Class teacher in elementary school. Modern activities of the class teacher of an elementary school

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

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

Hosted at 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

Topic abstract

« Modern activities class teacher elementary school"

I've done the work

Kulikov Alexander Yurievich

1 course, gr. 25POMO132

checked

candidate of pedagogical sciences

Chekhonin Alexander Dmitrievich

Tyumen, 2014

Introduction

Chapter 1. The class teacher and his functions

Chapter 2

2.1 Standards for the work of the class teacher

2.2 The concept of primary general education

Conclusion

Bibliography

Introduction

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

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

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

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

describe the main functions of the class teacher

reveal the main provisions of the Federal State Educational Standard

bring the concept of primary education.

Chapter 1. The class teacher and his functions

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

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

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

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

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

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

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

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

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

observes the rights and freedoms of students;

together with authorities student government actively promotes healthy lifestyle life.

The class teacher has the right:

receive regular information about the physical and mental health children;

control attendance training sessions students of his class;

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

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

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

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

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

conduct experimental and methodological work on various problems educational activities;

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

The class teacher does not have the right to:

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

use grade to punish a student;

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

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

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

The classroom teacher should be able to:

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

to form their educational goals;

plan educational work;

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

hold a parent meeting;

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

Functions of the class teacher.

Daily:

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

Catering for students.

Organization of duty in classrooms.

Individual work with students.

Weekly:

Check student diaries.

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

Working with parents (depending on the situation).

Working with subject teachers.

Every month:

Attending classes in your class.

Consultations with a social pedagogue, psychologist.

Excursions, visits to theaters, etc.

Meeting with the parent asset.

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

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

Once a quarter:

Making a class journal at the end of the quarter.

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

Conducting a parent meeting.

Once a year:

Holding an open event.

Registration of personal files of students.

Analysis and preparation of a class work plan.

Making a student portfolio.

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

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

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

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

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

The class teacher promotes the inclusion of students in various creative associations on interests (circles, sections, clubs), operating both in general educational institutions and in institutions of additional education.

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

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

One of the most important social institutions of education is the family. The work of the class teacher with parents is aimed at cooperating 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 of a favorable climate in the family, the psychological and emotional comfort of the child at school and at home. At the same time, the most important task remains to update the content of educational activities that contribute to emotional development student, his speech, intellect.

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

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

education

health

culture

ecology

information

public order

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

Chapter 2

2.1 Standards for the work of the class teacher

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

equal opportunities to receive quality primary general education;

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

continuity of the main educational programs of preschool, primary general, basic general, secondary (complete) 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 the native language, the possibility of obtaining primary general education in the native language, mastering the spiritual values and culture of the multinational people of Russia;

the unity of the educational space of the Russian Federation in the context of the 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 administration, expansion of opportunities for the implementation of the right of teachers to choose teaching and upbringing methods, methods for assessing the knowledge of students, pupils, the use of various forms of educational activities of students, the development of culture educational environment educational institution;

formation of criteria for evaluating the results of mastering the basic educational program primary general education, the activities of teachers, educational institutions, the functioning of the education system as a whole;

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

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

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

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

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

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

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

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

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

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

The result of the standard of primary education is focused on the formation 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 homeland; respecting and accepting the values of the family and society; he is inquisitive, actively and interested in knowing the world; possessing the basics of the ability to learn, capable of organizing their own activities; a student who is ready to act independently and be responsible for his actions before his family and society.

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

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

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

subject-based, including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining 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 direction of work, methods and methods for achieving results. The result of the work of the class teacher is the comprehensive development of students, the achievement by students of the portrait of a primary school graduate.

2.2 The concept of primary general education

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

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

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

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

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

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

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

Today there is another problem: the teacher, built into the class-lesson system, when giving a grade to a student for a dictation or a math test, does not meaningfully give any signals to the student and his parents about what needs to be done, what to work on. The student and the parent under the current grading system (it doesn’t matter: what is the number of points 5 or 100), seeing the “deuce” experience only negative emotions, but do not understand: what to work on for the child. The teacher himself, tied to the quantitative evaluation of the student's work (one error - "5"; two or three errors - "4", four or six errors - "3", etc.), does not get used to working on the content. It turns out in such a system the following: the teacher, giving a quantitative assessment (“5”, “4”, “3” or “2”), actually sorts the students into strata: excellent students, ..., losers - this is required of him by the system. A student who received a “deuce” and his parents, experiencing negative emotions and not understanding what to do, turn out to be fools. The student learned the rule for "5", wrote a dictation for "2", received marks in the diary - but neither he nor his parents understand what needs to be done. The following solution is suggested:

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

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

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

Connect active parents to learning process on 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 goes pedagogical training parents.

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

Changing the reporting system of teachers in elementary school.

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

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

Conclusion

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

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

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

Bibliography

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

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

Kosenko A.M. New concept elementary 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. Management of the educational process in the classroom. - M., 5 for knowledge, 2012

Federal State Educational Standard of Primary General Education, 2011.

Hosted on Allbest.ru

Similar Documents

The role of the class teacher in the system of school education. Forms and methods of work with the student team, with the families of students. Practical materials for the design of plans and regulatory documentation governing the activities of the class teacher.

thesis, added 03/15/2015

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

term paper, added 01/22/2014

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

term paper, added 12/03/2013

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

test, added 04/19/2009

Study of the history of the formation of the 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 activities.

presentation, added 04/22/2010

Educational work of the class teacher. Types of classroom management. The purpose and objectives of the class teacher. Functions of the educational work of the class teacher. Study of value orientations participants pedagogical process.

control work, added 03/30/2007

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

term paper, 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. The study of the components of the mastery of the class teacher. Practical use classroom management techniques.

term paper, added 06/24/2010

Assistance of colleagues and school management in the process of formation individual style class teacher work. Variants of approaches to the formation of individual style in the 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. Specificity, principles and directions of work of the class teacher, his professional functions as an educator.

Every year, on the first of September, along with thousands of first-graders, their parents, educators and teachers mentally sit down at their desks.

The importance of the relationship between the school and the family is emphasized in all documents and methodological publications intended for the school (in educational programs, in the Law on Education, etc.), as well as in the works famous teachers. S. Šalkauskis wrote: “In terms of education, the school should be nothing more than the guardian of the family hearth. Thus, the teacher must be a trusted and reliable person who must coordinate his educational activities with the family education that parents give their children.

Therefore, school and family should be interconnected. In the primary grades, the connection between the school and the family (parents) is carried out by the teacher. The joint work of the teacher-educator and parents begins in the first year of schooling. For a child who has crossed the threshold of a school for the first time, the commonwealth of a teacher and parents is one of the essential conditions its holistic development, because the personality of a student cannot be formed only at school and only in the family. He is brought up both at school and in the family.

The main activities of the class teacher:

Ensuring the normal physical health of schoolchildren;
Solving the problem of communication;
Expansion of the cognitive sphere of the child;
Increasing the educational potential of the family.

The essence of the interaction between the teacher and parents is that both parties should be interested in studying the child, revealing and developing in him the best qualities and properties necessary for self-determination and self-realization. At the heart of such trust, mutual support and assistance, patience and tolerance towards each other.

The main forms of work of the class teacher with the parents of students:

Questioning;
Conversations;
Consultations;
parent meetings;
Visiting families;
Conducting joint hours of communication between the class teacher, parents and children.

The main parameters of the content of education are determined by its goals and objectives.

Goals:

Ensuring the free development of a capable moral personality, based on the spiritual and moral traditions of families;
Education of high spiritual, moral, patriotic, aesthetic and labor skills in students.

Tasks:

Introducing students to the history and culture of the country;
Acquaintance with the life, customs, traditions of our ancestors;
Studying history native land, its spiritual, historical and cultural heritage;
Development creativity children;
Education of love for one's neighbor and respect for elders;
Education of a culture of behavior;
Creation of a friendly and cohesive team;
Education of hard work through concrete deeds.

Thus, the teacher as an educator faces the most difficult problem - how to raise a kind, honest, attentive, sympathetic and tolerant child. This is possible only on the basis of the upbringing and development of the child on universal human values and traditions of the families of the Russian and Tatar peoples, knowing himself and others.

Extra-curricular educational work in the primary class, focused on the development of spiritual needs, creative abilities and national identity of children, should be based on joint activities with parents, representatives of the intelligentsia and the public of the region and city. After all, the family has had and continues to have a significant impact on the development of the child's personality. And, therefore, to make parents active participants in the pedagogical process is an important and responsible task for the teacher. The solution of this problem seems possible if the following activities of the class teacher with parents are reflected in the work plan of the class and the school:

Study of families of students;
Pedagogical education of parents;
Ensuring the participation of parents in the preparation and conduct of collective affairs in the classroom;
Pedagogical management of the activities of the parent council of the class;
Individual work with parents;
Informing parents about the progress and results of education, upbringing and development of students.

Work in each of these areas consists of a certain set of forms and methods of activity. Their choice is due to the goals and objectives of educational work in the classroom, the personal and professional characteristics of the class teacher, the traditions of the school, the class, the originality of the composition of students and their parents, the trends in the development of educational relations in the class community, the principles of interaction between the teacher and parents.

Professor N.E. Shchurkova advises the class teacher to build interaction with parents on the basis of such fundamental ideas and principles as:

Appeal to the feeling of parental love and its respect;
The ability to discern the positive aspects in each student, which makes it possible to characterize children from the nomination of a representative positive assessment;
High respect for the personality of the father and mother, their parental concerns, their labor and social activities.

The functioning and development of the educational student team is based on a program that has the following areas: hygienic culture, physical culture, culture of human behavior, culture of mental work, culture and traditions of the families of the Russian and Tatar peoples.

In each of these areas of educational work, the goals, content, forms and pedagogical means are determined depending on age characteristics, the level of development of children's interest.

Forms of interaction between the class teacher and parents of students:

Traditional forms of work with parents:

parent meetings
All-class and all-school conferences
Individual consultations of the teacher
Home visits

Class parent meetings are held at least once a quarter and should be parent education school, expand their pedagogical horizons, stimulate the desire to become good parents. Parent meeting is an opportunity to demonstrate the progress made by the child. The topics and methods of the meeting should take into account the age characteristics of students, the level of education and interest of parents, the goals and objectives of education facing the school.

School-wide parent meetings are held no more than twice a year and are in the nature of a report on the work of the school for a certain period of time. The director, his deputies speak at them, the parent committee of the school reports on their work. Can be used to demonstrate a positive parenting experience.

Parents' conferences should discuss the pressing problems of society, in which children will become active participants. They are prepared very carefully, with the participation of psychologists, social educators who work at the school. A distinctive feature of the conference is that it makes certain decisions and outlines activities on the stated problem.

Individual consultations are especially needed when the teacher is recruiting a class. In preparation for the consultation, it is necessary to identify a number of questions, the answers to which will help plan educational work with the class. The teacher should give parents the opportunity to tell him everything that will help in professional work with the child:

Features of the health of the child;
His hobbies, interests;
Preferences in communication in the family;
Behavioral reactions;
Character traits;
motivation for learning;
moral values families.

Visiting the student at home is possible after obtaining the permission of the parents. The teacher must warn about the intended visit, indicating the day and purpose of the visit.

Non-traditional forms of work with parents:

Thematic consultations
Parent Readings
parent evenings

Thematic consultations provide recommendations on a problem that worries parents. There are students and families in every class who are experiencing the same problem. Sometimes these problems are so confidential that they can be solved only in the circle of those people whom this problem unites.

Sample topics:

The child does not want to study.
How to develop a child's bad memory.
The only child in the family.
What can anxiety in children lead to?
Talented child in family.

Parental readings within the framework of the parent lectures give parents the opportunity not only to listen to teachers' lectures, but also to study the literature on the problem and participate in its discussion. The steps for conducting parent readings are as follows:

at the first meeting, parents determine the issues of pedagogy and psychology;
the teacher collects and analyzes information;
the list of references is determined by this issue;
study of literature by parents;
presentation of their own understanding of the issue by parents at the readings.

Parental evenings are aimed at rallying the parent team. They are held two or three times a year without the presence of children. The topics of parenting evenings can be varied. Most importantly, they must teach to listen and hear each other, themselves, their inner voice.

Sample topic:

The first year of the child, what he was.
How do I see the future of my child?
Friends of my child.
Holidays of our family.

Tips for teachers and parents

the child is constantly criticized, he learns to hate
the child is ridiculed, he becomes withdrawn
the child is praised, he learns to be noble
the child is supported, he learns to value himself
the child grows up in reproach, he learns to live with guilt
the child grows up in tolerance, he learns to understand others
the child grows up in honesty, he learns to be fair
the child grows up in safety, he learns to believe in people
the child lives in enmity, he learns to be aggressive
the child lives in understanding and friendliness, he learns to find love in this world

As a reflection of the work of the class teacher of the primary class with parents, we suggest watching the presentation.

Presentation on the topic:

"The role of the class teacher in achieving the quality of educational activities in the classroom for the implementation of the GEF IEO"

MOU gymnasium No. 1,

Komsomolsk-on-Amur

2016

Summarizing the experience of the class teacher.

MOU gymnasium No. 1, g. Komsomolsk-on-Amur

The role of the class teacher in achieving the quality of educational activities in the classroom for the implementation of the GEF IEO.

Every day, when I enter the school, I go through the “greeting road”, when all the children I meet say hello and smile back at me. At school, near the office, my first-graders and me are waiting. This has been going on for 28 years now. During this time, I managed to sow "reasonable, kind, eternal" to many children. What were they? Different, completely different. Quiet, inconspicuous and hyperactive, active and passive, kind and sympathetic, noisy and noisy. My graduates have repeatedly brought their children to me in the first grade. And how to educate them?

We often hear the phrase: “Children are our future.” But do we think about who the future of our children depends on? Today, the requirements for the teacher and student have changed. Man of the 21st century is creative person He must be active, dynamic, efficient, strong-willed, self-confident. In order to educate such a person, the educator himself needs to change. After all " …. raising children is a record difficult task, the most intricate of all types of creativity. This is the creation of living characters, the creation of unusually complex microcosms, and such creativity requires intuition and deep knowledge…..”

In the context of the introduction of the Federal State Educational Standards of the second generation, educational functions in a general education institution are performed by all teaching staff. However, the key role in solving the problems of education belongs to the class teacher, who is called upon to create conditions for achieving the main goal of education - self-actualization of the personality of a growing person. And if in elementary school the process of education is carried out indifferent people, the losses from such education are irreplaceable. It is no secret that the most creative, creatively thinking, talented teachers work in elementary school.

An elementary school teacher who simultaneously teaches and educates must have outstanding educational abilities. In psychological literatureclass teacher abilities define it like this:

The ability to correctly assess the internal state of another person, to sympathize and empathize with him (the ability to empathize).

To be an example and a role model for children in thoughts, feelings and actions.

Arouse in the child noble feelings, desire and desire to become better, do good to people, achieve high moral goals.

Adapt influences to individual characteristics educated child.

To inspire confidence in a person, calm him down, stimulate him to self-improvement.

Find the right style of communication with each child, achieve his location and mutual understanding.

To command respect from the pupil, to enjoy informal recognition on his part, to have authority among children.

And most importantly - the ability to communicate.

Special Realm of Manifestation communication skills teacher is the ability of a teacher to apply rewards and punishments in order to educational impact on a student. If rewards and punishments are fair, they stimulate the student's desire for success and achievement. In my educational activities, I consider it important to introduce the principle of training and education into practice as a success. Success gives rise to an additional impetus to active work, contributes to the formation of the dignity of the student. This is the key to a positive attitude to learning, school, science, and work. Thus, the situation of success becomes a factor in the development of the student's personal competencies.

Modern educational standards are certainly based on the classics of pedagogy. Konstantin Dmitrievich Ushinsky wrote: "... only success maintains the student's interest in the teacher, learning new things. It appears only when there is inspiration born from success in mastering knowledge. A child who has never known the joy of work, who has not experienced pride from the fact that difficulties overcome, loses desire, interest to study, to work. K.D.Ushinsky considered the first commandment of education to be the need to give children the joy of work, success in learning, to awaken in their hearts a sense of pride and dignity for their achievements. Therefore, today for an educational institution, the issue of organizing extracurricular activities comes to the fore. Right now, students should be involved in research projects, creative pursuits, sports events during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities.

Extracurricular activities- this is a good opportunity for organizing interpersonal relations in the classroom, between students and the class teacher in order to create a student team and student self-government bodies. Such activity is focused on creating conditions for informal communication of children of the same class or educational parallel, has a pronounced educational and socio-pedagogical orientation.

Educational work in the classroom is a process of joint activity of the class teacher, children and adults to determine the goals, content and methods of organizing the educational process and life in the classroom community.

Extracurricular activities of schoolchildren - a concept that combines all types of schoolchildren's activities (except for teaching), in which it is possible and expedient to solve the problems of their education and socialization.

The hours allocated for extracurricular activities are used at the request of students and their parents and are aimed at implementing various forms of its organization, other than the lesson system of education. Classes are held in the form of circles, social projects, sections, excursions, search and scientific research, etc. And these are just some of the forms of work with children. In grade 2, other forms of activity will be used.

Based on our little experience in organizing extracurricular activities, the following stages can be distinguished:

1. Preparatory stage

As part of the implementation of the preparatory stage, we set a goal to obtain from the parents of future first-graders information about the interests and hobbies of children, necessary for designing a system of extracurricular activities for primary school students.

At a meeting of parents of future first-graders organized in an educational institution, the class teacher offers to answer the questions of the questionnaire:

She is in front of you.

Questionnaire.

Life at school is not only lessons, but also interesting school and classroom activities, exciting activities in circles, clubs, sections, studios. In order for your child to successfully adapt to school life, quickly find something to his liking, we ask you to answer next questions:

1. What interests your child the most?

2. Does he attend a circle, section, studio? Underline one of the answers.

If you chose the answer "yes", then write the name of the circle, section, studio and the name of the institution where the classes are held

3. Does your child love group lessons in kindergarten? Underline one of the following answers:

Yes and no (difficult to say since the child does not attend kindergarten).

4. What activity gives him the greatest joy? What can upset him?

6. Name your son's or daughter's favorite game.

7. What direction of extracurricular activities of schoolchildren can cause your child the greatest interest? Underline no more than two of the following:

Physical culture and sports;

Artistic and aesthetic;

Scientific and technical (technical creativity);

Scientific and educational;

Tourist and local history;

Military-patriotic;

Ecological and biological.

As a result, the desired areas of extracurricular activities were identified:

Music, dance classes;

Sports, theatrical activities, a foreign language.

b) The next stage is an analysis of the possibilities of the school to conduct classes on extracurricular activities.

The teachers of the school proposed the following programs of circle classes:

- "Magic brush", "Funny notes", "Young designer" "Learning foreign language» "Gymnastics and athletics" (subject teachers);

Club "Rostok" (school librarian);

- "Theatrical", "Project activity", "I am a researcher", "The land in which I live" (primary school teachers).

The next stage was the work of a teacher - a psychologist, who conducted a "game-journey through the sea of favorite activities": Purpose: to determine the interests and needs of younger students.

As a result, parents, together with students, were asked to choose circles and sections if they wished.

f) Having processed the results of the choice, a schedule of extracurricular activities was drawn up. When drawing up the schedule, it was taken into account that for each child there were no coincidences in classes, so that there was no free time between classes. In addition, the load on each student was calculated.

g) For each student, an individual schedule of extracurricular activities and an individual map of achievements were drawn up

(SHOW Achievement List)

2. Main stage

The main function of the class teacher this stage- control, which includes accounting, analysis of deviations, corrective actions.

The class teacher maintains a "Journal of Students' Employment in Extracurricular Activities", which takes into account the number of hours occupied by students in the main areas of extracurricular activities, plans preparation and participation in educational activities, thereby allowing the child to master universal methods of activity and demonstrate their level of development. Participation of the child in general school affairs is carried out on a voluntary basis, in accordance with interests and inclinations. Registration of participation is carried out by the class teacher in the lists of achievements based on the results of filling, which evaluates the inclusion of the child in extracurricular activities.

Along with the control function, the function of organization and interaction with all subject teachers who work in the 1st grade is important. What does it involve:

Firstly, the joint holding of extracurricular activities where students have the opportunity to demonstrate their achievements, and secondly, the joint activities of all teachers allows expanding the circle of communication of children of all parallels. So, for example, during the celebration “Hello, hello, autumn!”, Poems were recited by students attending the “Theatrical” and “Rostok” circles, these same guys became participants in all autumn dramatizations, and the participants in the “Funny Notes” circle sang “Autumn Songs and ditties; Children attending the circle "Young Designer", "Magic Tassel" have become truly creators-designers in decorating their office and preparing it for the holiday. Their work is so bright and beautiful. See for yourself. (photo) In many ways, this is the work of teachers who conduct extracurricular activities, subject teachers and primary school teachers and the corrective role of the class teacher.

The younger schoolchild still cannot organize his own activities on his own, and the role of parents and the class teacher is undoubtedly great in this. Such a community brings together all participants in the educational process, activates them for joint activities. Pay attention to the dynamics of the effectiveness and success of participation in competitions. Throughout the year, our class team participates in the social life of not only the school, but also the city. Throughout just one year of study, he is distinguished by high rates of participation in many competitions: all-Russian, municipal,. school level. Including Remote All-Russian contest-game on life safety. conducted by the Snail Center A total of 22 participants, of which two first-graders took 2.3 place in the region,

City competition of New Year's compositions, at the EBC. 8 participants. Three 1st and 2nd places in different categories;

Competition "Crazy Hands" held on the site "Uchmet", the collective work of the class. Thank You Letter;

School reading competition dedicated to the birthday of the city 2 students, 1st and 2nd place;

World drawing competition "Children draw their world" 2nd student 1st place; etc.

PARTICIPATION OF THE CLASS IN SCHOOL, DISTRICT, CITY, REGIONAL, ALL-RUSSIAN COMPETITIONS, EVENTS 2011-2012 ACADEMIC YEAR.

Event	Level	Result
Competition-game on life safety "Ant"	Federal	2.3 place Khabarovsk Territory
Competition of New Year's compositions "Winter Book of Nature"	Urban	Diploma 1st place, diploma 1 place, diploma 2 place, diploma 2 place, diploma for active participation
Competition "Love confession"	Federal	Diploma 1st place
Skillful Hands Competition»	Federal	Thank You Letter
Competition "In the New Year with a smile"	Federal	Diploma 3rd place
Competition "Mathematics visiting a fairy tale"	Federal	Results at the end of April
IV World Drawing Competition Children draw their own Russian world: "WORLD OF THE RUSSIAN WORD"	International	1, 1 places, diplomas
All-Russian Distance Marathon “The World Around Us. Birds"	Federal	2nd place, diploma
Drawing competition "Happy Anniversary, Beloved City!"	Urban	Summing up at the end of April 2012
Reading competition dedicated to the birthday of the city	Urban	1.2 place Diplomas for participation.
Reading competition dedicated to the birthday of the city.	School	Diploma 1st place, Diploma 2nd place
Participation in the campaigns "Send to a soldier", "Give a book to children", "Create a New Year's miracle"	School urban	Diploma

I often imagine what my pupils will be like - I hope they will be independent and amateur individuals. And I think that the classroom has become a place where children learn to be successful.

This is what I aspire to and build my educational work with the class. Success depends both on the qualities and efforts of the person himself, and on external factors.

Monitoring the level of upbringing is one of the main criteria for evaluating educational work. Of course, it is still too early to draw conclusions, because only 1 year of training and education has passed. But the work on the analysis of the upbringing of students is carried out in the classroom regularly together with the school psychologist and shows good results. (Monitoring)

When organizing educational activities, the method of collective creative work is used, which makes it possible for self-regulation, self-control and self-esteem of students. But we not only win, in the process of joint work new traditions of the class are supported and born. For example, in the class it became good tradition annually hold a Lesson of Courage at school in honor of Victory Day, and the memory of the hero Soviet Union E. Dikopoltseva, whose name is our gymnasium.

Children with great pleasure participate in city social actions "Help the wintering bird", "Yolochka", "Send to a soldier", "Create a New Year's miracle" to help children left without parental care; "Books for children" by replenishment library fund libraries of A. Gaidar, take part in congratulating their close grandparents on the Day of the Elderly, Mother's Day, March 8, Victory Day. In my opinion, such activities instill in children a sense of empathy, kindness, mercy, which is so lacking in our lives.

The results of monitoring studies of the children's team indicate that the class team has not yet enough high level formation. And this is understandable. We've only been together for one year. We still have everything ahead of us. Diagnostics of the class shows that the team is in its infancy. There is something to work on. And what do the children themselves think, what kind of team we have.

DIAGNOSIS "My class"

Of course, educational work, extracurricular activities in the classroom cannot be built without taking into account the fact that the child's individuality is formed in the family. Parents provide assistance in all matters of the team, show interest in all the successes and failures of children. Actively participate in the life of the class and the school as a whole. We organize not only joint classroom events, but also involve parents in various competitions. As part of the course of the social direction "The land in which I live", the class teacher regularly conducted joint excursions, trips of children and parents to the Local Lore Museum, the Art Museum of the city, the Museum of Military Glory of the school, Botanical Garden of the city of Amursk, the Museum of Nature of the city of Amursk, the Ethnographic Center of the village of Verkhnyaya Ekon. Here, children and parents got acquainted with the history of their native land and city. Holidays of the whole family such as Shrovetide, the Golden Autumn Festival, the Elderly Man, the Men's Day, Mother's Day on March 8., Family Day are becoming traditional. Such forms of work only bring children and parents closer together, contribute to the disclosure of their abilities and creative potential. Children are not afraid to perform as they already have a good albeit small experience of performing in front of classmates and children of another class from the parallel.

The current generation of parents is very young and needs pedagogical and psychological assistance. Therefore, I approach the preparation of the parent meeting thoroughly. During meetings, I use a variety of forms and activities. These are training, questioning, consultations, disputes, advice, work in microgroups. Very often we invite a psychologist, subject teachers who conduct extracurricular activities..

One of the means of increasing the efficiency of the educational process is the use of modern pedagogical technologies. One of the priority areas of educational activities of the class teacher is the work on the health of children. Every morning of the working day begins with morning exercises, fortification of children, physical education is held during school hours and after school hours, dynamic pause, room ventilation. During the year, classes are regularly held with first-graders - 15 minutes of Health. This is facilitated by the work of the circle of extracurricular activities "The land in which I live", where the guys concrete examples form a positive attitude towards health, the belief in the possibility of its preservation and improvement, master the skills of a healthy lifestyle.

The class teacher widely uses the technology of project-based learning in educational activities, in the classroom Project activities children learn to create projects of various subjects. For example, the project "Autumn Harvest" To create such a project, the children visited the library, found many riddles, proverbs about vegetables and fruits, about working people, made presentations with the help of their parents about the harvest from their summer cottages, together with teachers of extracurricular activities circles "Magic tassel" "Young Designer" made drawings and crafts. The result of this activity was the self-presentation of the project. By creating such projects, the children try to independently and willingly acquire knowledge from various sources, learn to use it, acquire communication skills, develop research skills and systems thinking. My pupils themselves are already performing with their mini-projects in front of the children of the class. But soon the audience of listeners, I think will increase.

3. The final stage May 2011 is the effectiveness of the educational process.

educational outcomes extracurricular activities of schoolchildren are divided into three levels.

The first level of results - the acquisition of schoolchildren social knowledge(about social norms, the structure of society, about socially approved and disapproved forms of behavior in society, etc.), the primary understanding of social reality and everyday life.

The second level of results is the student's getting the experience of experiencing and positive attitude to core values society (person, family, Fatherland, nature, world, knowledge, labor, culture), value attitude to social reality as a whole.

The third level of results is the acquisition by the student of the experience of independent social action.

Achievement three levels the results of extracurricular activities increases the likelihood of the effects of upbringing and socialization of children. Pupils can develop communicative, ethical, social, civic competences and socio-cultural identity.

Based on this, individual personal growth maps will be developed for each student, which will be implemented in the new academic year.

Thus, it should be emphasized that the effectively structured work of the class teacher at all stages is a condition for the successful implementation curriculum 1 classes in the part "Extracurricular activities". As a result, a special educational space, allowing you to develop your own interests, successfully undergo socialization in a new life stage learn cultural norms and values.

The modern class teacher is not just an educator or subject teacher, but a teacher-researcher, a teacher-psychologist, a teacher-technologist. These qualities of a teacher can develop only in the conditions of a creative, problematic and technologically organized educational process at school, and on condition that the teacher is actively engaged in scientific, methodological, search, innovative work, learns to look for his “professional face”, his pedagogical tool. For many years I have been striving for this. Now each of us has many opportunities. Many educational websites printed publications I participate in forums, promotions, contests, publish my teaching materials I share my experience with other colleagues. I would like to end my speech with these words:

My class is girls and boys

They are so different:

Some draw, love books,

Others are so attracted by the computer!

I hasten to them not only to

They are like a teacher to teach,

I have fun with them, still,

My class can't get bored!

Fun hour and business time:

My class is striving for success

Talent, I confess boldly

Each child is endowed.

They are, of course, fidgets,

But I know - there is no need to shout.

After all, it is possible in an affectionate conversation

Talk about behavior.

I enter my class smiling

And I see the sparkle of the answering eye.

I love them, I try for them,

After all, my class is the best class.

MINISTRY OF EDUCATION AND SCIENCE, YOUTH AND SPORT OF UKRAINE

STATE HIGHER EDUCATIONAL INSTITUTION
"SEVASTOPOL INDUSTRIAL PEDAGOGICAL COLLEGE"

Course work

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

Sevastopol, 2012
Content

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

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

1.History of the emergence of the class leadership.
The institution of class leadership has been established for a very long time, practically along with the emergence of educational institutions. In Russia, until 1917, these teachers were called class mentors, class ladies. Their rights and obligations were determined by the Charter of the educational institution - the fundamental document in the activities of any school. It was he who outlined the terms of reference of all teachers of the children's institution.
Teachers-mentors were selected very carefully. The highest demands were placed on those who performed duties similar to those of a modern class teacher. A class mentor, an educator was obliged to delve into all the life events of the team entrusted to him, monitor the relationships in it, and form friendly relations between the children. The teacher had to be an example in everything, even his appearance was a role model.
During the days of the Unified Labor School, the class teacher was called a group leader.
The position of the class teacher at the school was introduced on May 16, 1934 by the Decree of the Council of People's Commissars of the USSR and the Central Executive Committee of the All-Union Communist Party of Bolsheviks "On the Structure of Primary and Secondary Schools in the USSR."
One of the teachers was appointed as the class teacher, who was given special responsibility for the educational work in this class. It was one of the best teachers school, he was approved for this position by the director. The duties of the class teacher were considered as additional to the main teaching work.

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

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

creative activity

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

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

common goal

pedagogical activity

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

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

Features of the work of the class teacher in elementary school

The role and importance of the class teacher in education.

Everyone knows that the work of a teacher is difficult and multifaceted. And one of these facets is being a class teacher. It accommodates many professions at once. The class teacher should be a teacher, psychologist, educator, artist, innovator, controller, lawyer, friend and mentor at the same time. The problem is that there is only one person behind it all. How much strength, health, knowledge, energy, patience a teacher gives when working with children, regardless of his own personal time. Teacher - class teacher - this is not a profession, it's a way of life!

The elementary school student is currently at school most time and comes home in the evening with his parents, as after a full day of work. Education falls on the shoulders of those who are nearby, and this is most often a teacher - a class teacher! Social and everyday problems do not allow parents to pay due attention to children in the formation of their worldview, the education of morality. Yes, and the school is completely absorbed in the tasks of teaching, preparing for exams, caring for improving the quality of knowledge, indicators, and completing many reports. There is not enough time for everything! When faced with the incorrect behavior of students in one or another life situation, you hear the indignant voices of adults: “What do they only teach you at school?” But we understand that we, teachers, teach them at school, and we teach them well. So, whether we like it or not, we can or not, the school really needs a class teacher!

Features of the work of the class teacher in elementary school.

The work of the class teacher of an elementary school has its own characteristics.

1. Younger school age- this is the most favorable age in the moral development of the individual. It is during this period that the child is aware of the relationship between himself and others, masters new social roles: a student, a member of the class team; begins to be interested in social phenomena and understand the motives of behavior and moral assessments of people. He begins to think about his "I", experiences a surge of creative activity.

2. The main goal for the class teacher is to create psychological comfort in the classroom and the basis for the formation of a friendly close-knit team. Before this can be achieved, a number of important steps must be passed. Conventionally, the first half of the 1st grade can be considered the first stage. The main task in this segment of the path is the adaptation of students to school life. For the first time, the class brings different children together. The task of the teacher is to introduce them and teach them how to communicate with each other. The teacher draws for himself an image of the class, how he would like to see it as a whole. On the initial stage the class teacher manages himself, and rightly so. For young children, he is a role model in everything.

At the second stage, and this is the second half of the 1st grade and the entire second grade, the teacher helps the students to accept the rules of life and work of the team. He studies the interests of each child, his needs, character. Helps strengthen interpersonal relationships between children, begins to rally the team so that the children do not feel isolated.

The third stage starts from the 3rd grade. During this period, conditions are created for the development of the personality, the creative individuality is revealed brighter, clear leaders are determined. Now we need to develop self-government, listen to the opinions, interests and needs of children. The asset of the class is a great support for the teacher during this period. Education plays a big role.

In the 4th grade, at the fourth stage, children discover their own "I" in themselves, they can boldly express themselves. The class can do something independently, distributing responsibilities among themselves, something under the guidance of a teacher. At this stage, the teacher cooperates with his children. The forms of work with the class are very diverse. These are thematic excursions, holidays, contests, quizzes, interesting projects, collective creative activities. All these activities contribute to the unity of the class. When conducting classroom hours and conversations, the teacher should try to take into account actual problems class or individual students.

3. The class teacher must be passionate about his work, so that the children follow him with pleasure and help in everything. Children do not like empty, far-fetched activities, it is important for them to feel the result and encouragement. It is best to set an exciting goal for them so that it beckons them and moves them to activity. Any joint activity that organizes their free time contributes to team building. Whether it is live communication, outdoor games, field trips, walks, subbotniks, work assignments that benefit others.

4. Important point in the work of the class teacher of an elementary school is the ability to work with parents. For a child who has crossed the threshold of school, the community of the teacher and parents is very important for holistic development. School and family are equally important to him. In elementary grades, the teacher communicates with parents. He takes the first step towards interaction. It is very important that parents become his like-minded and helpers. If good ones are created, trusting relationship, in such a team everyone is comfortable.

Forms of work of the class teacher with parents:

Parent meetings, exchange of experience;

Individual and thematic conversations, consultations;

Questioning;

Studying and visiting families of students;

Assistance in organizing and conducting extra-curricular activities (trip to museums, theaters, excursions, trips, holidays);

Parent readings and conferences;

Work with the parent committee.

To evaluate the results in education, the class teacher can monitor once a year to find out at what level of cohesion his team is, sociometry - what are the interpersonal relations between students in his class. There are many interesting methods for studying the personality of younger students. Children take them for a game, and the class teacher, using the method pedagogical supervision and his experience, can see a lot in children.

Let me give you an example of some of these methods.

ΙΙΙ . Methods for studying the personality of younger students.

To study desiresschoolchildren, you can use the technique "If you were a magician" or "Flower-seven-flower".

Technique "If you were a wizard." Children are invited to name three desires that they would like to fulfill: for themselves, for loved ones, for people in general.

In the technique "Flower-Semitsvetik". Each child is given a seven-color flower made of paper, on the petals of which he writes down his desires. The processing of the results can be done according to the following scheme: group desires according to their meaning: material (things, toys), moral, cognitive, destructive, etc.

To study the character, experiences of the studentThe technique of "Joys and sorrows" is used. The sheet of paper is divided in half. Each part has a symbol: a sun and a cloud. Children in the corresponding part of the sheet draw their joys and sorrows. Or children get a chamomile petal made of paper. On one side they write about their joys, on the other about their sorrows. At the end, the petals are collected in a chamomile. Children in grades 3-4 are invited to complete two sentences “I am most happy when ....” “I am most upset when…”

To identify the direction of needsThe selection method is used.

Imagine that you were given (or you earned ...) rubles. Think about what you would spend this money on? The dominance of spiritual or material individual or social needs is analyzed.

To study learning motivationyou can use the technique "Unfinished sentences". The beginning of the sentence is given, and the student must come up with a sentence for it as soon as possible. For example:

I think a good student is one who….
I think a bad student is one who….
I'm happy when I'm at school...
I'm afraid when at school...
If I don't know how to solve a problem, I...
If I need to remember something, I...

Children's answers can be assessed by different indicators of learning motivation.

To diagnose the student's attitude to specific academic subjectsusing the Weekly Scheduling Method. We imagine that children study in the school of the future, and they can make their own schedule of lessons. For each day, the student writes any number of lessons and the names of the necessary subjects. Then this schedule is compared with the real one and items are highlighted, which are more or less, the percentage of non-compliance, etc. Diagnostics, discussion with children.

To determine the models and ideals that the child wants to imitate,the “My Hero” technique is suitable. Children are invited to verbally or in writing answer the question "Who would you like to be like and why?" or an essay-story-tale is written “I want to be like ...”

To identify children's interest in professions, there is a technique "Whom to be". Children are invited to draw who they would like to become in the future, write a caption under the picture or write a mini-story "Who do I want to become and why?"

The results of the methods provide good material for further topics and conversations with students and parents.

Ι V. Planning of educational work.

For the consistency and effectiveness of their work, the class teacher draws up a program of educational activities for 4 years and an annual plan of educational work. Planning is a significant link in the activity of a teacher. It provides a clear organization, outlines the prospects and contributes to the implementation of the educational program.

I will bring short example plan of educational work for the upcoming 3rd grade. Presentation.

V. Tips for teachers and parents.

Tips for teachers and parents

If a:

the child is constantly criticized, he learns to hate
the child is ridiculed, he becomes withdrawn
the child is praised, he learns to be noble
the child is supported, he learns to value himself
the child grows up in reproach, he learns to live with guilt
the child grows up in tolerance, he learns to understand others
the child grows up in honesty, he learns to be fair
the child grows up in safety, he learns to believe in people
the child lives in enmity, he learns to be aggressive
the child lives in understanding and friendliness, he learns to find love in this world

Thank you for your attention! I want to wish everyone good health, creative success, talented students, grateful parents!