for everyone and unites the team so that children
did not feel isolated.
The third stage comes from the third grade. During this period, further
the merging of individual children into a collective occurs on the basis of
the individuality of each child, here we already have to rely on
upbringing. Creative individuality revealed brighter, defined
clear leaders of the group.
In the fourth grade, already at the fourth stage, children can
to express themselves, all the conditions for this have already been created. They open themselves
my own "I". The class can do something in some situations
independently, they plan cool things themselves, and children are also able to
distribute responsibilities among themselves. It's time for summing up
results, that is, everything that was developed in elementary school.
The methods of work of the class teacher are gradually changing, because
the team develops, it changes and strengthens, and it is led by the old
methods are no longer possible. When at the initial stage the class teacher
single-handedly manages, that's right. But children grow up and grow up, and
such management becomes irrelevant. The teacher must change his
tactics, he must develop self-government, listen to the opinion
class, and at the very last stage, cooperate with your children.
(slide 4)
Forms and methods of working with the class of the teacher can be the most
different, here and holding class hours with the organization of conversations on topics
morality, while it is necessary to take into account current problems
class and individual students, here are both targeted walks and sightseeing

Events. Creative exhibitions and thematic
evenings pursuing an aesthetic goal. All sorts of
holidays and competitions, quizzes and interesting projects. In all this children
take an active part, all these activities contribute to
group cohesion.
The class teacher must be passionate about his work so that children with
gladly followed him and helped in organizational matters.
It is very important that every student feel a sense of belonging to
event, so that I can gain experience, my own, from
interaction with society. In such conditions, the potential is better revealed
student. That is why any class activity must be
content and variety. Children do not like streamlined and empty
classes, it is important for them to feel the result, and after all it is necessary
promotion. Before the children's team, it is best to put an exciting
the goal is for it to beckon them and pull them along, moving them to activity.
Team building is facilitated not only by participation in the affairs of the school or
cool, kids love it Team work which organizes
their free time. AT modern world kids most of the time
spend in front of the monitor, play electronic games, and live communication and
outdoor games in the street are clearly in short supply. That is why excursions
Walking together brings great joy. Children want to be helpful
for others, and they need to be involved in such activities. Cool job
primary school leader is, first of all, to create
psychological comfort in the classroom. His main task is an
build solidarity among children.
In conclusion, I would like to give "10 commandments of" cool "
leader": (slides 5.6)
Know how to listen, because there is a rational grain in the ideas of children. Find him.
Do not shout. Do not suppress your voice for your authoritative words spoken
quietly, will be heard faster.
Find something to praise for a kind word and a cat is pleased.
Be fair, for insults hurt the child's soul.
Know how to see positive traits student for good in children
more than bad.
infect own example for someone must be a locomotive.

Protect your student even in front of teachers, because in negative
moments have their reasons.
Do not tell your parents about trifles, because in your own impotence
only the weak sign.
Encourage the initiative of students because it is impossible to do everything yourself.
Use a lot of affectionate words during communication because cool
head mother from breakfast to lunch.
(slide 7)
I would like every class teacher to remember and
was guided in his work with children by the words of V.A. Sukhomlinsky: “At
Every child has bells hidden in their hearts. You only need
find them, touch them so that they ring with good and cheerful ringing.

MINISTRY OF EDUCATION AND SCIENCE, YOUTH AND SPORT OF UKRAINE

STATE HIGHER EDUCATIONAL INSTITUTION
"SEVASTOPOL INDUSTRIAL PEDAGOGICAL COLLEGE"

Course work

On the topic: "Features of the work of a class teacher in elementary school"

Sevastopol, 2012
Content

Introduction………………………………………………………………………………………………3
1 The history of the appearance of the class teacher……………………………………………..4
2 The essence of the activity of the class teacher……………………………………………….5-7
3 Goals, tasks, functions of the class teacher……………………………………...……….8
3.1 Goals, tasks of the class teacher………………………………………………………..8
3.2 Functions of the class teacher……………………………………………………………8-12
4 Organization of educational work in the classroom………………………………………..………13-16
5 Interaction of the class teacher with students……………………………..…….17-21
6 Forms of interaction between the class teacher and parents……………………….…22-23
Conclusion……………………………………………………………………………………….…..24-25

Introduction.
In this course work, we will consider what role the class teacher plays in the upbringing junior schoolchildren and in the formation of their knowledge. As you know, the education of schoolchildren cannot be carried out without the direct activity of the class teacher. Therefore, this position must be present in the field of education.
In the work of almost every teacher there is a difficult, but very important mission - to be a class teacher. Some teachers consider this work an additional burden to their teaching activities, others call it the most important. No matter how difficult the work of the class teacher, no doubt, children need it, since the main structural link in the school is the class. It is here that cognitive activity is organized, social relations between students are formed. In the classes, care is taken for the social well-being of children, the problems of their leisure are solved, the primary rallying of teams is carried out, and an appropriate emotional atmosphere is formed.
The organizer of the activities of students in the classroom and the coordinator of educational influences is the class teacher. It is he who directly interacts with both students and their parents, sincerely strives to help children in solving their problems in the school team, organizes school life in an interesting and useful way. The class teacher performs very important and responsible tasks. He is the organizer of educational work in the classroom and mentor of students, organizes and educates the student team, unites the educational efforts of teachers, parents and the public.
The object of this term paper will be the process of activity of the class teacher. Main tasks: to analyze the literature on this topic, to give definitions to the basic concepts. Determine the essence of the activity, the main functions of the class teacher, and also talk about the main forms and methods of the teacher's work. Present practical materials of the real work of the class teacher.

1.History of the emergence of the class leadership.
The institution of class leadership has been established for a very long time, practically along with the emergence of educational institutions. In Russia, until 1917, these teachers were called class mentors, class ladies. Their rights and obligations 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.
Teachers-mentors were selected very carefully. The highest demands were placed on those who performed duties similar to those of a modern class teacher. A class mentor, an educator 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.
During the days of the Unified Labor School, the class teacher was called a group leader.
The position of the class teacher at the school was introduced on May 16, 1934 by the Decree of the Council of People's Commissars of the USSR and the Central Executive Committee of the All-Union Communist Party of Bolsheviks "On the structure of primary and high school in USSR".
One of the teachers was appointed as the class teacher, who was given special responsibility for the educational work in this class. It was one of the best teachers school, he was approved for this position by the director. The duties of the class teacher were considered as additional to the main teaching work.

2. The essence of the activity of the class teacher.
The class teacher is a teacher who organizes, coordinates and conducts extracurricular educational work, one of the leading figures in the educational system of the school.
The main purpose of the class teacher is, within the framework of the general goal of education, to ensure the individual development of the personality of schoolchildren, the discovery of the world of culture, the introduction to the world of modern culture, familiarization with the values of culture, assistance in choosing the environment of life and ways of implementation in culture. The class teacher is engaged in educational activities, he is the central person of the educational process. According to K.D. Ushinsky, “in education, everything should be based on the personality of the educator, because the educational power flows only from the living source of the human personality”
The activity of the class teacher is the most important link in the educational system of the educational institution, the main mechanism for the implementation individual approach to the pupils. It is due to modern tasks that the world community, state, republic, parents set before an educational institution of any type - the maximum development of each child, the preservation of his originality, the disclosure of his talents and the creation of conditions for normal spiritual, mental, physical perfection (World Declaration on ensuring survival, protection and development).
The class teacher implements these tasks in his educational institution:
1) directly monitor the individual development of the student;
2) contributes to the creation of optimal conditions for the formation of each personality;
3) organizes the interaction and cooperation of all educational forces;
4) makes the necessary adjustments to this process, contributing to the free and full manifestation and development of the abilities of pupils;
5) helps to organize all types of individual and collective activities involving students in a variety of communicative situations;
6) work on the creation of a classroom team as an educational subsystem, environment, society that ensures the socialization of each child.
The activity of the class teacher achieves its goal and gives the best result, provided that it is carried out in a certain system. The system of work of the class teacher is a set of interrelated educational activities arising from the goals and objectives of education. It involves the thoughtful selection of educational material feasible for students and the skillful use of the most effective means and methods of influence.
The activity of the class teacher achieves its goal and gives the best result, provided that it is carried out in a certain system. The system of work of the class teacher is a set of interrelated educational activities arising from the goals and objectives of education. It involves a thoughtful selection of educational material feasible for students and the skillful use of the most effective means and methods of influence. Let's try to consider the main sections of the class teacher's activities, which in their totality constitute the system of his educational work.
First, the study of students. Classroom leadership usually begins with studying the class and each student individually. As a result, the necessary conditions are created for the correct, rational organization of educational work, for the implementation of an individual approach. The study of students continues throughout the entire period of their education.
The organization and education of the classroom student team is one of the main, leading sections of the work of the class teacher. By uniting students into a friendly and purposeful team, the class teacher creates the prerequisites for successful solution educational tasks.
The next section of the class teacher's activity is to improve the quality of knowledge and strengthen discipline. A high level of knowledge and conscious discipline are the most important indicators of the correct organization of educational work. The class teacher takes care to improve the quality of knowledge of schoolchildren, seeks to prevent the backlog of individual students and repetition in their class.
The organization and conduct of extracurricular and extracurricular educational work is another of the most important sections of the activity of the class teacher. Various forms of this organization have developed and are successfully used in schools. Education in the classroom, in the learning process is complemented by extracurricular educational activities. The organization of extracurricular work usually combines two of its main directions - ideological and educational work and the organization of practical affairs of schoolchildren.
A very important section of the activity of the class teacher is coordination educational activities teachers. The class teacher must coordinate and direct the educational work of teachers in his class. The charter of the school states that the duties of each teacher include not only equipping students with knowledge, but also the formation of a worldview, the development of cognitive interests and abilities. The task of the class teacher is to ensure close cooperation with the teachers of his class, to achieve unity of requirements and pedagogical influences. From time to time, the class teacher meets with the teachers of his class, discusses the implementation of uniform requirements, the quality of knowledge and the state of discipline. Active communication between teachers and the class teacher helps to improve the state of educational work in the classroom.
The next section of the class teacher's activity is work with parents of students. Each teacher maintains contact with the parents of the students. A closer connection between the school and the family is carried out through class teachers. They communicate more often with parents, inform them about academic work and behavior of children, outline the ways of joint activities for their upbringing.
Here, perhaps, the main sections of the activity of the class teacher. In their totality, they constitute a complex system, which is the basis of the activity of any class teacher.
The class teacher, in comparison with other teachers, performs additionally very important functions for the education of students. Therefore, high pedagogical requirements are imposed on him, the fulfillment of which creates favorable conditions for improving the quality of his educational activities.

3. Purpose, tasks, functions of the class teacher.
3.1. The purpose of the activity of the class teacher is to create conditions for self-development and self-realization of the student's personality.
Tasks of the class teacher:

moral meanings

3.2. Functions of the educational work of the class teacher
The class teacher performs several functions:
- analytical and prognostic;
- organizational and coordinating;
- communicative;
- control.
Analytical-prognostic function includes:
- study and analysis of the individual characteristics of students with the help of a psychologist (as a rule, the type of personality, temperament, character accentuation is determined). Before entering the 1st grade, children undergo tests to identify readiness for learning and features of intellectual activity. Testing is carried out by a psychologist, school or specially invited;
- study and analysis of the group of students in its development. The basis for this is the conversation of the class leaders of the link with the teachers of the elementary school, and the leaders of the X-XI classes - with the class teachers of the secondary school. As a result, teachers receive initial information about the team and students. It is better to entrust the study and analysis of relationships in the class team to a psychologist who will draw up a psychological map of the team. The class teacher himself can organize this work through observation, conversations with students, conducting special questionnaires, analyzing students' creative work (for example, the essay “Our class”);
- analysis and evaluation of family education of students; such data is available from a psychologist, a social pedagogue. If the family is “unfavorable”, then the school administration also has information about it;
- analysis of the level of upbringing of the team and personality. Conclusions about the level of upbringing of the team and the individual must be made with the involvement of all teachers of this class, so that they (the conclusions) are as objective as possible.
For successful work the class teacher should be able to identify the educational result, evaluate it taking into account the assessment of the result, and correct professional activities. It is necessary to identify and evaluate the result at certain intervals: in primary and secondary schools - at the end of each quarter, in the senior - after six months. Summing up and correcting activities - personal and class teachers - should be done with the help of a psychologist and teachers who previously worked in this class.
Organizational and coordinating function involves:
- establishing contacts with parents (other legal representatives) of students, assisting them in educating students (in person, through a psychologist, social pedagogue, additional education teacher);
- holding consultations, conversations with parents of students;
- organization of extracurricular activities of children (holding various events);
- work with teachers of this class, a psychologist, a social pedagogue, leaders of circles, sports sections, for teachers of elementary school and V-VI (VII) classes - with educators of an extended day group;
- organization in the classroom of an educational process that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;
- organization of educational work with students through the holding of "small teachers' councils", pedagogical councils, thematic and other events;
- stimulating and taking into account the various activities of students, including in the system of additional education for children;
- individual pedagogical work with each student and the team as a whole, taking into account the data of a psychologist, social worker and personal observations;
- maintaining documentation (class journal, personal files of students, work plan of the class teacher).
The communicative function is:
- in the formation of positive relationships between children, in the management of relationships in the classroom;
- in the formation of optimal relations in the "teacher-student" system. Here the class teacher acts as an intermediary in the event of a conflict. Conflicts between teachers and students are protracted, when both sides cannot reach an agreement for a long time. Then the class teacher needs to offer a third solution, at least to a minimum degree that suits both parties;
- in teaching schoolchildren to establish positive relationships with people;
- in promoting a general favorable psychological climate in the class team;
- in assisting students in the formation of communicative qualities.
Control functions involve:
- monitoring the progress and attendance of each student;
- monitoring the attendance of training sessions by students.
Pedagogical tasks of the class teacher
One of the most important tasks of the class teacher is systematic work with the class team. The teacher humanizes the relationship between children in the team, contributes to the formation of moral meanings and spiritual guidelines, organizes socially valuable relationships and experiences of pupils in the class community, creative, personally and socially significant activities, a system of self-government; creates a situation of security, emotional comfort, favorable psychological and pedagogical conditions for the development of the child's personality, contributes to the formation of self-education skills of students. His work is aimed at the formation and manifestation of a unique individuality, the "face" of the class community. At the same time, the class teacher takes care of the position and place of the class in the school community, facilitating inter-age communication.

According to V.A. Slastenin, a teacher involved in the educational system by the very logic of reality, is faced with the need to solve binary groups of pedagogical problems. This is:

pedagogical process

common goal

various options

The completeness of the presence of these tasks in the mind and activity of the teacher determines the level of his subjectivity in the educational system.
Another important task of the class teacher to ensure the integrity of the educational process is to coordinate the activities and establish relationships between the four leading teams: children's educational, teachers working with the class, parents and labor (basic enterprise). AT children's team the class teacher contributes to the organization of student self-government, the establishment of business relations of responsible dependence, the development of relations of interest. He interacts with children on the basis of respect, mutual exactingness, attentiveness, empathy, mutual assistance and justice. With a team of teachers working in the classroom, the class teacher exchanges information, agrees on common actions, requirements and joint forms of work. Interactions with the parent team are based on the exchange of information, the unity of requirements, the implementation of parent pedagogical general education, the participation of parents in separate forms pedagogical work with kids. Relations with the labor collective are organized as sponsorship, business and free communication.
Direct communication with children, ideological, spiritual and value influence on them requires from the class teacher increased attention to the mental experiences and conditions of children, the formation of their ideals, views, beliefs, personal qualities and individual abilities. The child is formed as a person and individuality when teachers seek to translate external socially valuable incentives into internal motives for his behavior, when he himself achieves socially valuable results, while demonstrating purposefulness, will and courage. The educational effect is great when education, at each stage of age development, develops into self-education, and the child turns from an object of education into its subject. The mechanism of such a transformation is the understanding by children of the process of their own life activity: awareness of its goals, requirements, prospects; knowledge in its process of its strengths and capabilities; overcoming (self-determination) of their weaknesses and the implementation of self-education. The class teacher, who analyzes social life together with the students, the process of their formation as individuals, the formation of their worldview, creative abilities, appears before them as a thinker, helping to actively participate in the formation of their own personality, development and organization of behavior.

4. Organization of educational work in the classroom
General social function education is to pass on from generation to generation knowledge, skills, ideas, social experience, ways of behavior.
In a narrow sense, upbringing is understood as the purposeful activity of teachers designed to form a person's system of qualities or any specific quality (for example, the education of creative activity). In this regard, education can be considered as a pedagogical component of the socialization process, which involves targeted actions to create conditions for the social development of a person. The creation of such conditions is carried out through the inclusion of the child in various types of social relations in study, communication, play, practical activities.
When we talk about the influence of a teacher on a student in the framework of the implementation of their professional functions, we call this pedagogical activity educational work. The educational work carried out by the class teacher includes the implementation of a set of organizational and pedagogical tasks to be solved in order to ensure the optimal development of the student's personality, the choice of forms and methods of education in accordance with the tasks set by the educators and the process of their implementation. In the educational work of the class teacher, three main directions should be distinguished.
The first is related to the direct impact on the student:
- study of the individual characteristics of his development, his environment, his interests;
- programming of educational influences;
- implementation of a set of methods and forms of individual work;
- analysis of the effectiveness of educational influences.
The second direction is connected with the creation of an educational environment:
- team building
- formation of a favorable emotional atmosphere;
- inclusion of students in various types of social activities;
- development of children's self-government.
The third direction involves the correction of the influence of various subjects of the child's social relations:
- social family assistance;
- interaction with the teaching staff;
- correction of the impact of mass media;
- neutralization of negative influences of society;
- interaction with other educational institutions.
The question arises as to what is the purpose and objectives of education. In general, all pedagogical goals can be conditionally divided into 2 interdependent groups: ideal and actual. Based on the real goals of education, it is possible to determine the actual tasks of educating students. Based on the fact that the result of upbringing is the social development of a person, which implies positive changes in his views, motives and real actions, we will single out 3 groups of educational tasks focused on the result of raising a child.
The first group of tasks is connected with the formation of a humanistic worldview. In the process of their solution, the process of appropriation of universal human values by the child, the formation of humanistic views and beliefs in a person takes place.
The second group of tasks is inextricably linked with the first and is aimed at shaping the needs and motives of moral behavior.
The third group involves the creation of conditions for the realization of these motives and stimulation of the moral behavior of children.
The upbringing process should be focused on the result of upbringing, which contributes to the formation of human sociality, i.e. his willingness to participate in a complex system of social relations in the economic, political and spiritual spheres.
The main tool for solving educational problems are the methods and techniques of education.
Under the methods of education, we understand the ways of interaction between teachers and students, in the process of which changes occur in the level of development of personality traits of pupils.
The main task of the teacher is to help the child in his development, and pedagogical practice should ensure the development and improvement of all essential human spheres. The cumulative impact on them is provided by the methods of education.
In order to influence the intellectual sphere to form views, concepts, attitudes, methods of persuasion are used, which involve reasonable proof of a concept, moral position, assessment of what is happening.
Conviction corresponds to self-persuasion - a method of self-education based on the fact that children consciously, independently, in search of a solution to a particular social problem, form a set of views based on independently made logical conclusions.
Methods of influencing the motivational sphere include stimulation, which is based on the formation of students' conscious motives for life. In pedagogy, such components of this method as encouragement and punishment are common.
Stimulation methods help to form the ability to correctly assess one's behavior, which contributes to the awareness of one's own needs - understanding the meaning of life, choosing appropriate motives and corresponding goals, i.e. what constitutes the essence of motivation.
Methods of influencing the emotional sphere involve the formation of the necessary skills in managing one's emotions, teaching self-management of specific feelings, understanding one's emotional states and the reasons that give rise to them. The method that influences the emotional sphere of the child is suggestion and the methods of attraction associated with it. Suggestion can be carried out both verbally and non-verbally. "Inspire - influence the feelings, and through them - the mind and will of a person." The process of suggestion is often accompanied by the process of self-hypnosis: the child tries to inspire himself with one or another emotional assessment of his behavior.
Methods of influencing the volitional sphere involve: the development of initiative in children, self-confidence; development of perseverance, the ability to overcome difficulties in order to achieve the intended goal; the formation of the ability to control oneself (restraint, self-control); improving the skills of independent behavior, etc. The methods of demand and exercises can have a dominant influence on the formation of the volitional sphere.
The methods of influencing the sphere of self-regulation are aimed at developing the skills of mental and physical self-regulation in children, developing the skills of analyzing life situations, understanding their behavior and the state of the people around them, and developing the skills of an honest attitude towards themselves and others.
Methods of influencing the subject-practical sphere are aimed at developing in children qualities that help a person realize himself both as a purely social being and as a unique individuality.
Methods of influencing the existential sphere are aimed at including students in the system of new relationships for them. In a school setting, it is useful to consider exercises to develop children's ability to judge based on the principle of justice, and even better, to solve the so-called dilemmas. The dilemma method consists in the joint discussion of various moral problems by schoolchildren. Questions are developed for each dilemma, in accordance with which the discussion is built, for each question the children give convincing arguments “for” and “against”.
Corresponding to the method of dilemmas is the method of self-education - reflection, which means the process of thinking of an individual about what is happening in his own mind. It presupposes not only a person's knowledge of himself in certain situation or in a certain period, but also finding out the attitudes of those around you, as well as developing ideas about the changes that may occur.
The implementation of each method involves the use of a set of techniques that correspond to the pedagogical situation, the characteristics of students, and the individual pedagogical style of the teacher. At the same time, the implementation of various methods can be carried out using the same techniques.
Educational techniques are pedagogically designed actions, through which external motives are exerted on the behavior and positions of the student, and
etc.................

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Tyumen State University"

Institute of Pedagogy and Psychology

Department of General and social pedagogy

Topic abstract

"Modern activities of the class teacher of elementary school"

I've done the work

Kulikov Alexander Yurievich

course, gr. 25POMO132

checked

candidate of pedagogical sciences

Chekhonin Alexander Dmitrievich

Tyumen, 2014

Introduction

2.2 The concept of primary general education

Conclusion

Bibliography

Introduction

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

The activity of a modern class teacher is the most important link in the educational system of an educational institution, the main mechanism for implementing an individual approach to pupils. She is conditioned modern task which the world community, the state, parents put before the educational institution - the maximum development of each child, the preservation of his originality, the disclosure of his talents and the creation of conditions for normal spiritual, mental, physical perfection.

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

The purpose of the work: to show the complexity of the activity of the class teacher of an elementary school.

describe the main functions of the class teacher

reveal the main provisions of the Federal State Educational Standard

bring the concept of primary education.

Chapter 1. The class teacher and his functions

The class teacher is a teacher who carries out the functions of the organizer of children's life at school. The class teacher has a higher or secondary special pedagogical education. The activities of class teachers are supervised by the deputy director for educational work. The class teacher reports on the results of his work to the teachers' council, director, deputy. school principal in due course.

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

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

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

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

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

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

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

conducts safety briefings at training sessions, educational events, during vacation time with mandatory registration in the briefing registration log;

observes the rights and freedoms of students;

together with authorities student government leads active propaganda healthy lifestyle.

The class teacher has the right:

receive regular information about the physical and mental health children;

monitor the attendance of classes by students of his class;

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

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

develop, create, together with a social pedagogue, physicians, individual work programs with children and adolescents, girls, boys, parents of students;

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

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

conduct experimental and methodical work on various problems educational activities;

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

The class teacher does not have the right to:

humiliate the personal dignity of the pupil, insult him with an action or word, inventing nicknames, hanging labels, etc.

use grade to punish a student;

abuse the trust of the child, break the word given to the pupil;

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

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

The classroom teacher should be able to:

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

to form their educational goals;

plan educational work;

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

hold a parent meeting;

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

Functions of the class teacher.

Daily:

Working with latecomers and finding out the reasons for the absence of students.

Organization of duty in classrooms.

Individual work with students.

Weekly:

Check student diaries.

Carrying out activities in the classroom (according to the plan).

Working with parents (depending on the situation).

Working with subject teachers.

Every month:

Attending classes in your class.

Consultations with a social pedagogue, psychologist.

Excursions, visits to theaters, etc.

Meeting with the parent asset.

Organization of the participation of the class team in the affairs of the school.

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

Once a quarter:

Making a class journal at the end of the quarter.

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

Conducting a parent meeting.

Once a year:

Holding an open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student portfolio.

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

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

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

But at the same time, it is also important professional quality Keywords: education, general outlook, erudition.

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

The class teacher contributes to the inclusion of schoolchildren in various creative associations of interest (circles, sections, clubs) operating both in general educational institutions and in institutions of additional education.

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

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

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

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

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

education

health

culture

ecology

information

public order

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

Chapter 2

2.1 Standards for the work of the class teacher

The main standards for the work of the class teacher are spelled out in the Federal State Educational Standard (FGOS) of primary education. At the heart of the Federal State Educational Standard, the class teacher provides the direction:

equal opportunities to receive quality primary general education;

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

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

preservation and development of cultural diversity and linguistic heritage of a multinational people Russian Federation, the right to learn one's native language, the possibility of obtaining primary general education in mother tongue, mastering the spiritual values and culture of the multinational people of Russia;

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

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

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

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

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

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

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

orientation to the results of education as a backbone component of the Standard, where the development of the student's personality on the basis of the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education;

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

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

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

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

guaranteeing the achievement of the planned results of mastering the basic educational program of primary general education, which creates the basis for the independent successful assimilation of new knowledge, skills, competencies, types and methods of activity by students.

The result of the primary education standard is focused on becoming personal characteristics graduate. The portrait of a primary school graduate looks like this: this is a student who loves his people, his land and his homeland; respecting and accepting the values of the family and society; he is inquisitive, actively and interested in knowing the world; possessing the basics of the ability to learn, capable of organizing their own activities; a student who is ready to act independently and be responsible for his actions before his family and society.

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

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

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

subject, including mastered by students in the course of studying subject experience specific to this subject area activities to obtain new knowledge, its transformation and application, as well as a system of fundamental elements scientific knowledge underlying the modern scientific picture of the world.

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

2.2 The concept of primary general education

The teacher is the foundation. A class teacher cannot be considered outside the school, outside the classroom system, outside of his rights and obligations, outside of the material, moral and regulatory incentives that determine the work of a teacher. So, if we want to change the quality of education, we must change all the components of the system:

Classroom system. It can be summarized that the elementary school must be restructured in such a way as to teach and develop everyone - today it can at best be selective.

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

Material incentives and assessment of the work of the teacher. The salary of a novice teacher should already be at the level of the average for the economy. And then there must be incentives. Two criteria for the success of the teacher's work: firstly, the level of progress of all students, and secondly, the criterion for success should be the attitude of students and parents to the teacher of all children. It is necessary to change the criteria for evaluating the work of teachers and schools in general - to evaluate them not only by academic performance, attendance and USE results, and at the request of students of the school, starting from first graders and ending with graduation classes. The desire to learn is easy to assess through online surveys. The selection of teachers will be carried out not by an official, but by life itself, by the children and parents themselves.

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

Teacher's toolkit. These are textbooks, methods, an assessment system. We need very good textbooks, written in a systematic way (there are few systematic textbooks for children in Russian - chaos, all sections are mixed and scattered across the classes). Lot good practices, but they do not fit into classroom system.

Today there is another problem: the teacher, built into the class-lesson system, when giving a grade to a student for a dictation or a math test, does not meaningfully give any signals to the student and his parents about what needs to be done, what to work on. With the current grading system (no matter what the number of points is 5 or 100), a student and a parent experience only negative emotions when they see a “deuce”, but they do not understand what the child should work on. The teacher himself, tied to the quantitative assessment of the student's work (one error - "5"; two or three errors - "4", four or six errors - "3", etc.), does not get used to working on the content. It turns out in such a system the following: the teacher, giving a quantitative assessment (“5”, “4”, “3” or “2”), actually sorts the students into strata: excellent students, ..., losers - this is required of him by the system. A student who received a “deuce” and his parents, experiencing negative emotions and not understanding what to do, turn out to be fools. The student learned the rule for "5", wrote a dictation for "2", received marks in the diary - but neither he nor his parents understand what needs to be done. The following solution is suggested:

The existing student assessment system should be changed. How it might look like: the teacher, together with the parents and the student, outlines a plan - each teacher gives the student and parent from the very first grade skill cards in all subjects. These cards (for example, in mathematics, communication or reading) spell out all the skills that the student must master (in writing, reading, counting, communication, and so on). The teacher has necessary exercises and methods for training individual skills, for developing skills in all areas. While working with children, the teacher keeps track of each student's individual map skills: what path has been traveled, at what level of skill formation is the student, what needs to be done to advance. Instead of an assessment, the teacher puts a flag on the segment of the path that has been passed, "won" by the student (the number of flags for all children is the same in terms of the number of skills). Parents and the student can be active with such tracking, because they now see the content side of the problem, and not an empty mark. class teacher school

Final work. Dictations and controls are not canceled, but now they become only informative. For example, a test to check the skill of cheating will no longer be assessed with points ("5", "3", "4" or "2") - the student will be given recommendations for practicing the skill (if the skill has not yet been worked out) or more difficult tasks for independent development at will (if the skill is worked out at the level of the 1st grade). Similarly in mathematics: the goal of the teacher is to track the development of a skill during tests and tests, and not to set an empty mark.

Individual subject trajectory of development of skills and abilities. As a result of all this, in a month we will get an individual trajectory for the development of skills and abilities for each specific child in each subject, and it will be clearly visible on the map of skills and abilities. On each subject map, specific achievements in skills development will be marked and it will be clear: what needs to be worked on. It will be seen that in some children some skills will be better, in others it will be worse to form, but neither the teacher, nor the parent, nor the student will now lose sight of the content of the study.

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

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

Changing the reporting system of teachers in elementary school.

But such an approach will automatically require the school system in elementary school to change the system for evaluating the work of the teacher and his payment. Today, payment depends on the number of students, and reporting is reduced to counting the number of "excellent", "good" and "three" students. In the new system, there will be no need to write meaningless assessment reports, the teacher will be able to present (in electronic or paper form) how and how far his students are progressing in the formation of skills. This approach will encourage teachers to look for the most effective methods.

Thus, the concept of primary education has both advantages and disadvantages. A class teacher with a heavy workload must objectively evaluate students, but also make verification work so as to test basic learning skills. Also, the class teacher should track the development of skills and work with gifted people.

Conclusion

The class teacher of an elementary school is a teacher assigned to a class who has great amount functions and rights that allow you to competently teach the Federal State Educational Standard. The main thing in his activity is the interaction of all structures for the benefit of the student's development: from parents to the headmaster. Extra-curricular activities of the teacher in many ways allows you to see the potential of students. It depends on his activities how his students will correspond to the portrait of an elementary school graduate.

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

The concept of modern primary education shows that primary schools have problems that need to be addressed. The problem of assessment and the workload of class teachers is still relevant today. The concept also suggests how you can achieve satisfactory results and not harm anyone.

Bibliography

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

Dyukina O.V. Diary of a class teacher of primary classes - M., Wako, 2011.

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

Nechaev M.P. Control educational process in class. - M., 5 for knowledge, 2012

Federal State Educational Standard of Primary General Education, 2011.