Most novice teachers, as well as student interns of pedagogical universities, experience fear in front of a student audience, lack confidence in their communication skills and doubt that they will be able to establish contact with the class and position themselves as teachers. If a novice teacher cannot mobilize and gather his courage, then even a methodically correct lesson may be in jeopardy. And students can interpret the indecision and timidity of the teacher as a lack of necessary competence and insufficient professionalism.

You need to prepare for the first lesson from the first days of study at a pedagogical university. Psychological preparation is especially important. To do this, you need to take part in various scientific conferences. Here the student can observe and practice methods of working with the audience. Participation in student amateur performances, competitions, KVN, or you can simply ask the teacher questions during the lecture will help to cope with the fear of public speaking.

Preparing for the lesson

To be confident in front of an audience, you need to have several components of a good lesson:

1. Flawless appearance. It starts with hygiene procedures and the bathroom. This point should not be underestimated. Students always critically evaluate the appearance of the teacher, noticing all the shortcomings. An awkward detail or some other error can serve as a reason for ridicule and cause the teacher to have a nickname. The best clothing option for a woman is a formal suit with a skirt or trousers; for men - a classic business suit with a tie.
2. Knowledge of your subject (in extreme cases, a good command of the topic of the lesson). Studies show that a teacher's deep knowledge of his subject, his erudition for students is more important than all his personal characteristics. Students respect those teachers who are well versed in their subject, and prefer strict and demanding teachers who have a broad outlook and supplement the educational material with interesting facts.
3. Well thought out and learned lesson plan. An experienced teacher may limit himself to general outlines of the course of the lesson. A novice teacher is advised to carefully consider all the stages of the lesson (including possible questions from students), as well as the time allotted for each stage. It is good if there are several game exercises on the topic of the lesson in reserve in case all the tasks provided for by the outline plan are exhausted, and there is still enough time left until the end of the lesson.
4. Good diction. If the teacher does not control his voice, speaks slowly or quickly, too quietly, indistinctly, then all the previous points will be of little use. Decreasing or raising the volume of speech, maintaining pauses, emotionality allows you to draw attention to the important points of the lesson, create the appropriate mood, awaken students' interest, establish discipline, etc. It is worth rehearsing the entire lesson or some moments of the lesson in front of a classmate or a mirror.

And so you put yourself in order, repeated the topic of the lesson again, read additional literature, thought out and prepared a good outline of the lesson and are standing on the threshold of the class, armed with knowledge, enthusiasm and a pointer. What's next? How to behave? What to pay attention to?

Conducting a lesson

1. Entrance to the classroom, first impression. This is a very important point. Haste and excessive fussiness will not add weight to you in the eyes of the class. Enter the class with dignity. Place the magazine and bag on the teacher's chair and table. Get the attention of the students (by clearing your throat, lightly tapping on the table, etc.). With a look or a nod, let the class know that they should stand up and greet you. Do not neglect this moment, this ceremony should be taken as a due and indispensable sign of respect. In addition, this element of the lesson allows you to tune in to the working mood and helps to establish the necessary subordination.
2. Introduction to the class. If this is the first meeting with the class, then you need to introduce yourself and write your name and patronymic on the board. First, tell us about your requirements, the rules for working in the lesson, the assessment criteria, touch upon organizational issues. To quickly remember your students, ask them to write their names on pre-prepared cards and put the cards in front of them on the desk. Students love it when the teacher calls them by their first names. You can get creative and prepare exercises that allow you to get to know the class better.
3. Work style. No need to try to become friends with students right away. For many teachers, this prevents them from objectively assessing the knowledge of their “friends”, and sometimes it can even lead to a disruption of the lesson. Don't be liberal, don't flirt with students, don't promise rewards for good behavior and academic excellence - that's the responsibility of students, and a mark is a reward. In relations with children, do not allow familiarity and familiarity.
4. Humiliating and intimidating students, suppressing them with your omniscience and authority, you will never win authority from them. Do not abuse unsatisfactory marks, do not try to "catch" students on trifles - this is the first sign of incompetence and inexperience.
5. Take breaks during the lesson, let the students take a break from work. In no case do not tell jokes, it is better to tell a pre-prepared informative story or play an easy game, but only if you can restore discipline in the class after the game. If you do not have such confidence, then spend a traditional physical education minute.
6. When marking, they need to be commented on, first praise for the effort, then briefly comment.
7. When the lesson is over, do not yell after the students for homework. Students must wait for your permission to leave the classroom.
8. According to the regulatory requirements, fill out the journal: write down the date, the topic of the lesson, homework.

Good teacher preparation for the lessons is the key to their success.
The teacher begins preparing for the lessons long before the start of the school year. He carefully gets acquainted with the program material, thinks over the sequence of its study. The teacher pays much attention to planning program material in accordance with the specific conditions of the school and climatic conditions. In the process of preparing for the lessons, the teacher gets acquainted with the methodological literature, the experience of other teachers and uses all the best in his work.
Preparing for the next lesson, the teacher needs to take into account the results of previous lessons and, in this regard, decide which material to repeat and which to study.
In preparation for the lesson, a plan is drawn up, and the specific educational objectives of the lesson are determined, which must be formulated clearly and clearly.
The lesson plan also reflects the issues of current accounting (for what types, how the assignments will be checked, which of the children to check, etc.) and a possible homework assignment is determined.
In preparation, considerable attention is paid to issues related to the methodology of the exercises. To do this, the teacher, down to the smallest detail, provides for various methods and techniques that should be applied.
It is necessary to decide in advance where the teacher will be during the lesson during the exercises, how he will observe the lesson and guide the students. Preparing for classes, the teacher performs all the exercises included in the lesson (preferably in front of a mirror). This allows him to test his preparation.
It is known that the activity of children helps the lesson, so the teacher needs to outline ways to increase it.
If the teacher includes activities in the lesson plan that require the use of equipment and supplies, then this should be taken into account before the lesson. It should be foreseen how the equipment will be used, what equipment will be needed, who and when will prepare it and clean it up after class. A clear order in the use of inventory in the classroom is of great educational importance.
When preparing for the lesson, it is necessary to consider the insurance of students. To do this, the teacher should provide for measures that protect students from falls, bruises and collisions (appropriate placement of equipment and inventory, use of gymnastic mats, help from partners during exercises, etc.).
Physical education lessons are held with great success if musical accompaniment is skillfully used. Music in the classroom increases emotions, improves the mood of students, contributes to a better rhythmic performance of various exercises, and is one of the elements of the aesthetic education of students.
The teacher, when preparing for the lesson, also decides on the place of classes - on the site or in a closed room. The possibility is not ruled out that a lesson started on the site may be moved indoors due to weather changes. Therefore, it is advisable that the site and the hall be prepared for the lesson.
The sequence of the physical education lesson in the schedule is of great importance. The last lesson allows full use of the time (45 min.), while the lessons held in the middle of the school day should end in such a way that the children can easily change clothes and prepare for the next lesson.
The teacher is obliged to pay sufficient attention to his appearance: he must always be in an appropriate suit, clean and tidy and serve as a model for children.
Children, as well as the teacher, should carefully prepare for the upcoming lessons. At the lesson, they should always be in the established sports uniform, ready at any time to fulfill the teacher's instructions related to the preparation of equipment, inventory, organization of the lesson, etc.
In order to inform students of the necessary information, a brief conversation is held with them, and then a lesson in which they practically get acquainted with the established procedure and their duties.
During a conversation with children, it is necessary to determine a place for changing clothes, tell them how to fold or hang up everyday clothes, where and in what order to line up before the lesson.
The established order must be followed at the end of the lesson.
Lesson plans in the form of recording can be different, but each should reflect: the date and number of the lesson, tasks, venue, equipment and inventory, content, dosage.
As a rule, when planning the content of the lesson, organizational and methodological instructions or notes are provided.

When your mom or dad works at school, then get ready for all 11 years of diligent study and good behavior. And parents are always the first to know about any misconduct. Pleasant little. At the same time, you can always count on their help and support. The heroes of the “To tell the truth” column shared their stories: what is it like when your parent is a teacher?

Just being myself

Alexander Krantsevich, design engineer, Minsk:

- Even before I went to school, I met future teachers - my mother's colleagues, who often visited us. They didn’t overestimate my grades, they evaluated them objectively: what I knew, I got. Despite the fact that I was an activist at school and participated in competitions, my discipline was limping. And my mother, of course, found out about any offense as soon as she entered the teacher's room. True, teachers turned a blind eye to many flaws, academic performance and personal merit outweighed. Relations with classmates were not affected by the fact that my mother was a teacher: I got along well with some, but not very well with others. But I didn’t feel a huge responsibility on myself, I tried to be myself.

Catch up on unlearned chemistry

Dina El-Sahmarani, 10th grade student, Lida:

- I don’t see anything wrong with studying at the school where my mother works. She teaches chemistry with us, and when I don’t prepare for a lesson, I get scolded by her. Like all. Teachers do not look that I am a teacher's daughter, they do not distinguish me from other schoolchildren and do not overestimate my grades. I never had any problems with classmates, although sometimes it seems to me that many of them treat me well just because my mother is a teacher. They often ask her to put in a good word in front of her and help. I try to study well, monitor my behavior so as not to let my mother down. I don’t want her to blush in front of her colleagues because of me, so I feel a huge responsibility on myself.

Like everyone else

Valeria Nitsevich, student, Minsk:

– My mother taught Belarusian language and literature in my class. She asked from me, as from all students, she did not do concessions with homework. Yes, and I would be embarrassed if in the teacher's room her colleagues discussed my bad behavior or unfinished homework. Addressing my mother by her patronymic and “you” was not difficult. Even in the fifth grade, she realized that she was a mother at home, and a teacher at school. There were no special privileges in front of other teachers. Maybe they demanded a little more from me, but only because I was an Olympiad and an excellent student. And if I wrote some work badly, I got a well-deserved mark. True, classmates often said that good grades are due to the fact that my mother works at school. At first she was offended, but then she treated their words more calmly. Later, even the classmates themselves did not care what was in my diary.

Under control

Nikita Zhibul, 11th grade student, Gorenichi:

- It so happened that my mother not only works at the school where I study, but also teaches in my class. She treats me the same way she treats other students. I can always turn to her for help when something is not clear to me on the subject. It is important for the mother that the student knows the material; she does not aim to punish with a bad mark. She is very demanding, but fair: if she sees that she did not have time to finish reading the work, she will allow her to answer next time. I never use a “special” position, but, on the contrary, I try not to let my mother down. After all, she can look at the magazine at any time and see her progress.

No complaints

Natalia Voyush, children's masseur, Minsk:

- I moved to the school where my father worked, and at first colleagues told him: “Well, we will know who to complain to.” However, I was the head of the class, I studied well, and there were no complaints about my grades and behavior to my dad. I never felt that I should do something better than others, just because my father is a teacher. I rarely even called my father by his patronymic, he did not teach anything in my class, and we often met in an informal setting. There are small pluses in the fact that one of the parents works at the school. I forgot to take food - they will feed you, the lesson was canceled - there is where to pass the “window”, classmates offended - there is someone to protect. And I find only two minuses: teachers constantly ask you to participate in something and are sure that you should be better than the rest.

Guilty - it will not seem a little

Gleb Yenko, 11th grade student, Lida:

- Studying at the school where your mother works (and in my case she is also a class teacher) is not as cool as it seems. If I have done something, she will be the first to know about it, and a serious conversation awaits me at home. You should be an example for others, and you want to be like everyone else. Many children think that since their mother is a teacher, they always let them write off, correct mistakes. But actually it is not. I am as much a student to her as my classmates. But when you don’t learn something in other subjects, teachers will remind you: “Yenko, mom is a teacher, but you haven’t prepared.”

COMPETENT

Ekaterina Kasko, psychologist:

- When one of the parents works as a teacher at school, the child feels increased responsibility for his actions, deeds, assessments. He tries to do everything perfectly in order to be an example for others. And often he is afraid to make a mistake, because his every mistake can attract the attention of others. A student who finds himself in a similar situation can be recommended to enroll in a circle of interests or a section outside the school. In a new team, the child will understand that you should not try to meet someone else's expectations: you just need to be yourself.

MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION

"KROMBYKOV SECONDARY EDUCATIONAL SCHOOL"

THEM. HERO OF THE SOVIET UNION G.I.GURIEV

Lgovsky district, Kursk region

Address: s. Krom-Byki, Lgovsky District, Kursk Region

phone 74-2-39

email address

Lesson – workshop

« Preparation for the exam . The writing – reasoning »

Prepared

teacher of Russian language and literature

Abakumova S.V.

2018

Lesson type: repetitive-generalizing

Type of lesson: workshop

Forms of organization of educational activities in the lesson: individual, pair, frontal.

Technologies: critical thinking, case, health-saving

Lesson Objectives:

Tutorial: check the level of assimilation of knowledge using a system of tasks of various types; prepare students for writing an essay - reasoning on a given

text

Developing: develop key competencies: speech, attention, memory, logical thinking, the ability to generalize, draw conclusions; to develop the skills of self-control, mutual control, the ability to work in time, the development of speech-thinking and creative abilities of students;

Educational: improving the skills of ethical interpersonal communication, fostering a conscious attitude to the language as a cultural phenomenon; the formation of control and self-control skills, the activation of cognitive activity in a team and the formation of cooperation skills in solving search problems, the education of students' moral and value feelings.

Equipment:

Lesson worksheet, slide presentation, projector or interactive whiteboard for demonstration, assessment sheet, USE-type assignments, handouts: a case with theoretical material - 4 pieces.

Organizing time. Motivation.

Guys, there are a little more than 2 months left before the final certification in the Russian language. You and I repeated all the material, the knowledge of which is required for the successful passing of the exam, you are well versed in KIMs, worked out the technique of filling out forms, wrote an essay - reasoning. Today I offer you a practical lesson where you can evaluate how well you prepared yourself.

2. Actualization of knowledge. Work with tests.

So, before you test tasks. (8 tasks, i.e. the third part of KIMs) You are given 10 minutes to complete the work. Then I open the answers, you compare them and score them on a score sheet.

Well done! You did a good job with the test part.

We will devote most of the lesson to preparing for writing an essay - reasoning.

Before you is a table in which we will record working materials. Let's remember What plan should your essay follow? What parts should it consist of?

3. Case work.

Read the suggested text.

Let's start working on the text. We fill in the table.

What do we first determine when starting to work on any text? (Subject.)

What is the text talking about? (Man at war).

What else do we define? (Idea.)

We can now begin to formulate the problem.

What is a problem? (question requiring research)

Formulate the problem of this text. (The problem of the strength of the human spirit.)

What other problems can be identified in this text? (The problem of a sense of duty during the war years. The problem of courage and valor in the face of severe trials.)

Let's make an introduction to the essay. Do not forget that it should be small - 3-4 sentences! Use the cliche if necessary.

Read what you got.

The next paragraph of the plan or part of the essay (comment)

What sentences of the text will help us to comment on the problem? (2-3, 11-12, 16,20,28-29,36-38,40-41.)

Write a comment (orally).

Which line contains the main idea of ​​the author? (suggestion 43-45)

Is it possible to say that the position of the author is expressed directly?

What moral conclusion does he bring to his reflections? (True human strength is the strength of the spirit, which makes a person capable of fulfilling his duty in the face of the most terrible danger, this is the strength of valor, which consists in steadily confronting the enemy).

To argue your position, refer to the bank of arguments for the thematic block “A Man at War.” (Write down the works in the table, on the example of which you can prove your opinion).

Remember in what form the conclusion can be written? (Conclusion, call, expression of hope, quote, sketch)

What form of conclusion can you suggest for this text? (Quote, sketch.)

III. Summarizing. Homework.

So, we have done the preparation, and now I think you can easily do the job. Your homework: write an essay-reasoning on the source text. I wish you ease of style.

And I wanted to finish today's lesson with a poem by F. Tyutchev “We ​​are not given to predict”

Appendix 1.

1. One of the following words has an accent error:WRONG the letter denoting the stressed vowel is highlighted. Write out this word.

seal departed endowed pinches for a long time

Answer: ______________________________________________.

2. In one of the words highlighted below, a mistake was made in the formation of the word form.Correct the mistake andwrite the word correctly.

many ripe cherries

picture MORE BEAUTIFUL

RIDE FORWARD

gooseberry too sour

dry cellars

Answer: __________________________________________________________.

3. Determineword , in which the unstressed checked vowel of the root is missing. Write out this word by inserting the missing letter.

r..shape te..retic dem..seasonal

igniting..fire op..rattling

Answer: _________________________________________________________________.

4. Find a row in which the same letter is missing in both words. Write these words out with the missing letter.

be..connected, ra..reap

pr..brezhny, pr..vyk

po..shivka, o..breathed

before..yunsky, after..sk

from .. called, r .. sent

Answer: ______________________________________________________.

5. Write down the word in which the letter is written in the place of the gapE .

praise..shish

missed..

hear.. my

worry..worrying

turn.. sew

Answer: __________________________________________.

6. Indicate all the numbers in the place of which one letter is writtenH

In the self-portrait, the artist is dressed in a sophisticated (1) cloak, his face is calm and confident (2), his mustache and beard are carefully groomed (3).

Answer: ____________________________________________________.

7. Indicate all the numbers that should be replaced by commas in the sentence?

I returned to a cozy clearing (1) near (2) which (3) recently picked mushrooms.

8. Edit the sentence: correct the lexical error, excluding

superfluous word. Write out this word.

Parting with guests from Belarus, we gave them memorable souvenirs

Key: 1. Seal.

Beautiful

Theoretical

Coastal, accustomed

missed

Commemorative.

Evaluation paper

Appendix 2

(1) Vasily Konakov, or simply Vasya, as we called him in the regiment, was the commander of the fifth company. (2) The site of its defense was at the very foot of Mamaev Kurgan, the height dominating the city, for the mastery of which the most bloody battles were going on for all five months.

(3) The site was difficult, absolutely flat, not protected by anything, and most importantly, with disgusting approaches that were shot through by the enemy. (4) During the day, the fifth company was actually cut off from the rest of the regiment. (5) Supply and communication with the rear took place only at night. (6) All this greatly complicated the work of the site. (7) Something had to be done. (8) And Konakov decided to make a course of communication between his trenches and the railway embankment.

(9) One night he came to me in the dugout. (10) With difficulty, he squeezed his massive figure into my cage and squatted at the entrance. (11) A swarthy, curly-haired guy, with thick black eyebrows and unexpectedly blue, with his general blackness, eyes. (12) He didn’t stay with me for long - he warmed himself by the stove and in the end asked for a little tolu - “otherwise, if it wasn’t okay, he broke all the shovels on this damn soil.”
- (13) Okay, - I said. - (14) Send soldiers, I will give you as much as you need.
- (15) Soldier? He smiled slightly out of the corner of his lips. - (16) Not so I have a lot of them to drive back and forth. (17) Give me, I'll carry it myself. (18) And he pulled out from behind
sinus padded jacket hefty bag.
(19) The next night he came again, then - his foreman, then - again he.
(20) After one and a half to two weeks, the captain and I managed to get into Konakov’s possessions, into the fifth company. (21) Now right from the embankment where the machine guns and regimental
forty-five, it was not very, however, deep, about fifty centimeters, according to all the rules, the communication was made to the very front.
(22) We did not find Konakov in his dugout. (23) On a rusty, out of nowhere bed, covered with an overcoat, the foreman was snoring, in the corner a young signalman sat crouched with a tube hanging to his ear. (24) Soon
Konakov appeared, pushed the foreman aside, and he, hastily thrusting his hands into the sleeves of his overcoat, removed the captured machine gun from the wall and crawled out of the dugout.

(25) The captain and I sat down by the stove.
- (26) How are you? the captain asked, to start somewhere.
- (27) Nothing, - Konakov smiled, as usual, with some corners of his lips.

-(28) We are fighting little by little. (29) It's just difficult with people ...
- (30) Well, it’s tight with people everywhere, - the captain answered with a phrase familiar to that time.

-(31) Instead of quantity, you need to take quality.
(32) Konakov did not answer. (33) I reached for the machine gun.
- (34) Let's go, shall we go to the front line? (35) We left.
(36) It suddenly became clear that none of us even could have thought of. (37) We went through the entire front line from the left flank to the right, saw trenches, single cells for fighters with small niches for cartridges, rifles and machine guns laid out on the parapet, two light machine guns on the flanks - in a word, everything that should be on advanced. (38) There was only one thing - there were no soldiers. (39) Throughout the defense, we did not meet a single soldier. (40) Only the foreman. (41) Calmly and unhurriedly, in an earflaps pulled over his eyes, he went from rifle to rifle, from machine gun to machine gun and fired a burst or a single shot at the Germans...
(42) The further fate of Konakov is unknown to me - the war scattered us in different directions. (43) But, when I remember how he silently reached for the machine gun in response to the words
the captain, that at the expense of quantity it is necessary to press on quality; when I think that this man, together with the foreman, fought off several attacks a day and only called it
“it was difficult”, it becomes clear to me that people like Konakov, and with people like Konakov, are not afraid of the enemy. (44) None!
(45) But we have millions, tens of millions of them, a whole country.

(according to V.P. Nekrasov)

Viktor Platonovich Nekrasov (1911-1987) - Russian writer, author of works about the everyday life of military life.

Appendix 3

Case - materials.

Essay introductory options.

War is not only battles at the front, but also the rear. How many trials have befallen the civilian population! People put themselves and their loved ones at risk, but tried to help the partisans at least somehow.

We admire the courage of the soldiers and officers who defended their homeland on the fronts of the Great Patriotic War, but how often do we think about those who were supposed to be in the territory occupied by the enemy and, risking their own and other people's lives, fight the Nazis.

What is war? What place does it occupy in the history of Mankind? In the history of our country? Is it possible to forget about the price our people paid for the Great Victory?

War is battles, death of people, grief, destruction, but it is also a test of a person as a person. War tests people, exposes vices, weaknesses, endows the brave with valor, helps to overcome such difficulties that only heroes can do.

What qualities does war reveal in a person? In the biographies of heroes, most often there is nothing heroic - ordinary guys and girls. Why did they do the feat? So, there was something in them that was not in those who were frightened, scared and became a traitor.

Is any person capable of such a test as war? The answer is obvious. It all depends on the moral strength of the individual. But how to live on if you "bought" your life, paying for it with other people's lives?

Appendix 4

The problem of children experiencing military events, feasible participation in the war.

The problem of the ambivalent attitude of adults to the participation of children in military events.

During the war years, children felt that they could not remain aloof from ongoing events, they felt a thirst for work.

On the one hand, adults understood that children had no place in the war. On the other hand, they admired the desire of children to defend the country.

The problem of the position of the civilian population during the war.

The problem of the moral choice of civilians caught behind enemy lines.

The problem of the unity of the people during the war.

In a war, civilians become hostages of the opposing sides.

Civilians are ready, despite the threat to their lives, to assist the partisans in their struggle.

Without the help of the civilian population of the occupied territories, the guerrilla war would have been doomed to failure.

The problem of courage and valor in the face of severe trials.

The problem of sense of duty during the war years.

The problem of the strength of the human spirit.

During the war years, people are empowered by the consciousness of what they are doing.

During severe trials, the most ordinary people perform heroic deeds, because. a sense of duty to his people is stronger than self-preservation.

True human strength is the strength of the spirit, which makes a person capable of doing his duty. This is the strength of valor, which lies in the steady opposition to the enemy.

The heroism of the Soviet soldiers, shown in the fight against the invaders.

The problem of the moral choice of a person in war.

Even in a hopeless situation, not counting on salvation and the fact that their feat would someday be known to others, the soldiers did not surrender, they fulfilled their military duty to the end.

The problem of moral assessment of the fact of war.

The problem of the impact of war on man.

It is difficult for human consciousness to understand why war is needed, because it is cruel and senseless.

War cripples the fate of people, brings grief and suffering to families.

The problem of the manifestation of humanity in war.

The problem of caring for others during the war years.

The one who realizes the value of human life is able to spare the captive enemy.

A person with a good heart will find a way to cope with difficulties.

Appendix 5

Bank of arguments for the thematic block "Man at War"

L.N. Tolstoy "War and Peace"

V. Kondratiev "Sasha"

M. Sholokhov "The Fate of Man"

E. Nosov "Living Flame"

B. Polevoy "The Tale of a Real Man"

B. Vasiliev “I wasn’t on the lists”, “The dawns here are quiet”

K. Vorobyov "Killed near Moscow", "It's us, Lord!"

A. Tvardovsky "Vasily Terkin"

V. Bykov "Sotnikov"

V. Rasputin "Live and remember"

E. Kazakevich "Star"

V. Nekrasov "In the trenches of Stalingrad"

Y. Bondarev "Hot snow"

Preparing for the lesson.
Analysis of the lesson*

Preparing for a lesson is an important stage in the work of a teacher. What does it mean to prepare for a lesson? What points to pay special attention to? What is important to think over immediately before the lesson and how to analyze your activities later?
The material offered in the rubric will help the young specialist to competently prepare for the lesson, and the more experienced teacher to successfully coordinate and control his mentoring work.

Preparing for the lesson

Algorithm of actions of the teacher in preparation for the lesson

1. Taking into account the characteristics of class students:

academic performance (strong, weak, heterogeneous, passive, active, etc.);

students' attitude to the subject;

pace of work;

formation of educational skills;

general preparedness of students;

attitude to different types of educational activities;

attitude to different forms of educational work, including non-standard ones;

general discipline of students.

2. Taking into account your individual characteristics:

type of nervous system;

communication;

emotionality in the organization of educational activities of students;

managing the perception of new educational material by students;

ability to overcome bad mood;

confidence in their knowledge and skills;

the ability to improvise;

ability to use various teaching aids, including TCO and EVT.

3. Compliance with the rules that ensure the successful conduct of the lesson:

General

1. Determine the place of the lesson in the topic, and the topics in the annual course, highlight the general task of the lesson.

2. Select three types of books related to the topic of the lesson: scientific, popular science, methodical, get acquainted with their content.

4. Restore the textbook material in memory, highlight the basic knowledge, skills and abilities.

5. Specify the objectives of the lesson, highlight the leader, formulate and fix it in the plan.

6. Highlight the main idea of ​​the lesson. Determine what the student should understand, remember in the lesson, know and be able to do after the lesson.

7. Designate what educational material to communicate to students, in what volume, in what portions; what interesting facts confirming the leading idea that schoolchildren will learn in the lesson.

8. Select the content of the lesson in accordance with its task, consider the methods of conducting the lesson, choose the most effective ways to study new material, as well as the formation of new knowledge, skills and abilities.

9. Record the intended course of the lesson in the lesson plan and imagine it as a holistic phenomenon, as a process leading to the implementation of the planned lesson.

Private

1. Be collected, clearly and clearly set tasks for students, consistently lead children to the intended goals.

2. Be friendly, do not offend students, do not resent their ignorance or misunderstanding. Remember that if the majority of students do not know or understand something, the mistake must be looked for in the way you organize the activities of children.

3. Do not interrupt the student, let him finish. A fuzzy answer may be the result of an unclear question.

4. Assignments and instructions for them should be given clearly, briefly, with the obligatory clarification of how the students understood the requirements.

5. Carefully observe the students' response to the story, task, requirement. Loss of attention is a signal to change the pace, repeat what has been said, or include additional material in the course of the lesson.

6. Remember that indicators of attention can be active listening, focus on the task.

7. Save time, start the lesson on time, end it with a bell, avoid long maxims, "studies" of individual students.

8. Keep the pace of the lesson intense, but feasible for most.

9. The requirement for students must be implemented. None of the requirements in the lesson should be declared.

10. Encourage students to ask questions, support the initiative, approve their knowledge.

Stages of lesson planning and teacher preparation

1. Development of a system of lessons on a topic or section.

2. Determination of the educational and developmental tasks of the lesson based on the program, teaching aids, school textbook and additional literature. Based on this, the learning objectives of the lesson are determined.

3. Selection of the optimal content of the lesson material, dividing it into a number of basic knowledge, didactic processing.

4. Highlighting the main material that the student must understand and remember in the lesson.

5. Formulating the learning objectives of the lesson.

6. Development of the structure of the lesson, determining its type and the most appropriate methods and techniques for teaching it.

7. Finding connections with other subjects when studying new material and using these connections when studying new material and in the formation of new knowledge and skills of students.

8. Planning all the actions of the teacher and students at all stages of the lesson, and above all when mastering new knowledge and skills, as well as when applying them in non-standard situations.

9. Selection of didactic means of the lesson (films and filmstrips, paintings, posters, cards, diagrams, auxiliary literature, etc.).

10. Checking of equipment and teaching aids.

11. Planning of notes and sketches on the board by the teacher and the implementation of similar work by students on the board and in notebooks.

12. Providing for the volume and forms of independent work of students in the classroom and its focus on the development of their independence.

13. Acquisition of forms and techniques for consolidating the acquired knowledge and acquired skills in the classroom and at home, techniques for generalizing and systematizing knowledge.

14. Drawing up a list of students whose knowledge and skills will be tested by appropriate forms and methods, taking into account the levels of their formation; determination of the content, volume and forms of homework, thinking over the methods of homework.

15. Thinking through the forms of summing up the lesson.

Approximate scheme of the calendar-thematic plan

General plan questions: 1 - date; 2 - the number of the lesson on the topic; 3 - the topic of the lesson; 4 - lesson type; 5 - the triune task of the lesson; 6 - teaching methods; 7 - repeatable material that actualizes the basic knowledge and skills of students; 8 - types of knowledge control and feedback; 9 - planned knowledge, skills and abilities, the formation of which will take place in the lesson.

Private issues addressed in the lesson: 1 - realization of the educational potential of the lesson;
2 - the ongoing connection of educational material with life, with practice; 3 - didactic means of the lesson; 4 - independent work of students in the lesson; 5 - methods of consolidating what has been learned in the lesson; 6 - homework (reproductive and creative).

Approximate content of lesson plan sections

I. Lesson topic

1. Didactic purpose and objectives of the lesson.
2. Type, structure of the lesson.
3. General methods. Methods of work of students.
4. Means of visibility. Sources of information, TSO, EVT.

II. Repetition of basic knowledge

1. What previously studied concepts, laws need to be activated in the minds of students in order to prepare them for the perception of new material.
2. Independent work of students (its volume, meaning).
3. Ways to develop students' interest in the topic, in the subject.
4. Forms of control over the work of the class, individual students.

III. Assimilation of new knowledge

1. New concepts, laws and methods of assimilation.
2. What the students need to learn or learn. Cognitive learning tasks.
3. Independent work and its content (didactic purpose).
4. Problematic and informational issues.
5. Options for solving the problem.
6. Options for consolidating what has been learned.

IV. Formation of skills and abilities

1. Specific skills and abilities to practice.
2. Types of oral and written independent work, exercises.
3. Methods of "feedback".
4. Names of students to be interviewed.

V. Homework

1. What to repeat and prepare for the lesson.
2. Creative independent work.
3. The volume and time of homework (inform students).

Planning and specifying the objectives of the lesson

Actions of the teacher

1. Familiarization with the entire possible range of tasks of education, upbringing and development in the study of this subject, this section of the topic of this lesson. This is done by getting acquainted with the program, the content of the textbook and teaching aids.

2. Concretization of the tasks of studying the topic, taking into account the age and other characteristics of the students of this class, their educational readiness, upbringing and development.

3. Identification of a number of main tasks of education, upbringing and development of schoolchildren, taking into account a comparison of their significance and the time available to solve them.

Planning the educational and developmental tasks of the lesson

I. Educational objectives(what knowledge, skills and abilities can be developed on the teaching material of the lesson):

1. Check the degree of assimilation of the following basic knowledge, skills and abilities learned and formed in previous lessons.

2. Ensure the assimilation of the main tasks included in the content of the topic of the lesson.

3. To form (continue formation, consolidate) the following special skills on this educational material

4. Form (fix, continue forming) the following general learning skills based on the material of this lesson.

II. Educational tasks(to what worldview conclusion it is possible to bring students and what educational opportunities to implement on the teaching material of the lesson):

1. To contribute during the lesson to the formation of the following worldview concepts (for example: cause-and-effect relationships and relationships, the cognizability of the world and nature, the development of nature, etc.)

2. In order to solve the problems of labor training and education.

3. To carry out moral education, to ensure the study of the following issues during the lesson: patriotism, internationalism, humanism, camaraderie, ethical standards of behavior.

4. To solve the problems of aesthetic education.

5. In order to solve the problems of physical and sanitary and hygienic education, development of working capacity, prevention of fatigue.

6. Form the right attitude towards nature.

III. Student development goals(what cognitive abilities of students to develop specifically, how to develop the will, emotions, cognitive interests):

1. In order to solve the problems of developing students' skills to highlight the main, essential in the material being studied (for example, teaching how to draw up diagrams, a plan, formulating conclusions or control questions, developing skills to compare, classify, generalize the studied facts and concepts).

2. To solve the problem of developing independence of thinking among schoolchildren and in educational activities, ensure during the lesson.

3. Ensuring the development of students' speech.

4. To form in schoolchildren the ability to overcome difficulties in learning, to temper the will; provide situations of emotional experiences.

5. For the development of students' cognitive interest.

6. In order to develop intellectual abilities, thinking skills, transferring knowledge and skills to new situations.

Preparing for the lesson just before the call

1. Mental reproduction of the main points of the lesson.
2. Reproduction of the lesson plan, mental representation of the class and individual students.
3. The desire to cause the appropriate emotional mood.

Creating an appropriate emotional mood before the lesson

1. Mental reproduction of previously outlined emotional accents.
2. The desire to push off from the brightest moment in the lesson material.
3. Mental representation of the expected perception by the class or individual student.

Psychological preparation for the lesson

1. Awareness of its necessity.
2. Mental experience of the upcoming lesson.
3. Development of your emotional attitude to the material of the lesson.
4. The use of personal impressions from life (meetings, cases, etc.) for emotional coverage of educational material.
5. Use of read books, associations, recent events, etc.

Contribute to the success of the lesson

1. Good knowledge of the lesson material.
2. Cheerful well-being.
3. Thoughtful lesson plan.
4. Feeling of "physical" looseness, freedom in the lesson.
5. The right choice of teaching methods.
6. Variety of teaching methods.
7. Amusing presentation.
8. A pronounced emotional attitude of the teacher to the material presented.
9. Richness of intonations, expressive facial expressions, figurative gestures of the teacher.

Difficulty in teaching

1. Uncertainty in their knowledge.
2. Indifferent attitude.
3. Loose lesson composition.
4. Stiffness of movements.
5. Inability of students to work with the proposed teaching methods.
6. Uniformity of teaching methods.
7. Dispassionate story of the teacher.
8. Monotony and dryness when presenting new material.

Lesson Analysis

Lesson Analysis- this is a mental decomposition of the lesson into its components with deep penetration into their essence, tasks in order to evaluate the final result of their activities by comparing the planned with the implemented, taking into account the success and advancement of students.

Analysis steps

Stage I

1. What are the first impressions?
2. What is the overall assessment of the lesson?
3. What is your mood like (good, average, bad, very bad)?
4. Is the teacher satisfied (dissatisfied) with himself?
5. Has everything planned been completed or did not have much time?
6. Is the teacher satisfied with the students, or did they have a bad attitude towards teaching?
7. What is the discipline in the lesson? and etc.

Stage II

1. Have the objectives been achieved in the lesson?
2. Was the learning process optimal?
3. Was the training, education and development of students purposefully carried out?
4. Was the cognitive interest of schoolchildren formed?
5. Has the relationship been achieved in the formation of knowledge, skills and abilities of students?
6. Were the requirements of the scientific organization of labor observed in the lesson (saving time, the clarity of the organization of the workplace of the teacher and students, the rationality of the methods of schoolchildren's activities, etc.)?
7. How did the students work in the lesson (activity, efficiency, measure of their employment, attention, attitude to work, responsibility, independence, etc.)?
8. Did you manage to establish contact with students, is the psychological microclimate favorable, were there any indifferent students?
9. Are you satisfied with your behavior, style and methods of conducting the lesson?
10. What urgently needs to be corrected, changed, supplemented in the next lesson?

Basic requirements for the analysis of the lesson by the teacher

1. Purpose and tasks of the analysis.
2. The place of the lesson being analyzed in the system of lessons of the topic.
3. Knowledge of the basics of didactics, psychology, methodology, programs, regulatory requirements and guidelines.
4. The ability to highlight the positions and indicators by which you need to analyze your lesson.
5. Characteristics of the characteristics of students and their consideration in the work in the lesson.
6. Substantiation of educational, upbringing and developing tasks of the lesson.
7. The validity of the planned lesson plan, its type, structure, content, methods and means.
8. Psychological and pedagogical assessment of the system of educational tasks, assignments and exercises performed by students in the classroom.
9. Evaluation of the development of independent thinking of students at various stages of the lesson.
10. Fulfillment of the planned tasks of the lesson.
11. Evaluation not of facts or actions, but of their pedagogical expediency.
12. The ability not only to evaluate the stages of the lesson, but also to show their relationship.
13. Satisfaction (dissatisfaction) with the lesson (or its individual stages).
14. Objectivity of the teacher's assessment of the results of his lesson.
15. Measures planned by the teacher to eliminate deficiencies.
16. Recording specific adjustments in the lesson and thematic plans to improve your skills.

Algorithm for the teacher's analysis of the lesson

1. What requirements did you follow?
2. How is the relationship of lessons in the topic taken into account?
3. How were the characteristics of students, including strong and weak ones, taken into account?
4. How did you determine the triune task of the lesson?
5. How are student activities planned?
6. Is the teaching material for the lesson correctly selected?
7. What are the techniques and methods of work of the teacher and students? How did they justify themselves? If not, why not?
8. Have the visual aids used, including TCO, justified themselves? What is their psychological and pedagogical value? If not, why not?
9. What contributed to the development of cognitive abilities in the lesson, what does this prove?
10. What was the independent work of students, what is its pedagogical value?
11. What did the lesson give for the formation of the worldview of students, for the education of their moral traits, will, character, culture, behavior?
12. How was the course of the lesson foreseen, how justified?
13. What difficulties arose for the whole class, for individual students? How were they overcome? What are the causes of difficulties, ways to eliminate?
14. Have the goal and objectives of the lesson been achieved, what does this prove? If not, why not?
15. Evaluation of the effectiveness of the lesson.
16. Is the teacher satisfied with the lesson?
17. Directions for improving the lesson.

Approximate diagram of the analysis of the lesson conducted by the teacher

General information

1 class;
2) the date of the lesson;
3) the topic of the lesson;
4) lesson objectives.

Lesson equipment

1) what teaching aids are used;
2) whether visual aids and technical means are prepared;
3) how the blackboard is prepared for the lesson.

1) whether the content corresponds to the program, the objectives of the lesson;
2) whether it has been didactically processed;
3) the formation of what knowledge, skills and abilities it contributes to;
4) with what material the students worked for the first time, what knowledge, skills and abilities were formed and consolidated in the lesson;
5) how the material of the lesson contributed to the development of the creative forces and abilities of students;
6) what general educational and special skills and abilities have been developed;
7) how intersubject communications were carried out;
8) whether the content of the lesson contributed to the development of interest in learning.

Type and structure of the lesson

1) what type of lesson is chosen, its expediency;
2) the place of the lesson in the system of lessons for this section;
3) how the lesson was connected with previous lessons;
4) what are the stages of the lesson, their sequence and logical connection;
5) how the integrity and completeness of the lesson was ensured.

Implementation of learning principles

1) the principle of focusing training on a comprehensive solution of problems;
2) what was expressed in the scientific nature of training, connection with life, with practice;
3) how the principle of accessibility of education was implemented;
4) for what purpose each type of visualization was used;
5) how the principle of systematic and consistent formation of knowledge, skills and abilities was observed;
6) how the consciousness, activity and independence of students were achieved, how the education of schoolchildren was managed;
7) what character of cognitive activity prevailed (reproductive, search, creative);
8) how the individualization and differentiation of education was realized;
9) how the positive attitude of students to learning was stimulated.

Teaching methods

1) to what extent the methods used corresponded to the objectives of the lesson;
2) what kind of cognitive activity they provided;
3) what methods contributed to the activation of the teaching of schoolchildren;
4) how independent work was planned and carried out and whether it ensured the development of cognitive independence of students;
5) what is the effectiveness of the methods and teaching methods used.

Organization of educational work in the classroom

1) how the learning objectives were set at each stage;
2) how different forms of the lesson were combined: individual, group, classroom;
3) whether the alternation of different types of students' activities was carried out;
4) how control over the activities of students was organized;
5) how the knowledge and skills of students were assessed;
6) how the teacher carried out the development of students (development of logical thinking, critical thinking, ability to compare, draw conclusions);
7) what methods the teacher used to organize students;
8) how the teacher summed up the stages and the whole lesson.

Teacher work system

1) the skills of the general organization of work in the lesson: the distribution of time, the logic of the transition from one stage of the lesson to another, the management of students' educational work, class ownership, discipline;
2) showing students rational ways of learning;
3) determining the volume of educational material for the lesson;
4) the behavior of the teacher in the lesson: tone, tact, location, appearance, manners, speech, emotionality, the nature of communication (democratic or authoritarian), objectivity;
5) the role of the teacher in creating the necessary psychological microclimate.

Student work system

1) organization and activity at different stages of the lesson;
2) the adequacy of the emotional response;
3) methods and techniques of work and the level of their formation;
4) attitude to the teacher, subject, lesson, homework;
5) the level of assimilation of basic knowledge and skills;
6) the availability of skills for the creative application of knowledge, skills and abilities.

General results of the lesson

1) implementation of the lesson plan;
2) a measure of the implementation of the general educational, educating and developing tasks of the lesson;
3) levels of mastering knowledge and ways of students' activities:

I level - assimilation at the level of perception, understanding, memorization;
II level - application in a similar and similar situation;
Level III - application in a new situation, that is, creative;

4) general assessment of the results and effectiveness of the lesson;
5) recommendations for improving the quality of the lesson.