Class teacher in elementary school. Coursework: features of the work of a class teacher in an elementary school

MINISTRY OF EDUCATION AND SCIENCE, YOUTH AND SPORTS OF UKRAINE

STATE HIGHER EDUCATIONAL INSTITUTION
"SEVASTOPOL INDUSTRIAL AND PEDAGOGICAL COLLEGE"

Course work

On the topic: “Features of the work of a class teacher in an elementary school”

Sevastopol, 2012
Content

Introduction…………………………………………………………………………………………3
1 The history of the emergence of the class teacher…………………… ………………………..4
2 The essence of the activity of the class teacher…………………… …………………...….5-7
3 Goals, objectives, 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 educational work in class……………………………………..………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 look at the role the class teacher plays in the education of younger schoolchildren and in the formation of their knowledge. As is known, 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 work, others call it the most important. No matter how difficult the work of a class teacher is, without a doubt, children need it, since the main structural link in the school is the classroom. It is here that cognitive activity is organized and social relationships between students are formed. In classes, concern for the social well-being of children is realized, problems of their leisure time are solved, primary unity of teams is carried out, and an appropriate emotional atmosphere is formed.
The organizer of student activities in the classroom and coordinator of educational influences is the class teacher. It is he who directly interacts with both students and their parents, who sincerely strives to help children solve their problems in the school community, and organize 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 a mentor to students, organizes and educates the student body, and unites the educational efforts of teachers, parents and the public.
The object of this course work will be the process of activity of the class teacher. Main tasks: analyze the literature on this topic, define the basic concepts. Determine the essence of the activity, the main functions of the class teacher, and also talk about the main forms and techniques of the teacher’s work. Present practical materials from the real work of a class teacher.

1. History of the emergence of classroom management.
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.
Teacher-mentors were selected very carefully. The highest demands were placed on those who performed duties similar to those of a modern classroom teacher. 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.
During the Unified Labor School, the class teacher was called a group leader.
The position of a class teacher at 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 secondary schools in the USSR."
The class teacher was appointed one of the teachers, who was given special responsibility for educational work in a given class. This was one of the the best teachers school, he was approved for this position by the director. The responsibilities of the class teacher were considered additional to the main teaching work.

2. The essence of the activity of the class teacher.
The class teacher is a teacher involved in organizing, coordinating and conducting 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, introduction to the world of modern culture, familiarization with cultural values, assistance in choosing the living environment and methods of implementation in culture. The class teacher is engaged in educational activities; he is the central person in the educational process. According to K.D. Ushinsky, “in education everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality”
The activities of the class teacher are the most important link in the educational system of an educational institution, the main mechanism for implementing an individual approach to students. It is determined by modern tasks that the world community, the state, the republic, parents set before an educational institution of any type - the maximum development of each child, the preservation of his uniqueness, the disclosure of his talents and the creation of conditions for normal spiritual, mental, physical perfection (World Declaration on Providing survival, protection and development).
The class teacher implements these tasks in his educational institution:
1) carries out direct observation of the student’s individual development;
2) promotes 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, promoting the free and full manifestation and development of the pupils’ abilities;
5) helps organize all types of individual and collective activities that involve students in a variety of communicative situations;
6) works to create a classroom team as an educational subsystem, environment, and society that ensures the socialization of each child.
The activities of the class teacher achieve their goals and give the best results provided that they are carried out in a certain system. The system of work of the class teacher is a set of mutually interconnected educational activities arising from the goals and objectives of education. It involves a thoughtful selection of educational material that is 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 mutually interconnected educational activities arising from the goals and objectives of education. It involves a thoughtful selection of educational material that is feasible for students and the skillful use of the most effective means and methods of influence. Let us try to consider the main sections of the class teacher’s activities, which together constitute the system of his educational work.
First, study the students. Classroom management 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. Students' learning continues throughout their entire education.
Organization and education of the classroom student team- This is one of the main, leading sections of the class teacher’s work. By uniting students into a friendly and purposeful team, the class teacher creates the preconditions for successful solution educational tasks.
The next section of the class teacher’s activity is improving the quality of knowledge and strengthening 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 of improving the quality of students' knowledge and strives to prevent individual students from falling behind and repeating the same year in their class.
Organization and conduct of extracurricular and extracurricular educational work is another one of the most important sections of the class teacher’s activity. Various forms of this organization have developed and are successfully used in schools. Education in the classroom and during the learning process is supplemented by extracurricular educational activities. The organization of extracurricular work usually combines its two main directions - ideological and educational work and the organization of practical affairs of schoolchildren.
A very important section of the class teacher’s activity is the coordination of the educational activities of teachers. The class teacher must coordinate and direct the educational work of teachers in his class. The school charter states that the responsibilities of each teacher include not only equipping students with knowledge, but also shaping their worldview, developing 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 and discusses the implementation of uniform requirements, the quality of knowledge and the state of discipline. Active communication between teachers and the class teacher helps improve the state of educational work in the classroom.
The next section of the class teacher’s activity is working with students’ parents. Each teacher maintains contact with students' parents. A closer connection between the school and the family is carried out through class teachers. They communicate with parents more often, inform them about the educational work and behavior of children, and outline ways joint activities according to their upbringing.
These are, perhaps, the main sections of the class teacher’s activities. Taken together, they form a complex system, which is the basis of the activities of any class teacher.
The class teacher, compared to other teachers, additionally performs very important functions in educating students. Therefore, high pedagogical demands are placed 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 class teacher’s activities is to create conditions for self-development and self-realization of the student’s personality.
Tasks of the class teacher:

formation and development of the class team;
organization of systematic work with students in the classroom;
creation of favorable psychological and pedagogical conditions for the development and moral formation of the personality of each child, his self-affirmation, preservation of uniqueness and disclosure of his potential abilities;
organizing a system of relations between children through various forms of educational activities of the class team;
protection of the rights and interests of students;
humanization of relations between students, students and teaching staff;
formation of a healthy lifestyle;
formation moral meanings and spiritual guidelines for children.
socially significant organization, creative activity students.

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 and prognostic function includes:
- study and analysis of individual characteristics of students with the help of a psychologist (as a rule, personality type, temperament, character accentuation are determined). Before entering 1st grade, children undergo tests to identify readiness for learning and characteristics of intellectual activity. Testing is carried out by a psychologist, school or specially invited;
- study and analysis of the student team in its development. The basis for this is a conversation between class leaders and primary school teachers, and heads of grades X-XI with high school class teachers. 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, analysis creative works students (for example, the essay “Our Class”);
- analysis and assessment of students’ family education; A psychologist and a social educator have such data. If the family is “dysfunctional,” then the school administration also has information about it;
- analysis of the level of education of the team and the individual. Conclusions about the level of education of the team and the individual must be made with the involvement of all teachers of a given class, so that they (the conclusions) are as objective as possible.
To work successfully, the class teacher must be able to identify the educational result, evaluate it taking into account the assessment of the result, and adjust professional activities. The result must be identified and assessed at certain intervals: in primary and secondary schools - at the end of each quarter, in high schools - after six months. It is necessary to sum up and correct the activities - personal and of the class teachers - with the help of a psychologist and teachers who previously worked in this class.
The organizational coordinating function involves:
- establishing contacts with parents (other legal representatives) of students, providing them with assistance in raising students (personally, through a psychologist, social worker, teacher additional education);
- conducting consultations and conversations with parents of students;
- organizing extracurricular activities for children (carrying out various events);
- work with teachers of a given grade, psychologist, social educator, heads of clubs, sports sections, for teachers of primary schools and grades V-VI (VII) - with teachers of an extended day group;
- 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;
- organizing educational work with students through “small teacher councils”, pedagogical councils, thematic and other events;
- stimulation and consideration of 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 managing relationships in the classroom;
- in the formation optimal relationship in the “teacher-student” system. Here the class teacher acts as a mediator in case of conflict. Conflicts between teachers and students can be protracted when both parties cannot reach an agreement for a long time. Then the class teacher needs to offer a third solution that would at least minimally satisfy both parties;
- in teaching schoolchildren to establish positive relationships with people;
- promoting a generally favorable psychological climate in the class team;
- assisting students in developing communicative skills.
Control functions include:
- monitoring the progress and attendance of each student;
- monitoring student attendance at training sessions.
Pedagogical tasks of the class teacher
One of the most important tasks of the class teacher is systematic work with the class staff. The teacher humanizes the relationships between children in the team, promotes the formation of moral meanings and spiritual guidelines, organizes socially valuable relationships and experiences of students in the classroom community, creative, personally and socially significant activities, and a system of self-government; creates a situation of security, emotional comfort, favorable psychological and pedagogical conditions for the development of the child’s personality, and contributes to the formation of students’ self-education skills. 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, promoting inter-age communication.

According to V.A. Slastenina, 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:

analytical-reflective tasks, i.e. tasks of analysis and reflection of the holistic pedagogical process, its elements, emerging difficulties, etc.;
constructive and prognostic tasks, i.e. the task of building an integral pedagogical process in accordance with the general goal of professional pedagogical activity, developing and making pedagogical decisions, predicting the results and consequences of decisions made;
organizational and operational tasks - implementation tasks various options educational process, a combination of diverse types pedagogical activity;
assessment and information tasks, i.e. tasks of collecting, processing and storing information about the state and prospects of development pedagogical system, its objective assessment;
correctional and regulatory tasks, i.e. tasks of correcting the course of the pedagogical process, establishing the necessary communication connections, their regulation and support.

The complete presence of these tasks in the consciousness and activity of the teacher determines the level of his subjectivity in the educational system.
Another important task of the class teacher in ensuring the integrity of the educational process is coordinating the activities and establishing relationships between the four leading teams: children's educational, teachers working with the class, parents and labor (base enterprise). In the children's team, the class teacher promotes the organization of student self-government, the establishment of business relationships of responsible dependence, and the development of relationships based on interests. He interacts with children on the basis of respect, mutual exactingness, attentiveness, empathy, mutual assistance and fairness. The class teacher exchanges information with the team of teachers working in the classroom, agrees on common actions, requirements and joint forms of work. Interactions with the parent team are based on the exchange of information, unity of requirements, the implementation of parent pedagogical universal education, and the participation of parents in certain forms of pedagogical work with children. Relations with the workforce are organized as patronage, business and free communication.
Direct communication with children, ideological, spiritual and value influence on them requires the class teacher to pay increased attention to the mental experiences and states of children, the formation of their ideals, views, beliefs, personal qualities and individual abilities. A child is formed as a personality and individuality when teachers strive to translate external socially valuable stimuli into internal motives of his behavior, when he himself achieves socially valuable results, while showing determination, 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 transformation is children’s understanding of the process of their own life activity: awareness of its goals, requirements, prospects; knowledge in its process of one’s strengths and capabilities; overcoming (self-determination) one’s weaknesses and implementing self-education. The class teacher, who together with the students analyzes social life, the process of their formation as individuals, the formation of their worldview, creative abilities, appears before them as a thinker who helps them actively participate in the formation of their own personality, development and organization of behavior.

4.Organization of educational work in the classroom
The general social function of education is to transmit knowledge, skills, ideas, social experience, and ways of behavior from generation to generation.
In a narrow sense, education is understood as the purposeful activity of teachers designed to form a system of qualities in a person or any specific quality (for example, nurturing 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 human social development. The creation of such conditions is carried out through the inclusion of the child in various types of social relationships in study, communication, play, and practical activities.
When we talk about the influence of a teacher on a student as part of the implementation of his professional functions, we call this pedagogical activity educational work. Educational work carried out by the class teacher includes the implementation of a complex of organizational and pedagogical tasks, 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 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:
- studying individual characteristics his development, his environment, his interests;
- programming educational influences;
- implementation of a set of methods and forms of individual work;
- analysis of the effectiveness of educational influences.
The second direction is related to the creation of a nurturing 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 correcting 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 communication;
- neutralization of negative impacts of society;
- interaction with other educational institutions.
The question arises about what the purpose and objectives of education are. In general, all pedagogical goals can be divided into two 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 involves positive changes in his views, motives and real actions, we will highlight 3 groups of educational tasks focused on the result of raising a child.
The first group of tasks is related to the formation of a humanistic worldview. In the process of solving them, the process of appropriation of universal human values ​​by the child occurs, the formation of humanistic views and beliefs in a person.
The second group of tasks is inextricably linked with the first and is aimed at developing the needs and motives of moral behavior.
The third group involves creating conditions for the realization of these motives and stimulating the moral behavior of children.
The upbringing process should be focused on the result of upbringing, which contributes to the formation of a person’s sociality, i.e. his readiness to participate in a complex system of social relations in the economic, political and spiritual spheres.
The main tool for solving educational problems are methods and techniques of education.
By methods of education we understand the ways of interaction between teachers and students, during which changes occur in the level of development of the personality qualities of students.
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. Educational methods have a cumulative impact on them.
In order to influence the intellectual sphere to form views, concepts, attitudes, methods of persuasion are used that involve reasonable proof of a concept, moral position, or 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 drawn logical conclusions.
Methods of influencing the motivational sphere include stimulation, which is based on the formation of conscious motives for life activity in students. In pedagogy, such components of this method as encouragement and punishment are common.
Stimulation methods help to develop the ability to correctly evaluate one’s behavior, which promotes awareness of one’s own needs - understanding the meaning of life, choosing appropriate motives and goals corresponding to them, i.e. what constitutes the essence of motivation.
Methods of influencing the emotional sphere involve developing the necessary skills in managing one’s emotions, learning to self-manage specific feelings, understanding one’s emotional states and the reasons that give rise to them. A method that influences the emotional sphere of a child is suggestion and related attraction techniques. Suggestion can be carried out by both verbal and non-verbal means. “To suggest is to influence feelings, and through them, the mind and will of a person.” The process of suggestion is often accompanied by a process of self-hypnosis: the child tries to instill in himself one or another emotional assessment of his behavior.
Methods of influencing the volitional sphere involve: developing children's initiative and self-confidence; development of perseverance, the ability to overcome difficulties to achieve the intended goal; developing the ability to control oneself (restraint, self-control); improving independent behavior skills, etc. Methods of demand and exercise can have a dominant influence on the formation of the volitional sphere.
Methods of influencing the sphere of self-regulation are aimed at developing in children the skills of mental and physical self-regulation, developing skills in analyzing life situations, awareness of their behavior and the state of those 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 a system of relationships that are new to them. In a school setting, it is useful to consider exercises to develop children’s ability to make judgments based on the principle of fairness, and even better, to solve so-called dilemmas. The dilemma method involves students discussing a variety of moral problems together. For each dilemma, questions are developed, according to which the discussion is structured; for each issue, 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 an individual thinking 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 to clarify the attitudes of others towards oneself, as well as to develop 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. Moreover, the implementation of various methods can be carried out using the same techniques.
Educational techniques are pedagogically designed actions through which external incentives influence the student’s behavior and attitudes, and
etc.................

Send your good work in the knowledge base is simple. Use the form below

Good work to the site">

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Tyumen State University"

Institute of Pedagogy and Psychology

Department of General and Social Pedagogy

Abstract on the topic

“Modern activities of the primary school class teacher”

I've done the work

Kulikov Alexander Yurievich

1st year, gr. 25POMO132

Checked

Candidate of Pedagogical Sciences

Chekhonin Alexander Dmitrievich

Tyumen, 2014

Introduction

Chapter 1. Class teacher and his functions

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

2.1 Standards for the work of a class teacher

2.2 Primary general education concept

Conclusion

Bibliography

Introduction

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

The activities of a modern class teacher are the most important link in the educational system of an educational institution, the main mechanism for implementing an individual approach to students. It is conditioned modern challenge, which is set before the educational institution by the world community, the state, and parents - the maximum development of each child, the preservation of his uniqueness, the discovery of his talents and the creation of conditions for normal spiritual, mental, and physical perfection.

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

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

describe the main functions of the class teacher

reveal the main provisions of the Federal State Educational Standard

bring the concept of primary education.

Chapter 1. Class teacher and his functions

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

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

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

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

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

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

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

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

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

respects the rights and freedoms of students;

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

The class teacher has the right:

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

monitor the attendance of students in his class;

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

coordinate the work of subject teachers providing educational influence on his students at pedagogical councils;

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

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

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

conduct experimental and methodological work on various problems educational activities;

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

The class teacher does not have the right:

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

use assessment to punish a student;

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

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

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

The class teacher must be able to:

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

formulate your educational goals;

plan educational work;

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

hold a parent meeting;

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

Functions of the class teacher.

Daily:

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

Organization of meals for students.

Organization of duty in classrooms.

Individual work with students.

Weekly:

Checking student diaries.

Carrying out activities in the classroom (as planned).

Work with parents (depending on the situation).

Working with subject teachers.

Every month:

Attend lessons in your classroom.

Consultations with a social teacher, psychologist.

Excursions, visits to theaters, etc.

Meeting with parent activists.

Organizing the participation of the class team in school affairs.

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

Once every quarter:

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

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

Conducting a parent meeting.

Once a year:

Holding an open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student's portfolio.

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

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

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

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

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

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

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

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

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

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

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

education

health

culture

ecology

information

public order

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

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

2.1 Standards for the work of the class teacher

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

equal opportunities to receive high-quality primary general education;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

subject matters, including those mastered by students during the study academic subject specific experience subject area activities to obtain new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

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

2.2 The concept of primary general education

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

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

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

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

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

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

Teacher's Toolkit. These are textbooks, methods, and an assessment system. Very needed good textbooks, written systematically (there are few systematic textbooks on the Russian language for children - chaos, all sections are mixed and scattered across classes). A lot of good techniques, but they do not fit into the classroom system.

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

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

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

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

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

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

Changing the teacher reporting system in elementary schools.

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

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

Conclusion

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

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

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

Bibliography

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

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

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

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

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

Federal state educational standard for primary general education, 2011.

Posted on Allbest.ru

Similar documents

The role of the class teacher in the system school education. Forms and methods of working with the student body and students’ families. Practical materials drawing up plans and regulatory documentation regulating the activities of the class teacher.

thesis, added 03/15/2015


The main functions and responsibilities of the class teacher, his role in the training and education of schoolchildren. The first meeting of the class teacher with the class. Working with the class team, the student’s personality and parents. Planning educational work.

course work, added 01/22/2014


Theoretical foundations of the work of a class teacher. The role of the teacher in involving children’s parents in the educational activities of the school. Consideration of the features of interaction between family and educational institutions in the interests of the development of the child’s personality.

course work, added 12/03/2013


Consideration of the process of activity of the class teacher. Formation of the child’s individuality in the family and the form of work of the class teacher with the student’s parents. Strategy and tactics of interaction between school and family in developing a student’s personality.

test, added 04/19/2009


Research into the history of the formation of classroom management. Characteristics of educational tasks, content and forms of work of the class teacher. The relationship between the work of the class teacher and students. Planning and preparation of educational events.

presentation, added 04/22/2010


Educational work of the class teacher. Types of classroom management. The purpose and objectives of the class teacher’s activities. Functions of the educational work of the class teacher. Studying value orientations participants in the pedagogical process.

test, added 03/30/2007


History of the emergence and development of classroom management. Functions of the class teacher. The content of educational work in study group secondary specialized educational institution. Planning the work of the class teacher. Team education.

course work, added 01/30/2013


The main purpose of the class teacher, within the framework of the general goal of education, is to ensure the individual development of the personality of schoolchildren. Studying the components of a class teacher's skill. Practical use classroom management techniques.

course work, added 06/24/2010


Help from colleagues and school management in the process of forming the individual style of work of the class teacher. Variants of approaches to the formation of individual style in classroom management. Activity and variety of communication with students.

abstract, added 12/18/2006


Educational functions in an educational institution, promoting self-development and self-realization of students in the process of their education and socialization. Specifics, principles and directions of work of the class teacher, his professional features as a teacher.

- the presence of a system of educational work.

A class teacher is a teacher whose main activity is aimed at helping students in their personal development. I plan my activities in accordance with the planning requirements established by the educational institution, I strive to create a humanistic atmosphere in the classroom, an educational environment, and the development of the creative potential of students.

The main thing in the educational system of my class is the creation of an appropriate moral and psychological climate, a creative atmosphere, a friendly style of relationships - everything that contributes to the development of the personality of each student and the team as a whole; helps in the formation life position, general attitude to life; recognition of human personality as an absolute value. In teaching activities I put several tasks:

• 
  provide students with a quality education;
• 
  to reveal the abilities, intellectual, creative and moral potential of each student;
• 
  instill skills independent work with a focus on further training in various educational institutions. Prepare students for an informed choice of profession;
• 
  improvement of forms of organization educational activities;
• 
  use of new pedagogical technologies, effective teaching methods.

All this allows me to develop the student’s personality in accordance with his abilities, interests and capabilities, and for students to achieve certain success in their studies and realize their plans for further education.

Having studied deeply, I use technology educational influence on the individual, methods of educational work, collective creative activity, techniques of individual communication with students and parents. In my teaching activities I use technologies: problem-based learning; gaming technology; collaborative learning; multi-level learning technology; modular training technology; technology project-based learning; technology development critical thinking; health-saving technologies; information and communication technologies. I am guided by a democratic style of communication. The psychological atmosphere in the class is friendly, based on mutual respect, trust and openness.

Main forms of work:

Organization of an educational environment: instilling skills in following the rules of communication in a team, together with parents and students, aestheticization of the classroom environment, organizing self-care, regulating nutrition.

Organization of collective activities: class participation in school-wide events, organization of joint creative and collective activities of students, conducting excursions, visiting museums.

Individual work with students: studying health, interests, character, cognitive abilities, family conditions and extracurricular communication, providing assistance to students in the development of intellectual and creative interests, helping students overcome difficulties in communicating with the team, regulating students’ information interests.

Coordination of actions with other teachers, parents, managers creative associations, health worker.

Conducting pedagogical research aimed at studying the personality of students.

This is the fifth year now educational system class is aimed at self-development and self-improvement of the individual. From my point of view, this is very relevant at the present stage of development of society, since the transition of society to a new socio-economic and political structure creates an urgent need for highly educated, proactive and enterprising people who have a sense of social responsibility, capable of increasing the spiritual and material wealth of society.
- the presence of a self-government system in the classroom;

I belong to that category of class teachers who consider the work of the class teacher not just the main, but the most important, because in his job responsibilities, if you once again study all the instructions and summarize, there are a huge number of aspects designed to educate a new person of a new generation, capable of finding his place in life and becoming a worthy citizen of society.

Self-government is the principle of autonomous management of small communities, public organizations and associations in civil society. Based on this definition, the work of student self-government is built, which is a form of organizing the life activities of a group of students, ensuring the development of their independence in making and implementing decisions to achieve socially significant goals.

The goals of student self-government can be formulated as follows: education of a citizen with a high democratic culture, humanistic orientation, capable of social creativity, able to act in the interests of improving his personality and society. Classroom self-government is one of the modes of joint and independent activities of students, in which each student can determine his place and realize his abilities and capabilities. The initial goal of self-government was to unite students into a friendly and strong team. Classroom self-government develops in stages. At first, the guys’ function was performing. My position as a class teacher was that of a teacher. A survey was conducted to identify inclinations and interests in something. Having identified their interests, the guys received tasks and instructions. At the initial stage, in order to attract them to self-government, I myself appointed those responsible, and looked closely at who was capable of what. Gradually, students began to evaluate events in the class, exercise self-control and mutual control. They gained their first self-esteem. I was glad that the guys stopped being indifferent to each other and began to take initiative in the life of the class and school. The children themselves began to suggest events in which they would like to take part. The following results of classroom self-government have been achieved in the class:

• 
  duty in the classroom and school is well established;
• 
  labor matters are well organized (cleaning the area, insulating the classroom, landscaping and general cleaning of the classroom);
• 
  organization of leisure time (holding cool lights, competitions and other events);
• 
  publication of various thematic newspapers;
• 
  holding sporting events;
• 
  Conducting themed classes.

That is, my position has changed - I became a consultant.

Based on the experience of organizing student self-government, I came to the following conclusions:

• 
  Self-government in school is a necessary component of modern education.
• 
  His goal is modern conditions– adaptation of graduates to continuously changing living conditions.
• 
  Self-government promotes the personal growth of schoolchildren, the development of their responsibility and independence.
• 
  The most successful is a multi-level approach to organizing self-government, when the personal needs of schoolchildren are taken into account, determining their goals and professional orientation.

-psychological and pedagogical diagnostics;

Diagnostics plays a huge role in the work of the class teacher. The teacher needs to be able to trace various changes in the class, the formation of relationships between children, their value guidelines, trends in emerging relationships.

The goals of studying the class team are multifaceted: determining the status of each high school student in the system of interpersonal relations in the class team; identifying the level of development of the class team and its lifestyle; determination of the psychological climate in the team and the emotional well-being of its individual members; experience of joint activities, etc.

When systematically diagnosing a class team, you can see every time new level development in the relationships of adolescents: the degree of cohesion, organization, independence increases, the scope and possibilities for carrying out various activities in it expand.

The following diagnostics were carried out:

• 
  Study of student satisfaction with school life.
• 
  Diagnosis of education.
• 
  Diagnosis of moral self-esteem.
• 
  Diagnostics of ethics of behavior.
• 
  Diagnostics of attitudes towards life values.
• 
  Diagnosis of moral motivation.
• 
  Diagnosis of professional suitability.
• 
  Studying parents' satisfaction with teachers' work.
• 
  Studying the psychological climate in a children's group.

During the survey, there were no unselected students; everyone felt comfortable.

When communicating with children, I strive to predominate a democratic leadership style and encourage the growing autonomy of my students. According to research results, students in the classroom perfectly adapted: self-confident, they have developed self-control, social skills, and have good self-esteem.

There are no rejected or isolated children among the students in the classroom; the survey revealed high level group cohesion.

When determining the level of good manners, the final score is 4.5, which indicates high level of education of students.

- absence of offenses and violations of public order by class students;

I consider the formation of the legal culture of students and the prevention of crime among them to be an important area of ​​my activity. For five years I have been in close contact with the traffic police and law enforcement officers. I consider the positive result of educational activities to be that during my work as a class teacher, there were no students in my classes who were registered internally at school or with the juvenile affairs inspectorate.

- absence of absences from classes for students without good reason;

The children in my class do not miss lessons without a good reason, about which a weekly report is submitted to the deputy director for educational resources. Each absence is confirmed by a medical certificate, a call or a statement from parents about the reason for the student’s absence.

- class participation in the life of local society;

In each student in my class, I see, first of all, a personality. My students are talented and diversified, so among them there are those who particularly distinguished themselves in academics, sports, and public life. They were repeated winners of regional and zonal competitions, both in team and individual competitions.

Appendix 1. Participation of class students in events by year at the municipal, regional and all-Russian levels by year.

Students take an active part in socially significant events not only at school, but also in the village. As part of the environmental campaign "Awakening", students participated in the project "Beautiful School - Beautiful Village": they cleaned the territory not only of the school, but of the entire rural settlement, trees were planted. They actively take part in the Memory Watch, the Elderly Day concert, provide assistance to the elderly, and work on the farm in the summer.

Thus, children are constantly involved in classroom, school-wide, village, municipal and republican events, where their activity is visible.

- a well-functioning system of interaction with parents;

Today many parents are interested in successful learning and child development. Only in close contact with parents, improving their pedagogical culture, can teachers achieve positive results in preparing children for life and work. Starting to work with the children's team, I tried to study the family situation as much as possible, to understand the way of life of each student's family, traditions, customs, spiritual values, and the style of relationships between parents and children. This is necessary in order to plan educational work in the classroom with maximum efficiency. I see my task as a class teacher in creating an atmosphere of mutual understanding between children, teachers and parents in educational process. Over the years of working with this class, she managed to unite children and parents into a single team. Parents are constant participants in all creative and educational activities of the class, they are my first assistants. Together with parents and children, I conduct themed classroom hours, in which parents act not only as a grateful listener, but also as an active presenter. The sports competition “Dad, Mom, Me – a Sports Family” and the evening of relaxation became unforgettable. This connection between generations, in my opinion, is the most effective way for the transmission of sociocultural values, since the younger generation is life example Parents can be convinced of the inviolability of such concepts as kindness, decency, and honesty.

Parent meetings are one of the main forms of work with parents. The topics of parent-teacher meetings are very diverse, since the range of problems that parents face is wide.

Parent meetings 5th grade:

Parent meetings 6th grade:

Parent meetings 7th grade:

Parent meetings 8th grade:

Individual conversations with parents, questionnaires, and discussions at parent-teacher meetings showed that basically all children have good relationships with their parents. But in some families there is excessive strictness and demands on the child, and in some, on the contrary, there is a lack of control on the part of the parents. Thanks to joint activities, parents began to realize that it is necessary to communicate with the child as an equal, treat him as a person who has the right to independence and respect; that patience and forbearance towards a child are the main means in education.

-there are no complaints or appeals from parents about unlawful actions of the class teacher;
- implementation of health-saving technologies in the educational process;
Our school is an experimental platform for physical education and recreation and a Pilot school for the implementation of the “Sports Saturday” project, Order of the Ministry of Education of the Republic of Mordovia No. 190 dated February 25, 2010.

I am deeply convinced that the health of students is the main component of the entire pedagogical process, therefore I spend constant purposeful work on issues of preserving and strengthening the health of students, which comes down not only to explanatory conversations with children and parents, but also to teaching techniques on how and what to do, how to be healthy. Understanding the importance of the fact that knowing how to be healthy is not enough, you also need to develop the skill and need for healthy way life, I devote great attention creating new forms of behavior that are beneficial to health, conscious of students.

System of health measures:

a) daily physical exercises using specially selected sets of exercises;

b) the use of physical exercises, which include exercises for cerebral circulation, to relieve fatigue of the shoulder girdle and arms, to relieve fatigue of the torso, for lessons with elements of writing, exercises to mobilize attention, a complex of eye gymnastics to strain the eye muscles;

c) a series of conversations on hardening the body as a means of preventing morbidity;

d) conversations about preventing bad habits;

e) relieving tension in the musculoskeletal system;

f) alternation of activities;

g) monitor the illumination in the classroom (presence of lamps), measure the illumination level of the classroom;

h) use of technical teaching aids in accordance with the standards;

i) monitoring of student morbidity.

I conduct classroom hours, talk with parents, speak at meetings methodological unification, pedagogical councils on the problem of preserving the health of students.
- spiritual and moral education and folk traditions.
The spiritual development of a person is a long and complex process. Every year, every stage of a child’s spiritual development is associated with new imprints of attitudes towards social values, which are preparation for certain actions in the adult world. This process is consistent and irreversible. The main principle laid down by nature in the process spiritual development a person can be expressed by the phrase: “The soul must work.” Otherwise, its development can be suspended and degraded. My task is to help a child in the difficult process of spiritual formation. This is facilitated by a targeted program of spiritual and moral education. Adhering to it, I draw up an action plan in this area. Behind last years events were held: class hours “The Magic Power of Good”, “We are all different” (tolerance), “Educate yourself”, the action “Hurry to do good”, conversations “My family is my wealth”, “Values, rights, responsibility”, etc. .R.

In my educational activities, I pay great attention to working with veterans of the Great Patriotic War, the elderly and retired veterans of the school. In my work I rely on the principle “Don’t be late with kindness.” From the 5th grade, my students were assigned Ivan Grigorievich Kulyanov, a WWII participant, and Tamara Alekseevna Shlyapnikova, a school veteran, whom we help with housework, take care of their health, and don’t forget about them on holidays: together we prepare gifts and impromptu concerts. Pensioners at the “Elderly Day” holiday expressed great gratitude to my students for the attentiveness and sensitivity shown to them.

Analyzing the educational work of the class team and the class teacher, we can conclude: there are positive results of activity as a class teacher, the entire system of work is aimed at creating friendly care, at providing each child with the opportunity to reveal their abilities, at teaching them to analyze phenomena and events, have your own opinion about them and be able to defend it. So that every child goes to school with pleasure and joy.

Annex 1

2006-2007 academic year
Republican level
Republican VDPO competition	Kuzmin A., 11th grade.	3rd place in the region (as part of a team)
Fifth Republican essay competition “A Veteran’s Story”	Garin N., 11th grade.	Letter of thanks
Republican competition of creative works “Shrines of the Mordovian Land”	Kuzmin A., 11th grade.	Laureate
Municipal level
Regional Olympiad in German	Garin N., 11th grade.	II place
Regional script competition on fire-fighting topics	Kuzmin A., 11th grade.	participation
Republican competition of poems and ditties “Vote, Russia - prosper, country!”	Kuzmin A., 11th grade.	1st place, publication in the collection
Regional Olympiad in Russian language	Shcherbakova N., 11th class.	participation
2007 – 2008 academic year
All-Russian level
All-Russian competition "Russian Bear Cub-2007"	Zemtsov A.	74 b.
	Zemtsov A.	105 b. (8th place in the region)
	Zemtsov A. Kashurkin I.	250 b.
Republican level
Zonal hockey competitions for the Golden Puck club prize	Zemtsov A. Kashurkin I.	1st place
Junior 60m running competition age group DL SOK NP SKO Profturgaz	Kashurkin I.	1st place
Municipal level
Regional mini-football competitions	Zemtsov A. Kashurkin I.	participation
Regional competition "Children's companies"	Medvedev A. (as part of a team)	1st place - nomination “Pantomime”, 1st place - nomination “Circus skit”
Regional drawing competition “Guys about animals.”	Zemtsov A. Kashurkin I.
District New Year's toy competition for the prize of the Head of the District	Zemtsov A. Kashurkin I.	III place
District competition children's creativity on fire safety topics	Zemtsov A.	participation
2008-2009 academic year
All-Russian level
All-Russian competition "Teddy Bear-2008"	Zemtsov A.	100 b. (1 place in the region)
All-Russian competition "Mathematical Championship"	Zemtsov A. Kashurkin I.	86 points (1st place region) 76 b. (2nd place region)
All-Russian competition "Kangaroo"	Kirdyashkin E. Zemtsov A.	91 b. (3rd place district) 106 b. (1st place region)
All-Russian competition "Golden Fleece"	Zemtsov A. Kashurkin I.
Republican level
Republican competitions of young hockey players of the Golden Puck Club named after A.V. Tarasov among the middle age group in the 2008-2009 season.	Zemtsov A. Kashurkin I. Kirdyashkin E.	(as part of a team)
Republican zonal competitions of young hockey players of the Golden Puck Club named after A.V. Tarasov among the middle age group in the 2008-2009 season.	Zemtsov A. Kashurkin I. Kirdyashkin E.	1st place (as part of a team)
Republican competition among students of secondary schools of municipal districts and the urban district of Saransk of the Republic of Mordovia for the best work on issues of electoral law and the electoral process “Conference 2008”	Zemtsov A.	Best job in the area
Tournament dedicated to the Year of Youth (Yelniki)	Zemtsov A. Kashurkin I. Kirdyashkin E.	I place (as part of the team) best player
Municipal level
District New Year's ice hockey tournament among secondary schools of the Krasnoslobodsky municipal district	Zemtsov A. Kashurkin I. Kirdyashkin E.	Best goalkeeper 1st place
Regional mini-football competitions among secondary schools (within the framework of the all-Russian project “Mini-football to school”) in the younger age group (born 1996 -1997)	Zemtsov A. Kashurkin I. Kirdyashkin E.	II place (as part of a team)
Regional qualifying competitions of the IV Winter Spartakiad of students of the Krasnoslobodsky district in short track speed skating at a distance of 200 m	Kashurkin I.	participation
Regional competition "New Year's Toy"	Zemtsov A. Kashurkin I.	participation participation
Regional competitions in checkers and chess	Zemtsov A.	II place (personal competition) 1st place (team)
Regional fire-fighting competition	Kashurkin I.	participation
Republican team running competition for the prizes of the Head of Administration of the Krasnoslobodsky Municipal District	Kashurkin I.	II place (personal competition)
2009-2010 academic year
All-Russian level
All-Russian competition “Russian Bear Cub 2009”	Kashurkin I., 7th grade. Zemtsov A., 7th class.	90 b. (1st place-district)
	Zemtsov A., 7th class. Kirdyashkin E., 7th grade.	80 b. (3rd place-district)
All-Russian gaming competition "KIT-2009"	Zemtsov A., 7th class.	101 b. (1st place - district)
All-Russian game-competition in computer science and information technology"Infoznaika-2010"	Zemtsov A., 7th class.	90 b. (2nd place – district)
	Zemtsov A. 7th grade.	89 b. (1st place-region)
	Zemtsov A. 7th grade.	winner
All-Russian competition "Golden Fleece"	Zemtsov A., 7th class.	162 b. (2nd place-district)
Republican level
Republican competition “Ecology. Children. Creation"	Kashurkin I., 7th grade.	participation
Republican competition of young hockey players of the Golden Puck Club named after A.V. Tarasov among the middle age group	Zemtsov A. Kashurkin I. Kirdyashkin E.	participation
RM Ice Hockey Championship	Zemtsov A. Kashurkin I. Kirdyashkin E.	4th place
Republican competition “Fun Starts”	team	participation
I'm running for V.D. Volkov's prizes	Kashurkin I. 7th grade.	participation
With. Atyurievo 04/11/10	Kashurkin I., 7th grade.	participation
Republican competitions in running 500, 1000, 2000 m. With. Atyurievo 04/18/10	Kashurkin I., 7th grade.	participation
Republican running competitions for prizes from the head of the Elnikovsky district in With. Elniki	Kashurkin I. 7th grade.	participation
Republican intellectual and creative competition “The Fleet in the Destiny of Russia.” Nomination: research work.	Zemtsov A., 7th class.	winner of the absentee round
Zonal competitions for the prizes of the Golden Puck young hockey players club named after A.V. Tarasov (average age group 1995-1996)	Kirdyashkin E., Kashurkin I., Zemtsov A.	1st place
Republican competition "Military equipment of Victory"	Zemtsov A.	participation
Municipal level
Regional youth volleyball competitions at school №2	Kirdyashkin E. Zemtsov A.	II place
	Zemtsov A. 7th grade.	participation
Regional Olympiad in History	Zemtsov A. 7th grade.	participation
Regional mini-football competitions among boys 1995-1996.	Zemtsov A. Kashurkin I. Kirdyashkin E.	II place
2010 – 2011 academic year
All-Russian level
International competition " Undersea world": prose and poetry competition	Zemtsov A., 8th grade.	II place
All-Russian game-competition “Golden Fleece”	Zemtsov A., 8th grade.	153 b.
All-Russian gaming competition “Man and Nature”	Zemtsov A., 8th grade.
All-Russian gaming competition "KIT-2010"	Zemtsov A., 8th grade.	115 b. (1st place - district + region)
All-Russian mathematical game competition "Kangaroo"	Zemtsov A., 8th grade.	95 b. (1st place - district)
All-Russian game-competition in computer science and information technology “Infoznayka-2011”	Zemtsov A., 8th grade.	83 b. winner
Youth Math Championship	Zemtsov A. 8th grade.	111 b. (1st place-region)
All-Russian competition “Russian Bear Cub 2010”	Kashurkin I., 8th grade. Zemtsov A., 8th grade. Kirdyashkin E., 8th grade.	73 b. 73 b.
Correspondence Mathematical Olympiad "Avangard"	Zemtsov A., 8th grade.	winner
Republican level
Republican ice hockey competitions for the Championship of the Republic of Moldova	Kashurkin I., 8th grade. Zemtsov A., 8th grade. Kirdyashkin E., 8th grade.	II place
Republican competitions I'm running for the prizes of ZTR, ZRFK of the Republic of Mordovia I.I. Danin. With. Atyurievo	Kashurkin Igor	participation
Republican competitions I'm running, dedicated to the memory of the director of the Youth Sports School, Excellent student physical culture Russia MM. Misharina. p. Torbeevo	Kashurkin Igor	III place
Republican competitions I'm running, dedicated to the memory of ZRFK RM, MS of Russia A.I. Bazarov Kovylkino	Kashurkin Igor	participation
Republican competitions I'm running on prizes of Honorary Citizen of the Republic of Moldova, Olympic Champion, ZMS of Russia P.G. Bolotnikov (district level) Team place (COP cup) Krasnoslobodsk	Kashurkin Igor team	III place
Municipal level
Regional checkers competitions team	Zemtsov A., 8th grade. team	III place 1st place
Regional chess competitions team	Zemtsov A., 8th grade. team	1st place 1st place
Regional short track competitions	Kirdyashkin E., 8th grade.	1st place
Regional scientific and practical conference on physics	Zemtsov A., 8th grade.	participation
Regional Olympiad in Mathematics	Zemtsov A. 8th grade.	participation
Regional Olympiad in Life Safety	Zemtsov A., 8th grade	Prize-winner
Regional Olympiad in Physics	Zemtsov A., 8th grade.	participation
Regional Olympiad in Chemistry	Zemtsov A., 8th grade.	participation
Regional boys' volleyball competition	team	III place

Class teacher in secondary 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 of the class teacher:

• creation of psychological and pedagogical conditions for the timely identification and optimal development of children’s inclinations and abilities (conditions of security, safety and emotional comfort);
• organization of diverse creative, personal and social meaningful activities pupils as a source of socially acceptable life experience: knowledge, skills and abilities of self-development, self-determination and self-realization in present and future adult life;
• organization of socially valuable relationships and experiences of students in the classroom community.

The main activities of the class teacher

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

Job description of the class teacher

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

Classroom teacher– a teacher called upon to coordinate the educational and educational activities of one class, form a student team and organize different types activities of this group. A primary school teacher is also a class teacher. The activities of the class teacher are determined by a special regulation, which outlines his main functions: cognitive-diagnostic, organizational-stimulating, unifying-unifying, coordinating and personal development. Let's take a closer look at each of them.

Cognitive-diagnostic function is to constantly monitor, analyze and take into account the moral and physical condition class students. The class teacher must monitor the level of education of students and correct shortcomings in education, know about the state of health of children in this period time. Unlike subject teachers, the class teacher has the opportunity to deeply understand the psychological characteristics of the personality of each student in the class entrusted to him. Analyzing and processing this information, the class teacher must bring it to the attention of other teachers working in the class in order to achieve the best learning effect and the possibility of implementing an individual approach.

Organizational and stimulating function is to attract students to extracurricular activities. Participation in such types of activities is not mandatory, but it plays a significant role in the formation of personality, broadens one’s horizons, helps to acquire new skills and abilities, discover new interests and abilities, etc. In this regard, it is necessary to organize extracurricular activities in such a way in such a way that students strive to take part in it and are active in its organization and preparation. To do this, everyone needs to be assigned a certain place in the implementation of this type of activity, each student must feel involved in a common cause, clearly understand his role and responsibilities, then he will have a feeling of usefulness and necessity. It is important to select responsibilities in such a way that they are feasible and interesting for the student, and coincide with the direction of his inclinations and abilities. In addition, you need to strive for an aesthetic design for various holidays, and develop together with the children interesting scenarios, taking into account the needs and interests of students appropriate to their age. Each time you need to come up with something new, developing and preserving the already formed and beloved traditions of the class.

Unifying and rallyingfunction. This function is to form a healthy, naturally functioning student body. The class teacher should strive to develop friendly, cooperative relationships between the children, encourage them to unite their main goals and aspirations, take care of each other, accept responsibility for the state of the class team, and respond to individual manifestations of its members. At the same time, the class teacher is obliged to monitor all internal relationships that arise in the team in order to prevent the formation of groups of a negative orientation and the suppression of some students by others. In order to avoid negative manifestations in the team, it is necessary to hold various joint events more often, thereby developing the interests of students in a positive direction.

Coordinating function. The class teacher must coordinate the efforts of teachers and parents of the class to achieve a unified approach to the education and training of students, eliminating possible contradictions and creating as much more possibilities to implement an individual approach. For this purpose, parent meetings, pedagogical councils are organized and individual conversations with parents and teachers. Whenever possible, parents should be involved various types extracurricular activities. The shortcomings of home and independent learning are compensated for by the organization home reading, various tasks and assignments for students.

Personal development function. The pedagogical influence on students should contribute to the development of their personal qualities. Fulfilling this task is the responsibility of the class teacher. This requires a thorough study of the personality of each student and the creation of conditions for his full development, assistance and support from teachers, parents and the student body. The responsibilities of the class teacher in this regard include the following:

1) studying the personalities of students;

2) monitoring student progress, regulating the amount of homework;

3) explanation and control of compliance with the rules of conduct;

4) holding class meetings;

5) involving students in all types of extracurricular activities (interest groups, work activities, charitable assistance);

6) active participation in the management of educational activities at school, making proposals on educational methods adopted at school;

7) work aimed at establishing a unified approach to the education and training of students;

8) establishing and maintaining contacts with parents and families of students;

9) maintaining personal files of students.

The work of a class teacher is complex and varied, and therefore requires highly qualified teachers, a creative approach and personal interest in successful development each student in the class and the student body as a whole.

2.21. A variety of modern technologies of educational work with younger schoolchildren and their characteristics.

Educational technology (educational technologies) is a system of methods, techniques, and procedures of educational activities developed by science and selected by practice, which allow it to appear at the level of mastery, in other words, guaranteed to be effective and of high quality. " How?" - the fundamental issue of technology in the field of education. Education technology includes a certain sequence of procedures:

Defining a clear, specific goal: A technology goal is a hypothetical idea for an entire technology project.

Development of a “package” of theoretical foundations: implementation of certain theoretical ideas about the process of education, i.e. certain pedagogical concepts.

Phased, step-by-step structure of activity: educational situations act as stages (preparatory, functional, control, final).

Analysis of results (monitoring – correction – reflection).

Efficiency educational technologies should be assessed by how much it changes the child’s attitude towards himself, how it affects
“I am a concept” and how it contributes to personal self-determination.

Modern pedagogical literature describes dozens of options for classifying educational technologies: V.P. Bespalko, M.V. Clarin, F.A. Mustaeva, L.E. Nikitina, I.P. Podlasy, G.K. Selevko.

Educational technologies are classified:

On a philosophical basis: materialistic; pragmatic; humanistic, anthroposophical.

By scientific concept: behavioral; active; internalization, neurolinguistic programming.

Signs of educational technologies:

The technology is developed for a specific pedagogical purpose and is based on a certain methodological position of the author;

The technological chain of pedagogical actions, operations, communications is built in accordance with targets that have the form of a specific expected result;

The technology provides for the interconnected activities of the teacher and students, taking into account the principle of individualization and differentiation, dialogical communication;

Elements of pedagogical technology must guarantee the achievement of planned results by all schoolchildren;

Diagnostic procedures are an integral part of pedagogical technologies.

An example of educational technology is the technology of organizing a “success situation” (ideas of N.E. Shchurkova):

Cultivating a mood of goodwill;

Removing fear of activity; hidden help;

Advance payment for a child (term by A.S. Makarenko), i.e. publicizing its merits;

Strengthening motives for activity;

Pedagogical suggestion;

Pedagogical assessment.

Technological algorithm of educational activities:

Determining the goal;

Construction of content;

Preparation of the event;

Holding an event;

Analysis of the event results.