Organization of the educational process by the class teacher. Features of the activities of the class teacher in a modern school

Korotkova O.A.
School Municipal Educational Institution Secondary School No. 1 Elektrostal

Introduction

In the work of almost every teacher there is a difficult but very important mission - to be a class teacher. Some teachers consider this work an additional burden to their teaching work, others call it the most important. No matter how difficult the work of a class teacher is, without a doubt, children need it, since the main structural link in the school is the classroom. It is here that cognitive activity is organized and social relationships between students are formed. In classes, concern for the social well-being of children is realized, problems of their leisure time are solved, primary unity of teams is carried out, and an appropriate emotional atmosphere is formed.

The organizer of student activities in the classroom and coordinator of educational influences is the class teacher. It is he who directly interacts with both students and their parents, who sincerely strives to help children solve their problems in the school community, and organize school life in an interesting and useful way. The class teacher performs very important and responsible tasks. He is the organizer of educational work in the classroom and a mentor to students, organizes and educates the student body, and unites the educational efforts of teachers, parents and the public.
Classroom management as a problem brings together the entire set of the most diverse and complex issues in the education of a student. And therefore, its consideration is doubly interesting: it allows us to reveal a broad picture of scientific vision educational process and to verify the school traditions of organizing the upbringing of children, which have been established for many decades, and at the same time to develop the ideal design of a logically accurate and clear practical implementation of scientific and pedagogical ideas.

The purpose of this pedagogical research is the most in-depth, detailed and accurate examination of the activities of the class teacher.
Directly, the object studied in this pedagogical research will be the entire process of the class teacher’s activity. Item - features this activity, its main aspects. Main tasks: analyze the literature on this topic, define basic concepts. Determine the essence of the activity, the main functions of the class teacher, and also talk about the main forms and techniques of the teacher’s work.
Considering in detail all aspects of the activity and personality of the class teacher, we will try to understand and understand not only the complexity of the position of the class teacher, but also, of course, its necessity.

Chapter 1. Activities of the class teacher

The class teacher is the central person in the educational process. The class teacher is appointed by the school director from among the most experienced and authoritative teachers. He is entrusted with responsibility for organizing the lives of children, forming and educating the team, and for teaching and educational work in the classroom. As a teacher of students, he cares about their comprehensive development, instilling in them hard work, collectivism, improving the quality of knowledge and strengthening discipline and order in the classroom. The class teacher carries out all this work not as an amateur activity, but as an official official. The class teacher is responsible to the school management and public education authorities for the content and organization of educational work in the class assigned to him.

The main responsibilities of the class teacher are formulated in the Charter of the secondary school.

The educational activities of the class teacher are complex and multifaceted. He carries out various educational work with students, with teachers in his class, with parents and the public. The tasks of his educational activities are determined by the general tasks of education and the specific living conditions of the class. At different stages of development of the team, the class teacher puts forward specific educational tasks and, relying on the student body, carries out a variety of educational work with the class and individual students. When determining these tasks, he takes into account the age characteristics of students, the level of their knowledge and state of academic performance, discipline in the classroom, the presence of such qualities as hard work, collectivism, and consciousness of public duty.

The activity of the class teacher achieves its goal and gives the best result provided that it is carried out in a certain system. The system of work of the class teacher is a set of mutually interconnected educational activities arising from the goals and objectives of education. It involves a thoughtful selection of educational material that is feasible for students and the skillful use of the most effective means and methods of influence. Let us try to consider the main sections of the class teacher’s activities, which together constitute the system of his educational work.

First, study the students. Classroom management usually begins with studying the class and each student individually. As a result, the necessary conditions are created for the correct, rational organization of educational work, for the implementation of an individual approach. Students' learning continues throughout their entire education.

The organization and education of a class student team is one of the main, leading sections of the class teacher’s work. By uniting students into a friendly and purposeful team, the class teacher creates the preconditions for successful solution educational tasks.
The next section of the class teacher’s activity is improving the quality of knowledge and strengthening discipline. A high level of knowledge and conscious discipline are the most important indicators of the correct organization of educational work. The class teacher takes care of improving the quality of students' knowledge and strives to prevent individual students from falling behind and repeating the same year in their class.
Organization and conduct of extracurricular and extracurricular educational work is another one of the most important sections of the class teacher’s activity. Various forms of this organization have developed and are successfully used in schools. Education in the classroom and during the learning process is supplemented by extracurricular educational activities. The organization of extracurricular work usually combines its two main directions - ideological and educational work and the organization of practical affairs of schoolchildren.

A very important section of the class teacher’s activity is the coordination of the educational activities of teachers. The class teacher must coordinate and direct the educational work of teachers in his class. The school charter states that the responsibilities of every teacher include not only equipping students with knowledge, but also shaping their worldview, developing cognitive interests and abilities. The task of the class teacher is to ensure close cooperation with the teachers of his class, to achieve unity of requirements and pedagogical influences. From time to time, the class teacher meets with the teachers of his class and discusses the implementation of uniform requirements, the quality of knowledge and the state of discipline. Active communication between teachers and the class teacher helps improve the state of educational work in the classroom.
The next section of the class teacher’s activity is working with students’ parents. Each teacher maintains contact with students' parents. A closer connection between the school and the family is carried out through class teachers. They communicate with parents more often, inform them about the educational work and behavior of children, and outline ways joint activities according to their upbringing.

These are, perhaps, the main sections of the class teacher’s activities. Taken together, they form a complex system, which is the basis of the activities of any class teacher.
The class teacher, compared to other teachers, additionally performs very important functions in educating students. Therefore, high pedagogical demands are placed on him, the fulfillment of which creates favorable conditions for improving the quality of his educational activities.

Let's look at some of them.
1. High moral authority
The strength of the educational influence of the class teacher on students largely depends on his moral authority. The personality of the teacher and his moral character have a decisive influence on the formation of consciousness and on the behavior of schoolchildren. This influence in its significance is incomparable and irreplaceable.
The teacher himself must be educated. He himself needs to have high moral qualities, which he strives to instill in his pets. This is an undeniable position. If the class teacher demands disciplined behavior from his students, and he himself disrupts order in the school, then his demands will not achieve the goal. If he calls on his students to be truthful and honest, but he himself shows dishonesty, then his call will not be heard.
The moral character of the class teacher, his strong-willed qualities and positive qualities are the most important prerequisites for increasing the effectiveness of educational influence. Authority is gained and formed as a result of hard work, exemplary behavior, and a responsible attitude towards the assigned work.
2. Pedagogical skills
The success of the educational activities of the class teacher largely depends on his skill. It does not come by itself, but is the result of the persistent and daily work of educators to improve their pedagogical qualifications and expand their political and cultural horizons.
Pedagogical skill presupposes a thorough knowledge of one’s subject, an understanding of the laws of upbringing and teaching. Even A.S. Makarenko said: “Children are captivated by the teacher’s confident and clear knowledge, skill, golden hands, taciturnity, and constant readiness to work.”
An important indicator of pedagogical skill is the presence of skills in conducting educational work. Each teacher is required to be able to organize a class, unite it into a friendly team, ensure control over the behavior of students and help them develop moral personality traits. A.S. Makarenko believed that “the ability to educate is still an art, the same art as playing the violin or piano well, painting well, being a good miller or turner.” An important indicator of pedagogical skill is the search for new ways to approach children and the ability to influence them. The effectiveness of educational influence on students largely depends on establishing correct contact with the class. This is not an easy matter. It is difficult to immediately find a common language and contact with the class. Moreover, this requires long time. Conflict situations are inevitable in the process of work. The skill of a teacher is to promptly prompt students to the right line of behavior, to convince them, to awaken their thoughts, to support and believe in their strengths and capabilities.
3. Broad cultural horizons
The complex functions and responsibilities of the class teacher require him to high culture, constant expansion of cultural horizons. Without this, it will not be able to satisfy the diverse needs and interests of students.
Teenagers and young men are very curious. They often ask questions about a new book, a new movie. They are interested in what is happening in our country and abroad. If the class teacher satisfies these requests, then his authority and influence increase. If schoolchildren do not find an answer to a question that interests them, they lose trust and respect for the teacher.
4. Pedagogical tact
A necessary condition for increasing the effectiveness of the educational work of the class teacher is adherence to pedagogical tact. This is an indicator of the external and internal pedagogical culture of the teacher. Pedagogical tact presupposes, first of all, respect for the personality of the student, a sensitive and attentive attitude towards him, trust and at the same time unobtrusive control over his behavior, preventing excessive guardianship and administration. If you have pedagogical tact, it is easier to find the right line of behavior and apply the most rational measures of pedagogical influence. Experienced teachers usually do not abuse reproaches and lectures. They patiently investigate the causes of shortcomings in the student's learning and behavior and give reasonable advice aimed at eliminating them. Ignorance of the reasons usually leads to hasty, thoughtless assessments and decisions. Especially you should not make decisions under the influence of the first impression or in a moment of irritation. Irritation often leads to a deterioration in relationships with students and a loss of authority. A tactful teacher weighs everything and acts with great caution and delicacy. He strives to understand and clarify the internal motives of the students’ actions and actions, and only after that he takes certain measures of pedagogical influence. The attitude of the class teacher towards the student should be based on deep respect and trust in his personality. Typically, conflicts between teachers and children arise where there is no trust and respect for students, where pedagogical tact is violated.
5. Love and respect for children
Reasonable love and respect for children is an indispensable condition for increasing the effectiveness of educational work. He who does not love children cannot become their true educator or mentor. Affection, love and respect can be evoked in children good feeling, cultivate the necessary qualities, teach them to work and order, to obedience and respect for elders. Nothing brings a class teacher closer to his students than a trusting, sincere and attentive attitude. If he is indifferent, let alone dismissive and arrogant, towards his students, this separates him from them and undermines his authority. And without authority it is impossible to be an educator. Love and respect for schoolchildren does not exclude, but necessarily presupposes high demands on them. The misdeeds of students and their violation of discipline and order cannot be ignored. Love and trust in students and at the same time high fair demands evoke reciprocal love for the teacher and deep respect for him. Schoolchildren respect strict and demanding, but fair teachers. They highly value those qualities in them that help them become knowledgeable and valuable people.
6. Availability of organizational skills
Raising children is, first of all, organizing their life activities.
A class teacher with organizational skills usually does not take on all matters himself. He skillfully attracts the active participation of all other students, assistant teachers, parents, and members of production teams. As a result, he manages to do much more with less effort than those class teachers who take on everything themselves and often do not finish the job.
7. Creative approach to educational work
The organization of educational work should be approached creatively. We must constantly think, show initiative and skillfully solve pedagogical problems. When a class teacher works without spark, his work becomes boring and monotonous. If he shows initiative and does not allow patterns in his work, then he achieves serious success in education.
8. Advanced training of the class teacher
Complex and multifaceted educational activities require regular and systematic work to improve skills. Not only young, novice class teachers, but also experienced teachers who have worked at school for many years need advanced training. It is impossible to achieve serious success in raising children if the teacher relies only on previously memorized pedagogical rules and methodological techniques.
These are perhaps the basic requirements that any class teacher should know and fulfill.

Criteria for the effectiveness of a class teacher.

Studying the results and effectiveness of the class teacher’s work is one of the most difficult issues in pedagogical theory and practice. The complexity is due primarily to the fact that the state, results and effectiveness of its work are influenced not only by the conditions of the school itself, but also by the environment external to it. In “pure form”, determine the result in in this case impossible.
To assess the effectiveness of the class teacher, it is necessary to determine the appropriate criteria and indicators. Two groups of criteria for the effectiveness of a class teacher can be distinguished:

the first group - effective criteria, showing how effectively target and socio-psychological functions are implemented. The performance indicators reflect the level that the teacher’s students achieve in their social development. And the second group is procedural indicators. They also reveal how the pedagogical activity and communication of the teacher is carried out, how his personality is realized in the process of work, what his performance and health are, as well as what processes of activity and communication of students he organizes.
However, the indicators cannot be the same for everyone. They are clarified by the participants in the pedagogical process themselves, taking into account specific goals and objectives and serve as a tool for self-analysis and self-assessment of the class teacher, children, teachers, and parents. They must be sufficiently specific, accessible to measurement, and understandable for children and adults.
When studying the effectiveness of a class teacher, one must keep in mind that the dynamics of indicators may not be the same. Moreover, some of them may hardly change, and sometimes be worse than at the previous stage. The general conclusion is drawn based on a comparison of all the data obtained characterizing the pedagogical process.
The question arises: “How often is the effectiveness of the class teacher assessed?” On the one hand, this is carried out constantly, if we are talking about observation or the use of research methods that fit organically into the pedagogical process, and on the other hand, periodically, through specially organized “cross-sectional” studies (for example, a questionnaire survey of students and parents). In this regard, we can talk about current, periodic, final, time-separated results.
For a more in-depth study of the work of the class teacher, it is advisable to take into account and analyze information obtained in different periods and using different methods.

1.1. Interaction between the class teacher and students

The teacher, acting as the leader of the children's group, implements his functions in relation to both the class as a whole and individual students. He solves problems in accordance with the specifics of the children’s age and the relationships that have developed between them, building relationships with each child taking into account his individual characteristics. The main thing in the activities of the class teacher is to promote the self-development of the individual, the realization of his creative potential, ensuring the active social protection of the child, creating the necessary and sufficient conditions for intensifying the efforts of children to solve their own problems.

The content of the class teacher's activities is determined by his functions as the leader of the pedagogical process in a certain group of students.
In accordance with the concept of academician R.Kh. Shakurov’s management can be divided into three levels of functions.
The first includes pedagogical and social-humanitarian functions attributed to R.Kh. Shakurov to the target group. These functions are aimed at creating conditions for the social development of students, focused on helping the child, both in solving his current personal problems and in preparing for independent life. Among them, it is necessary to highlight two that determine the main content of the class teacher’s activities:

Education of students
- social protection of the child from the adverse effects of the environment social environment

Among the socio-psychological functions, it is necessary to highlight the organizational function. The main purpose of this function is to support positive children's initiative, i.e. The emphasis is not so much on organizing students by the class teacher, but on helping them organize themselves. The class teacher organizes educational, labor, and various aesthetic activities of schoolchildren, as well as their free communication, which is part of their leisure time.

It seems important to implement the function of team unity, which acts not as an end in itself, but as a way to achieve the goals set for the class. One of the tasks of the class teacher is to develop student government.
The third group of functions expresses the requirements arising from the logic of the activity of the subject of management and the organization of students’ activities in general. It includes the following functions: diagnostic, goal setting, planning, control and correction.
The implementation of the diagnostic function involves the class teacher identifying the initial level and constantly monitoring changes in the students’ education. It is aimed at researching and analyzing the personality and individuality of the child, searching for the reasons for the ineffectiveness of results and characterizing the holistic pedagogical process.

When implementing the diagnostic function, the class teacher can pursue a dual goal: firstly, to determine the effectiveness of his activities; secondly, diagnostics can turn from a research tool into a tool for personality formation and development of the child’s individuality.
The goal-setting function can be considered as the joint development of educational goals with students. The share of participation of the class teacher in this process depends on the age of the students and the level of formation of the class team.
The goals of the educational process determine the tasks of managing the process; they determine the tasks of managing the process of development of the child’s personality. They can be divided into general and private. General ones are specified in accordance with the main spheres of social relations in which the child is included. Practical goals are transformed into goals for organizing student activities, i.e. to private.

The logic of goal-setting is reflected in the process of planning the activities of the class teacher. Planning is the help of the class teacher to himself and the class team in the rational organization of activities. The purpose of the plan is to streamline teaching activities, ensure the fulfillment of such requirements for the pedagogical process as planning and systematicity, controllability and continuity of results.
In planning, close cooperation between the class teacher and the class staff is important. The degree to which children participate depends on their age.
You should plan what leads to the goal. Since goals are defined as strategic and tactical, then plans can be strategic, or long-term, and tactical, or operational.

The main goal of the control and correction function in the activities of the class teacher is to ensure continuous improvement of the educational process.
The implementation of the control function involves identifying, on the one hand, positive results, and on the other, the causes of shortcomings and problems arising in the process of education. Based on the analysis of the control results, the class teacher’s work is corrected both with the class as a whole and with a specific group of students or an individual student. Monitoring the work of the class teacher is not so much control on the part of the school administration as self-control.

Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students. Three up listed functions determine the content of the class teacher’s activities.

In implementing his functions, the class teacher selects forms of work with children. First of all, they are associated with the organization of various activities of children. It is possible to distinguish forms by type of activity - educational, labor, sports, artistic; according to the method of influence of the teacher - direct and indirect.

Based on the time it takes to complete the form, it can be divided into:
- short-term (from several minutes to several hours)
- long-term (from several days to several weeks)
- traditional (regularly repeated)
Based on the preparation time, we can talk about forms of work carried out with students without including them in the preliminary work and preparation of students.
According to the subject of the organization, the classification of forms can be as follows:
- teachers, parents and other adults act as organizers of children;
- activities are organized on the basis of cooperation;
- the initiative and its implementation belong to the children.
Based on the results, all forms can be divided into the following groups:
- result - information exchange;
- result - development of a common decision (opinion);
- the result is a socially significant product.
Depending on the number of participants, the forms can be:
- individual (teacher-pupil);
- group (teacher - group of children);
- mass (teacher - several groups, classes).

Individual forms permeate all extracurricular activities and communication between teachers and children. They operate in group and collective forms and ultimately determine the success of all other forms. These include conversation, consultation, exchange of opinions, tasks, etc. Teachers in these forms of work face one of the most important tasks: to unravel the student, discover his talents, discover everything valuable that is inherent in his character. Each person needs to be interacted with differently; each requires a specific relationship style.

Group forms of work include councils of affairs, creative groups, self-government bodies, micro-circles. In these forms, the teacher manifests himself as an ordinary participant or as an organizer. Its main task is, on the one hand, to help everyone express themselves, and on the other, to create conditions for obtaining a tangible positive result in the group, significant for all team members and other people.
Collective forms of work between teachers and schoolchildren include, first of all, various activities, competitions, performances, concerts, hikes, tourist rallies, sports competitions, etc. Depending on the age of the students and a number of other conditions in these forms, teachers can perform different roles: leading participant, organizer; an ordinary participant in activities influencing children by personal example; a beginner participant influencing schoolchildren by personal example of mastering the experience of more knowledgeable people; advisor, assistant to children in organizing activities.
Organization of educational work in the classroom.

The general social function of education is to pass on knowledge, skills, ideas, social experience, and ways of behavior from generation to generation.
In a narrow sense, education is understood as the purposeful activity of teachers designed to form in a person a system of qualities or any specific quality (for example, nurturing creative activity). In this regard, education can be considered as a pedagogical component of the socialization process, which involves targeted actions to create conditions for human social development. The creation of such conditions is carried out through the inclusion of the child in different kinds social relations in study, communication, play, practical activities.
When we talk about the influence of a teacher on a student as part of the implementation of his professional functions, we call this pedagogical activity educational work. Educational work carried out by the class teacher includes the implementation of a set of organizational and pedagogical tasks solved in order to ensure the optimal development of the student’s personality, the choice of forms and methods of education in accordance with the tasks set by teachers and the process of their implementation itself. 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 educational influences;
- implementation of a set of methods and forms of individual work;
- analysis of the effectiveness of educational influences.
The second direction is related to the creation of a nurturing environment:
- team building
- formation of a favorable emotional atmosphere;
- inclusion of students in diversity different types social activities;
- development of children's self-government.
The third direction involves correcting the influence of various subjects of the child’s social relations:
- social family assistance;
- interaction with the teaching staff;
- correction of the impact of mass communication;
- neutralization of negative impacts of society;
- interaction with other educational institutions.

The question arises about what the purpose and objectives of education are. In general, all pedagogical goals can be divided into two interdependent groups: ideal and actual. Based on the real goals of education, it is possible to determine the actual tasks of educating students. Based on the fact that the result of education is social development of a person, implying positive changes in his views, motives and real actions, we will highlight 3 groups of educational tasks focused on the result of raising a child.

The first group of tasks is related to the formation of a humanistic worldview. In the process of solving them, the process of appropriation of universal human values by the child occurs, the formation of humanistic views and beliefs in a person.

The second group of tasks is inextricably linked with the first and is aimed at developing the needs and motives of moral behavior.
The third group involves creating conditions for the realization of these motives and stimulating the moral behavior of children.
The upbringing process should be focused on the result of upbringing, which contributes to the formation of a person’s sociality, i.e. his readiness to participate in complex system social relations in the economic, political and spiritual spheres.

The main tool for solving educational problems are methods and techniques of education.
By methods of education we understand the ways of interaction between teachers and students, during which changes occur in the level of development of the personality qualities of students.

The main task of the teacher is to help the child in his development, and pedagogical practice should ensure the development and improvement of all essential human spheres. Educational methods have a cumulative impact on them.

In order to influence the intellectual sphere to form views, concepts, attitudes, methods of persuasion are used that involve reasonable proof of a concept, moral position, or assessment of what is happening.

Conviction corresponds to self-persuasion - a method of self-education based on the fact that children consciously, independently, in search of a solution to a particular social problem, form a set of views based on independently drawn logical conclusions.

Methods of influencing the motivational sphere include stimulation, which is based on the formation of conscious impulses for life activity in students. In pedagogy, such components of this method as encouragement and punishment are common.

Stimulation methods help to develop the ability to correctly evaluate one’s behavior, which promotes awareness of one’s own needs - understanding the meaning of life, choosing appropriate motives and goals corresponding to them, i.e. what constitutes the essence of motivation.
Methods of influencing the emotional sphere involve developing the necessary skills in managing one’s emotions, learning to self-manage specific feelings, understanding one’s emotional states and the reasons that give rise to them. A method that influences the emotional sphere of a child is suggestion and related attraction techniques. Suggestion can be carried out both verbally and non-verbal means. “To suggest is to influence feelings, and through them, the mind and will of a person.” the process of suggestion is often accompanied by a process of self-hypnosis: the child tries to instill in himself one or another emotional assessment of his behavior.

Methods of influencing the volitional sphere involve: developing children's initiative and self-confidence; development of perseverance, the ability to overcome difficulties to achieve the intended goal; developing the ability to control oneself (restraint, self-control); improving independent behavior skills, etc. Methods of demand and exercise can have a dominant influence on the formation of the volitional sphere.
Methods of influencing the sphere of self-regulation are aimed at developing in children the skills of mental and physical self-regulation, developing skills in analyzing life situations, awareness of their behavior and the state of 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 a system of relationships that are new to them. In a school setting, it is useful to consider exercises to develop children’s ability to make judgments based on the principle of fairness, and even better, to solve so-called dilemmas. The dilemma method involves students discussing a variety of moral problems together. For each dilemma, questions are developed, according to which the discussion is structured; for each issue, children give convincing arguments for and against.
Corresponding to the method of dilemmas is the method of self-education - reflection, which means the process of an individual thinking about what is happening in his own mind. It involves not only a person’s knowledge of himself in a certain situation or in certain period, but also to clarify the attitudes of others towards oneself, as well as to develop ideas about the changes that may occur.

The implementation of each method involves the use of a set of techniques that correspond to the pedagogical situation, the characteristics of students, and the individual pedagogical style of the teacher. Moreover, the implementation of various methods can be carried out using the same techniques.
Educational techniques are pedagogically formulated actions, through which the student’s behavior and positions are influenced by external incentives that change his views, motives and behavior, as a result of which he activates

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The place of the class teacher in the educational system of the school.

The main structural element of a school's educational system is the classroom. It is here that cognitive activity is organized and social relationships between students are formed. In the classrooms, care is taken for the social well-being of students, problems of children's leisure time and team building are solved, and an appropriate emotional atmosphere is formed.

The organizer of student activities in the classroom and the coordinator of educational influences on the student is the class teacher. It is he who directly interacts with both students and their parents. The class teacher is a teacher who organizes educational work in the class assigned to him.

The activities of the class teacher are primarily aimed at working with students in their class. It forms the motivation for learning of each individual child, studying his age and individual characteristics. Through various forms and methods of individual work, the class teacher creates favorable conditions for the development of citizenship, worldview culture, creative work skills, creative individuality, the successful entry of the child into society, and the formation of a democratic culture in the system of class self-government.

The main task of the class teacher is to coordinate all educational influences on schoolchildren in order to develop their personality by including them in a variety of activities and relationships.

System of work of the class teacher

When considering the system of work of the class teacher, it is necessary to study three areas: work with schoolchildren, work with subject teachers and interaction with parents of students.

Work of the class teacher with schoolchildren.

Education of students;

Social protection of the child from the adverse effects of the surrounding social environment.

Also, the functions of the teacher express the requirements arising from the logic of the activity of the subject of management and the organization of students’ activities in general. These include: diagnostic, goal setting, planning, control and correction.

The implementation of the diagnostic function involves the class teacher identifying the initial level and constantly monitoring changes in the students’ education. It is aimed at researching and analyzing the personality and individuality of the child, at finding the reasons for the ineffectiveness of the results.

Goal setting function can be considered as a joint development of educational goals with students. The share of participation of the class teacher in this process depends on the age of the students and the level of formation of the class team.

The logic of goal setting is reflected in the process of planning the activities of the class teacher . Planning is the help of the class teacher to himself and the class staff for the rational organization of activities. The purpose of the plan is to streamline teaching activities, ensure the fulfillment of such requirements for the pedagogical process as planning and systematicity, controllability and continuity of results.

In planning, close cooperation between the class teacher and the class staff is important. The degree to which children participate depends on their age.

Main purpose of the control function and corrections in the activities of the class teacher are to ensure continuous improvement of the educational process.

The implementation of the control function involves identifying, on the one hand, positive results, and on the other, the causes of shortcomings and problems arising in the process of education. Based on the analysis of the control results, the class teacher’s work is corrected both with the class as a whole and with a specific group of students or an individual student. Monitoring the work of the class teacher is not so much control on the part of the school administration as self-control.

Correction is always a joint activity of the class teacher and the class team as a whole, a group or individual students. The functions of planning, control and correction determine the content of the class teacher’s activities.

Interaction between the class teacher and subject teachers.

The class teacher and subject teachers ensure the integrity and purposefulness of the pedagogical process in the classroom. In working with the student body and individual students, all teachers solve general educational and educational tasks: the development of cognitive activity, creative abilities, independence, responsibility, etc.

The effectiveness of this work largely depends on the coordination of the actions of teachers working with students in a particular class.

Every teacher is interested in professional and educational results, which can be improved if they combine and coordinate their efforts with the actions of their colleagues. The center of this coordination and organization of the educational process is the class teacher, who, in interaction with subject teachers, solves the following tasks:

Studying personal characteristics teachers, their capabilities in organizing educational work with children;

Studying the characteristics of the teacher’s teaching activities, his contacts, relationships with children;

Regulating relationships between class teachers, between teachers and children, between teachers and parents;

Determining common goals, organizing joint activities to achieve them;

Pedagogically appropriate use of teachers’ capabilities in organizing educational work with children and parents.

The basis of interaction between the class teacher and class teachers is:

Mutual awareness about children, their relationships, the organization and results of the educational process;

Mutual assistance, mutual support in solving complex problems;

Interest in successful work class and each student;

Joint search for solutions pedagogical problems, joint efforts, joint work to implement the intended tasks;

Joint analysis of the work done, pedagogical problems being solved, results obtained;

Joint determination of work prospects by the class team and individual students.

At first glance, the implementation of all these joint actions may seem unrealistic, but much is carried out by the class teacher and teachers in everyday communication and requires the greatest investment of time, which pays off by a significant increase in the quality of teaching work. At the same time, both sides, helping each other, help themselves.

The class teacher informs teachers about the student’s condition, family characteristics, organizes meetings between parents and subject teachers in order to exchange information and assist parents in organizing homework with students.

It is especially important to involve teachers in goal setting and planning of educational work in the classroom.

When a work plan for the student and parent teams has been drawn up, the class teacher invites teachers to find opportunities, forms of participation in the implementation of the plan, and identify activities that will be carried out with the involvement of class teachers. These could be educational events, public knowledge reviews, parent meetings and lectures.

Particular attention should be paid to new teachers, who are important to be introduced to the characteristics of the class team, individual students, and the requirements imposed by the previous teacher on the class teachers.

The teacher is interested in developing interest in the subject, raising its prestige, therefore, holding events in an interesting and exciting way during extracurricular time with the participation of a subject teacher will help solve educational and educational problems.

The class teacher involves subject teachers in working with parents and promotes the formation of respectful, trusting relationships between them. This can be facilitated by question and answer evenings, joint discussion of class problems at parent meetings

One of the forms of interaction between the class teacher and subject teachers, ensuring unity of action and contributing to the development of common approaches to raising a child, is a pedagogical council. This is where a comprehensive view of the child is formed. Everyone who works with the student receives information about his mental, physical, mental development, his individual abilities, opportunities and difficulties. Teachers analyze the results of observations of the student, exchange information, agree on ways to solve emerging problems, and distribute functions in working with the child.

The main form of work with subject teachers is individual conversations. They must be planned so as not to miss important stage in organizing the teacher’s work with the child and preventing possible difficulties and conflicts. It is important to conduct such conversations as joint reflection, a joint search for a solution to a particular problem. In some cases, it may be necessary to organize an individual consultation between the teacher and specialists.

The forms of interaction between the class teacher and teachers can be very diverse. Much depends on personal contacts and interest in the success of both interacting parties.

Work of the class teacher with parents of students.

The main thing in the work of the class teacher with parents is to ensure the unity of requirements for the education of students from the family and school, to create normal conditions for their home learning and to direct the educational activities of the family. Let us highlight some issues of the activities of class teachers in maintaining connections with students’ parents.

A large place in the work of the class teacher with the family is occupied by systematically informing parents about the progress, behavior and socially useful work of students. For this purpose, once every academic quarter, parent meetings are held, at which the state of schoolchildren’s academic performance is analyzed in detail and measures are outlined to improve the family’s work in this direction. In necessary cases, when urgent family intervention is required in solving a particular educational problem, the class teacher visits parents at home or invites them to school, and they jointly agree on what measures need to be taken to improve the students’ learning or behavior. For example, a student stopped preparing homework at home and came into contact with unhealthy company. In this case, the class teacher advises parents to strengthen control over his homework, as well as his behavior outside of school. In other cases, it is discovered that the student shows increased nervousness and often comes to school in a bad mood. The class teacher needs to visit such a student at home, get acquainted with the conditions of his life and work in the family and agree with the parents on the need to create a calmer environment for him, and perhaps appropriate treatment.

The duty of class teachers is to carry out pedagogical education of parents, especially taking into account the specific approach to students of different age groups. Thus, it is necessary to familiarize parents with age characteristics education and development of those students with whom the class teacher works, and give practical advice on how these features should be reflected in the process of family education. Conversations, lectures and reports for parents usually cover the following issues: features of family education of younger schoolchildren (teenagers or older schoolchildren); relationships between parents and children and their influence on family education; how to help children learn; sanitary and hygienic regime of a schoolchild in the family; acceleration and its impact on the education of students; organizing leisure time for children in the family, etc.

The class teacher takes care of attracting parents to participate in the work of the school lecture hall, to attend classes at the People's University of Pedagogical Knowledge, and promotes pedagogical literature on family education.

While influencing the educational activities of the family, the class teacher at the same time relies on parents when carrying out educational work with students. On his initiative, parents often take patronage over “difficult” students who are not properly influenced by their family. Parents - specialists in various fields of knowledge and professions - conduct conversations with students on medical, patriotic and industrial topics, take part in organizing excursions, literary and artistic evenings, etc. .

1. Variability of the class teacher.

2. Functions of the class teacher.

3. Class teacher and teaching staff.

4. Planning educational work.

5. Forms of educational work.

Literature

1. Bayborodova L.V. Interaction between teachers and students in the school community. – Yaroslavl, 1991.

2. Bezrukova V.S. The educational process and its organization in school practice. – Kazan, 1982.

3. Ilyina T.V. Pedagogical planning in educational institutions. – Yaroslavl, 1995.

4. Magazines “Class teacher” (examples of planning).

The coordinator of educational influences on the student is the class teacher. It is he who directly interacts with both students and their parents.

Due to the variety of problems solved by Cl. teacher, it is advisable to consider the issue of variability in the class teacher. This variability can be presented in different aspects:

· in organizational terms – options for professional and job status;

· in psychological and pedagogical – choosing a position in relations with students (organizer, observer, ordinary participant, senior friend, curator, etc.).

Variability Cl. manager is determined by the following factors:

· working conditions of the educational institution, features of the educational system;

· economic opportunities of the school and parents;

· age characteristics of children, their level of education, organization, state of health;

· preparedness of teachers to organize extracurricular educational work.

Variable position of Cl. leader in a children's team. It is determined primarily by the type of joint activity: in the educational work of class. the leader as a teacher is the organizer and leader of children’s activities; In extracurricular activities, it is important for a teacher to take the position of a senior comrade or an ordinary participant.

The role of the teacher changes depending on age, experience of collective, self-governing activities: from direct organizer to consultant.

There are three levels of key functions. manuals.

Level I – pedagogical and social-humanitarian functions.

Among pedagogical functions the function of educating students dominates. The class teacher faces the problem of integrating the efforts of all teachers aimed at solving this problem. Among the social and humanitarian functions, the priority is the social protection of the child from adverse influences environment. Social protection in general is understood as a purposeful, consciously regulated system at all levels of society of practical social, political, legal, psychological, pedagogical, economic, medical and environmental measures that ensure normal conditions for the development of children.

Level II – socio-psychological functions.

The implementation of these functions is associated with the solution of particular problems related to the formation of relationships between students and their peers in the classroom (organization of the team, its unity, activation, development of self-government).

These features include:

– diagnostic function;

– goal-setting function.

The implementation of the diagnostic function involves the constant identification by the class teacher of the initial level and changes in the students’ education. It is aimed at exploring the personality and individuality of the child. In addition, implementing the diagnostic function, cl. a manager can pursue a twofold goal: 1) monitor the effectiveness of his activities; 2) diagnostics from a tool for research and study of the child’s personality in the hands of class. a leader can turn into an instrument for personality formation and individuality development.

The goal-setting function can be considered as the joint development of keys with students. management goals of educational activities. Depending on the age of the students and the level of formation of the class. collective share of participation class. The leader of this process will change. The logic of goal setting is reflected in the process of planning activities of the class. hands

Level III represented by the functions of control and correction in the activities of the class. leader.

The implementation of the control function involves: 1) identifying positive results; 2) negative results and identifying the causes of existing shortcomings.

Based on the analysis of the control results, the process of correcting the activities of the class teacher is carried out both with the class, with a group of students, and with individual students.

Correction is always a responsible activity of the class teacher and the team as a whole and individual schoolchildren.

III. The class teacher carries out his functions in close cooperation with other members of the teaching staff and, first of all, with those teachers who work with students in this class.

He introduces subject teachers to the results of studying children, organizes a joint search for means and ways to ensure the success of a child’s educational activities, his self-realization in the classroom and during extracurricular hours.

Cl. The leader regulates the relationship between teachers and the child’s parents. He informs teachers about the state of education, the characteristics of parents, organizes meetings of parents with subject teachers in order to exchange information about the child’s successes, and assist parents in organizing homework with students.

One of the forms of interaction between the class teacher and subject teachers is the pedagogical council. Here a unified view of the child is formed. Teachers analyze the results of observations of the student, exchange information, and agree on ways to solve emerging problems.

Another form of interaction with subject teachers is individual conversations, which are conducted in order to prevent possible conflicts.

Thus, the class teacher, realizing his functions, is the person who directly organizes the educational process and ensures solutions to all emerging problems.

IV. Planning largely determines the effectiveness of educational work.

A plan is a document indicating the substantive guidelines for an activity, defining its order, volume, and time boundaries. It performs the following functions:

– guide;

– predictive;

– coordinating;

– control;

– reproducing (according to the plan, you can always restore what work was done);

Plan requirements:

1) purposefulness of the plan;

2) orientation of the plan towards the implementation of the needs and interests of children, towards their development;

3) orientation of the plan towards the joint activities of teachers, children, parents;

4) the connection of the plan with the life and practical activities of children.

5) Provides for the creation of conditions for the choice of various types and forms of activity;

6) Ensures continuity of content and forms of activity;

7) Validity and expediency of the planned work;

8) Reality and reasonable intensity of the plan.

Types of plans.

Plans are classified:

A) by content coverage:

– a comprehensive plan (activities are planned in all directions);

– thematic (one area of activity);

– subject (specific plan), (one event);

b) according to the duration of the planned period:

– long-term (a year or more);

– staged (periodic) – a certain stage is planned;

– short-term – plan for the near future (month, week);

– operational – specific actions are planned (day).

B) depending on the subject of planning:

– individual (one person plans);

– collective.

D) according to the planning scale:

– school-wide plans;

– plans of primary teams.

The school has the following plans:

1) general school;

2) work plan class. manager;

3) student group plan;

4) thematic.

Whole school plan

Student team work plan

Thematic plan

1) Purpose of the event.

2) Tasks.

3) Equipment.

4) Method of preparation.

5) Event plan.

6) Progress of the event.

Planning stages

7) preparatory (defining the subject and period of time, structuring activities);

8) analytical (analysis of existing results and experience, diagnostics, generalization of results);

9) modeling (goal setting, choice of content and means, forecast of results, distribution of funds and time);

10) final (design stage).

V. The form of educational work is the established procedure for organizing specific acts, situations, and procedures for interaction between participants in the educational process, aimed at solving certain pedagogical problems.

Functions of educational forms.

1) Organizational.

Any form involves solving an organizational problem. The organization of a case reflects a certain logic of actions and interactions of participants. There are algorithms for organizing various forms of educational work.

For example, organizing a KTD involves several stages: Stage 1 – preliminary work (the location of the KTD is established, the purpose and objectives of the KTD, means, participants are formed).

Stage 2 - conventionally called gathering - start.

A scenario is developed, participants are identified, and specific instructions are given.

Stage 3 – collective preparation of the case.

Stage 4 – carrying out CTD.

Stage 5 – summing up the results of the design project.

2) regulatory function.

The use of one or another function allows you to regulate relationships both between children and between teachers and children.

3) individual function.

Any educational event requires the availability of certain information. The bearers of this information can be both students and teachers.

Usually there are 3 types of forms of educational work. They are classified according to their target orientation; according to the position of participants in the educational process; according to objective educational opportunities.

Type 1 usually includes events. Events are events, activities, situations in a team, organized by teachers or someone else for students.

The purpose of the events is a direct educational impact on students.

Type 2 forms of educational work include activities and games. Things are general work, important events carried out by the students themselves.

Type 3 of forms is determined by the specific conditions of the educational institution.

In addition, forms are classified by time and number of participants.

By the time of the event:

1) short-term;

2) long-term;

3) traditional (permanent);

By number of participants:

1) individual;

2) group;

3) massive.

Topic: Basics of family education

1. Family as a factor in education.

2. Feminine and masculine principles in family education.

3. Family development activities.

4. Family education styles.

5. Conditions for successful family education.

Literature

1. Bim-Bad, B.M., Dneprov, E.D. The wisdom of education: a textbook for parents. – M., 1988.

2. Della Torre, A. Parental mistakes. – M., 1993.

3. Tarkhova, L. Boy, man, father. – M., 1992.

4. Khripkova, A.G., Kolesov, D.V. Girl, teenager, girl. – M., 1989.

5. Leshan, E. When your child drives you crazy. – M., 1990.

Family education is inextricably linked with such a concept as home. Home is the main place and the main family space where the child feels safe, spiritually and mentally reveals the inner potential of his personality. Psychologically, a home is a living space where the whole family gets together to not only eat, sleep, relax, but also make plans, discuss events, and solve life’s problems.

In the perception of modern teenagers, as shown statistical research, home is not always associated as a positive picture. Here are some student statements adolescence:

· home is a barricade, a place of battle for the right to live the way you want;

· home is a temporary shelter where they educate, do not understand, punish, often quarrel, conflict;

· the house is like a refuge, a monastery, where parents try to keep and hide their children from life’s troubles and difficulties;

· a house is a hostel, a refuge, a train station, a diner, a place where everyone knows about each other, where one eats, sleeps, spends the night.

Thus, not all teenagers perceive home as a fortress where they love, wait, understand, and forgive you. What are the reasons for the negative perception of your home and your family? Firstly, the absence of a home as such and the absence of its own living space, without which the child cannot develop harmoniously. Secondly, the lack of mutual understanding and love between parents. Thirdly, the pedagogical illiteracy of parents. Fourthly, material and moral unpreparedness to be parents. Fifthly, reluctance to understand responsibility for the results of raising a child.

The main principle of family education is the principle of unity. It comes from the cultural attitude and concern of parents about the holistic and organic development of the child’s physical and mental properties, about the harmonious creation of his body, soul and mind, coordination of thoughts, feelings and behavior. It manifests itself in combining the values and goals of parents in the upbringing and development of the child, in combining the demands of adults with children's efforts. It assumes the coordinated performance of the parental roles of mother and father, unity of word and deed in parental actions, unification and coordination of the efforts of family and school in support, timely assistance in the development of creative individuality, consciousness, experiences and volitional actions of the child’s personality. Includes an ordered rhythm of physical, everyday, practical-labor, moral-communicative, cognitive, performing and creative activity child in the family. It is built on a combination of the rights and responsibilities, freedom and responsibility of the child, the search for consonance of individual and collective values, goals and implementation of tasks by the growing individual, both in the family and outside the home. Use by parents contributes to the successful integration of self-realization in the surrounding world, develops the humanistic need of the individual to live for himself and at the same time live next to others.

Introduction

Chapter I Class teacher in a modern school

1.1 Class teacher at school, the specifics of his work

1.2The main functions and responsibilities of the class teacher at school

1.3 The purpose of training and education of the class teacher

1.4 Educational methods for the practical work of the class teacher

1.5 Mastery

1.6 Forms of work of the class teacher

1.7 The system of work of the class teacher and his main directions

1.8 Pedagogical tasks of the class teacher

1.9 Educational process and its patterns

1.10 Professional suitability of the class teacher

1.11 Pedagogical skill

Chapter II . Organizational and pedagogical work of the classroom

head

2.1 The work of the class teacher in studying students

2.2 Observation of students by the class teacher

2.3 Unity of the class team

17 Innovation

Chapter III . The work of the class teacher in creating and educating the student body

3.1 Creation of a student team

3.2 The work of the class teacher to improve academic performance, labor and moral education students

Chapter IV . Work of the class teacher with teachers and parents

4.1 Work of the class teacher with teachers

4.2 Work of the class teacher with parents

4.3 Planning of educational work by the class teacher.

Maintaining class documentation

Conclusion

Literature

Introduction

The main structural element in a school is the classroom. It is here that cognitive activity is organized and social relationships between students are formed. Representative functions in school self-government bodies are also most often exercised on behalf of the class. In the classrooms, care is taken for the social well-being of students, problems of students’ leisure time, primary team building are solved, and an appropriate emotional atmosphere is formed. To each class, starting from IV, one of the teachers successfully working in this class is assigned by order of the school. This is the class teacher.

The purpose of my course work is to clearly show the work of the class teacher in the classroom. What responsibilities, functions does he perform, content and forms of organizational work. The class teacher plays an important role in the school community.

For the first time, the position of a class teacher (group leader) was introduced in the 30s. Before this, educational work in groups was carried out by teachers. The first instruction on group leaders was approved by the People's Commissariat of Education of the RSFSR in 1931. After the groups were renamed into classes, group leaders began to be called class teachers. In 1960, the Regulations on the class teacher of an eight-year and secondary comprehensive labor polytechnic school were adopted with industrial training. Currently, the guiding document for classroom management is the methodological letter from the USSR Ministry of Education “On the work of the classroom teacher” (1975).

The pedagogical process in the classroom is aimed at the comprehensive development of schoolchildren. Each teacher and class activist performs a certain part of the overall task. Their collective work needs guidance to make it more focused and to prevent duplication and gaps. Therefore, the main role of the class teacher is to organize, stimulate and coordinate all educational influences in the assigned class. As part of its activities, it carries out A complex approach to educational work with students.

Using accessible and correct means, the class teacher coordinates the educational work of teachers teaching in the classroom; forms a team of students and directs its work; coordinates the joint activities of teachers and students; carries out extracurricular educational work on its own, involving all teachers and outside specialists; organizes and regulates multilateral connections of the class with the outside world.

The content of the class teacher’s work is determined by the general tasks of communist education. Relying on a pioneer detachment or a Komsomol organization, the class teacher forms in students a Marxist-Leninist worldview and communist morality, their active life position, instills in schoolchildren a love of knowledge, work and prepares them for conscious self-determination. An important role of the class teacher is to instill in schoolchildren a responsible attitude towards learning and the ability to learn independently. It has considerable opportunities for developing aesthetic interests and artistic taste among students. His pedagogical duty is also to take care of preserving and strengthening the health of students. Special role The class teacher’s job is to, by improving the pedagogical culture of students’ parents, achieve unity in the educational activities of the school and family.

Thus, the class teacher acts both as an organizer of educational activities and as a mentor to students.

The class teacher is a professional teacher, a spiritual mediator between society and the child in mastering the culture accumulated by humanity, organizing a system of relationships through various types of educational activities of the class team; creating conditions for the individual self-expression of each child and the development of each personality, preserving the uniqueness and revealing of his potential abilities, protecting the interests of childhood.

A good teacher is, first of all, a highly moral person. He is honest and fair, decent in all his thoughts and actions. Such a mentor knows and understands the spiritual world of his students, lives with their joys and sorrows, values their trust, is always delicate and tactful in dealing with them, is not vindictive, patient and easy-going. He loves and deeply respects each of his students, is attentive, caring, and friendly.

Chapter I .

Classroom teacher

in a modern school

1.1. Class teacher at school, the specifics of his work

The class teacher is the closest and direct educator and mentor of the students. He organizes and directs the educational process in the classroom, unites the educational efforts of the teacher, parents and society, and is responsible for organizing educational work in his class. The activities of the class teacher organically combine ideological, educational, organizational and administrative functions. The class teacher cares about the all-round development of children, about collectivism, hard work, education, improving the quality of knowledge, strengthening discipline and order in the classroom.

The main activity of the class teacher is to educate students and unite them into a friendly team. Of course, his focus is on issues of educational work and increasing the level of knowledge. But he approaches their solution primarily as an educator. It helps teachers improve the quality of teaching.

The class teacher only partly directly organizes children's life and activities. A significant role in this sense is played by parents, subject teachers, mentors, masters, heads of clubs, sections, studios who organize everyday life, educational and socially useful work, social activities, tourism, local history, technical and artistic creativity of schoolchildren. The class teacher is responsible for the content of the educational process, its compliance with the goals of humanistic democratic education and the active participation of children in it. This requires diagnostics, a fairly complete awareness of the teacher about the child’s participation in various activities, his relationships in groups, the nature and content of communication, emerging needs and interests, incentives and motives for behavior. Based on information received from the children themselves, from the immediate organizers of their lives, the class teacher monitors the state of educational relationships, gives advice, and makes pedagogical adjustments throughout life.

The work of the class teacher is a purposeful, systematic, planned activity, built on the basis of the educational program of the entire educational institution, analysis of previous activities, positive and negative trends in social life, based on a person-oriented approach, taking into account the current tasks facing the teaching staff of the school and the situation in the classroom, interethnic, interfaith relations. The teacher also takes into account the level of education of students, the social and material conditions of their lives, and the specifics of family circumstances.
The activities of the class teacher are primarily aimed at working with students in their class. It forms the motivation for learning of each individual child, studying his age and individual characteristics for the development and stimulation of cognitive interests; through various forms and methods of individual work, it creates favorable conditions for the development of citizenship, ideological culture, creative work skills, creative individuality, the successful entry of a child into society, and the formation of a democratic culture in the system of classroom self-government.

The most important functions of the class teacher include: developing the cognitive interests and abilities of schoolchildren, their professional guidance, and caring for the health of students. The class teacher organizes timely assistance to lagging students, organizes the work of the class team in socially useful work, in the most important school-wide events. He also interacts with children on the basis of respect and mutual understanding. The class teacher is a member of the teaching staff. He carries out organizational and educational work not alone, but under the guidance of the school principal and his deputies, in close contact with other teachers. But compared to other teachers, he communicates more often and more with students. His communication with them does not stop after the call. He also acts as a teacher after school. The educational work of the class teacher is not limited to the school. He maintains close contact with his family. In the process of education, the class teacher reaches every student. In any class, including the most organized and disciplined, daily educational work is needed, aimed at developing positive qualities and overcoming negative ones. As already mentioned, the class teacher, compared to other teachers, communicates more with the family. He informs parents about the educational work and behavior of schoolchildren, and together with them outlines ways of working together to educate them.

Among the main personality traits of a class teacher, first of all, we should mention such qualities as communicative ideology, social activity, and moral maturity. These qualities, of course, are necessary for every teacher. But it is especially important for the class teacher to have them. After all, he educates his students not only with words, but also with personal examples and his behavior. Of no small importance for the class teacher are such personality traits as passion for the profession, humane attitude towards children, and high demands on himself and his students. The class teacher also needs such qualities as communication, friendly disposition, and politeness in communication. The success of a class teacher’s work also depends on his or her information knowledge and skills. It is especially important to have the ability to clearly, expressively, and logically express your thoughts, to be able to convince, and to attract people to yourself. The main qualities required by a class teacher include tact, restraint and self-control, responsiveness, observation, sincerity, resourcefulness, neatness and external neatness. The success of a class teacher’s work largely depends on his ability to have a number of applied, creative skills: the ability to sing, play musical instruments, dance, draw, and read expressively. The class teacher is the closest mentor to the students in his class. It is designed to organize the lives of schoolchildren and manage their development. His honorable work is the direct education of children and youth, the formation of a cheerful, hardworking, physically and morally healthy generation.

The class teacher sets and implements uniform educational tasks. Thus, he strives to teach children to be hardworking, organized, and truthful. But the ways, means and methods of achieving these tasks may be different depending on the individual characteristics of the students. Some need to be rewarded in a timely manner, others need to be skillfully punished for violating the rules of behavior. And for this you need to study them deeply and comprehensively. The class teacher needs to know well about his students, understand them, and be able to organize useful educational and social activities taking into account their individual characteristics and interests. Knowing your students well will help address behavioral deficiencies.

The effectiveness and quality of the educational activities of the class teacher largely depends on systematic work to improve their qualifications. In order to educate students well, they themselves need to be well-mannered and highly educated, constantly replenish and improve their knowledge and pedagogical skills. The most important form Self-education is a way to improve the class teacher's qualifications. The systematic work of the class teacher to improve their qualifications ensures their constant movement to the heights of pedagogical excellence.

However, today the functions of class teachers, the content of their work, the range of their powers and responsibilities, and the variable forms of solving pedagogical problems by them are still not clearly defined. In this regard, the problem of ensuring optimal performance of the class teacher is relevant.

To organize extracurricular educational work in middle and high schools, class teachers are appointed from among the most experienced teachers. Their necessity is due to the fact that in these classes the teaching and educational work is carried out by several teachers, whose activities require some coordination.

The class mentor, teacher and educator in one person is the main character in the system of Waldorf pedagogy. The core idea of his activity is an individual approach, as a result of which he must, by identifying inclinations, abilities, types of perception and thinking, formulate a curriculum for each student. The class teacher has been teaching general education subjects for eight years and ensures that students interact with other teachers and parents. The task of Waldorf pedagogy is the “art of awakening” the creative natural abilities of a person, the education of a free, spiritually developed personality.

In addition, many types of extracurricular work, such as the creation and education of a student body, the organization of socially useful work, and numerous types of moral, artistic and aesthetic activities of students, are not directly the responsibility of substitute teachers and are assigned to the class teacher.

The Institute of Class Teachers at our school has its own history. BEFORE 1917, in gymnasiums and other secondary educational institutions of the Russian Empire there was a position of class teacher, to which full-time teachers were appointed, responsible for the education of students and supervising their behavior. The position of assistant class teacher, or class supervisor, was also established, who monitored the behavior of students in the classroom and outside the school (on the streets, in theaters, in private apartments, etc.).

In a unique form, this institute also exists in modern schools in some foreign countries. In Belgium, for example, teachers are not involved in the education and discipline of students. Their responsibility is to ensure that students have a complete knowledge of the subject they teach. Everything else is the responsibility of the teachers. They keep order in the classroom and conduct extracurricular activities. Young people are most often hired for this position, since in Belgian schools the majority of teachers are women.

The class teacher is a teacher who organizes, coordinates and conducts extracurricular educational work in the class assigned to him.

The main task of the class teacher is to coordinate all educational influences on schoolchildren in order to develop their personality by including them in a variety of activities and relationships.

He solves problems in accordance with the specifics of the students’ age and the relationships that have developed in the class. Relationships with each student are built by the class teacher, taking into account his individual characteristics. The activities of the class teacher are based on the needs of each specific class group, each specific child, and the main thing in it is to promote the self-development of the individual, the realization of his creative potential, ensuring the active social protection of the child, creating the necessary and sufficient conditions for intensifying the efforts of children to solve their own problems.

1.2. Main functions and responsibilities of the class teacher

At school

The functions of the class teacher are determined by the need to create conditions for the existence of a child in a general education institution for his successful life, promoting a versatile creative development personality, spiritual development, comprehension of the meaning of life. The class teacher, receiving and processing information about his students, their psychophysical development, social environment, family circumstances, controls the course of the holistic educational process, the process of formation of the personality of each child, his moral qualities; analyzes the nature of the influences exerted on him; coordinates the educational activities of each student and the entire class team, self-determination, self-education and self-development of the student, the formation of the class team, the development of the creative abilities of students, relationships with other participants in the educational process. The class teacher performs several functions. Let's consider the most important functions of the class teacher.

organizational (carrying out work on all pedagogical aspects) - consists of actively promoting classroom self-government and the development of children's amateur performances.

educational (formation of personality and team)

communicative (organization of communication);

coordination (coordination of all influences, establishment of interaction between all participants in the educational process);

correctional (transformation, personality change);

environmental (protecting the child from adverse influences);

administrative (maintenance of student personal files and other official documents).

Ideological and educational function -manifests itself as analytical and generalizing. The need to establish interaction between four groups (students, teachers, parents, the public) emphasizes the importance of the coordination and information function. The importance of direct confidential contact with children in order to timely relieve mental stress makes the psychological function relevant.

Stimulating-inhibitory function - makes it possible to intensify socially valuable activities of children and suspend negative ones.

Improvisational and creative function - provides the class teacher with increased contact, effective communication, and targeted interaction with children.

The most important functions (from the Latin functio - performance, duty) of the class teacher are the following: cognitive-diagnostic, organizational-stimulating, unifying-unifying, coordinating and personal development. Let us briefly consider the essence of each of them.

A) Cognitive-diagnostic function(from Latin cognitio - knowledge, cognition; diagnos - definition). It is associated with the need for a comprehensive study of the characteristics of the development and behavior of students and determining the level of their upbringing in order to take these characteristics into account in the process of extracurricular work and implement an individual approach to their training and education. The class teacher needs to know the health status of students and physical development, conditions of home education, the nature of their learning and educational ability, interpersonal contacts and participation in organized activities, demonstrated inclinations, abilities and interests, attitude towards academic work and the dynamics of academic performance. The specified data must be brought to the attention of teachers working in the classroom so that they appropriately take them into account in the process of teaching and educational activities.

b) Organizing and stimulating function. It is due to the fact that the participation of schoolchildren in extracurricular activities is to a certain extent voluntary. It is incompatible with either coercion or strict regulation of students’ activities. The main thing here is the ability of the class teacher to organize extracurricular work in such a way that it captivates students with high content, variety and freshness of forms, and a constant search for new approaches to its implementation. Even the most traditional types of work (for example, New Year's Eve, birthday celebrations, class hours, etc.) each time need to be carried out in a new way, giving them bright, colorful forms.

V) Uniting function. This function follows from the fact that an effective factor in education is the unity of students, a healthy psychological microclimate in the classroom, friendly communication, caring for each other, and the influence of the student body. At that time, it is necessary to prevent the emergence of groups with a negative orientation in the classroom, creating conditions for exciting joint activities among students

G ) Coordinating function class teacher. It is due to the fact that, since, as noted above, the need to coordinate their pedagogical efforts to train and educate students, coordination of their activities and implementation common approach to the children. Similar work should also be carried out with the parents of students and involve them in joint educational work with the school. Problems for such work may include shortcomings in students’ home education, various behavioral deviations, increased extracurricular reading, etc.

d) Personal development function. Its implementation requires giving the ongoing educational work an effective pedagogical influence on the development of students’ personal qualities: stimulating their need-motivational sphere, educational and cognitive activity, moral and aesthetic formation, development of creative abilities and inclinations, affirmation of dignity in interpersonal communication, etc.

The implementation of these functions is associated with the fulfillment by the class teacher of a number of duties assigned to him.

These include:

a) comprehensive study of students;

b) explanation and implementation of rules of conduct for students;

c) daily monitoring of students’ progress, monitoring their homework, as well as regulating the amount of homework;

d) periodically holding student meetings in the classroom;

e) involving students in circle work;

f) organization of socially useful work;

g) providing assistance in the work of voluntary children's and youth organizations and associations.

Main responsibilities class teacher are determined by the Charter of the secondary school. These responsibilities include close cooperation with other teachers, the student committee, the pioneer detachment and the Komsomol organization, with teachers of the extended day group, as well as family and school assistance councils in enterprises and institutions; providing timely educational assistance to students; carrying out activities to promote the health of students; organization of socially useful work for pupils; maintaining established documentation (drawing up a work plan for the quarter, preparing a class journal, monitoring the diaries of class students); providing school management with information about academic performance; student attendance and behavior.

The class teacher works under the direct supervision of the school principal and his deputies. They also provide him with the necessary organizational and pedagogical assistance.

1.3.The purpose of training and education of the class teacher

The goal of training and education should not be the acquisition of knowledge as a set of knowledge, facts, theories, etc., but a change in the student’s personality as a result of independent learning. The task of school and education is to provide an opportunity for personal development and self-development, to promote the search for one’s individuality, and to help a person move toward self-actualization.

Managing the student body of a class and coordinating the activities of teachers working with a given class, the class teacher takes a dual position. On the one hand, he is a representative of the school administration, and on the other, he represents the interests of the students of his class in the course of management activities.

A teaching in which the student is interested, where there is not just an accumulation of facts, but a change in the student, his behavior, his “I - concepts”. Rogers called teaching “meaningful for a person” and believed that this is the only way it can be. He defined the following conditions under which it could take place:

1. During the learning process, students solve problems that are interesting and significant to them.

2. The class teacher feels congruent with the students, i.e. shows himself to be the person he is, expressing himself freely.

3. The class teacher shows an unconditional positive attitude towards the student, accepts him as he is.

4. The class teacher shows empathy for the student, the ability to penetrate his inner world, understand him, look through his eyes, while remaining himself.

5. The class teacher plays the role of an assistant and stimulator of meaningful learning, must create psychological comfort and freedom for the student, i.e. teaching should be student-centered, not subject-centered. Within the framework of humanistic pedagogy, the educator must encourage students to make a moral choice by providing material for analysis. Educational methods include discussions, role-playing games, discussion of situations, analysis and resolution of conflicts.

For parents and teachers, scientists from the humanistic school offer the following techniques for communicating with a child: “I statements” active listening, unconditional love to the child, positive attention to him, eye contact, physical contact.

The following patterns of education can be distinguished: .

1. The upbringing of a child as the formation of socio-psychological new formations in the structure of his personality is accomplished only through the activity of the child himself. The measure of his efforts must correspond to the extent of his capabilities.

2. Any educational task is solved through active actions: physical development - through physical exercises,

Moral - through constant focus on the well-being of another person, intellectual - through mental activity, solving intellectual problems.

4. it is difficult and violated to maintain the proportional relationship between the efforts of the child and the efforts of the class teacher in joint activities: at the initial stage, the share of the class teacher’s activity exceeds the child’s activity, then the child’s activity increases, and at the final stage the child does everything himself under the control of the class teacher.

A good teacher feels the limits of his own participation in children’s activities, knows how to step into the shadows and recognize children’s full right to creativity and free choice.

Only in conditions of love and security does a child freely and freely express his or her relationships and develop favorably. Therefore, upbringing includes in its content a demonstration of love towards the child, the ability to understand, help the child, forgive his mistakes, and protect him;

The organized activity must be accompanied or crowned with a situation of success that every child must experience.

As L.S. pointed out. Vygotsky, “from a scientific point of view, a teacher is only an organizer of a social educational environment, a regulator and controller of its interaction with each student.”

Success situation– this is a subjective experience of achievements, the child’s internal satisfaction with participation in the activity, own actions and the result obtained. Positive reinforcement is the most general condition creating a situation of success.

Education should be of a hidden nature, children should not feel like the object of pedagogical moral teachings, and should not be constantly aware of their susceptibility to thoughtful pedagogical influence. The hidden position of the class teacher is ensured by joint activities, the class teacher's interest in the child's inner world, providing him with personal freedom, and a respectful and democratic style of communication.

The integrity of the individual prescribes to the class teacher the integrity of educational influences.

Methods of educational influence- these are specific ways of influencing the consciousness, feelings, behavior of pupils to solve pedagogical problems in joint activities, communication between pupils and the teacher.

1.4. Educational methods for the practical work of the class teacher

The class teacher studies schoolchildren using various methods. The most important of them are the following: daily observation of the activities and behavior of students in the process of classes and extracurricular work, individual and group diagnostic conversations, studying the results of students’ activities, visiting them at home, a natural experiment, rating and the method of competent assessments. How to use them in the process of educating schoolchildren? Daily observation of student behavior and activities.

The essence of this method is to observe students in various conditions of educational and extracurricular work, to identify the peculiarities of their attitude to the performance of school duties, character traits, culture of behavior, etc. To make general conclusions on these issues, you need to have facts and examples that characterize stable, rather than random, phenomena. For example, when observing one or another of the students, the class teacher notices that during lessons he cannot restrain himself and behaves restlessly, during breaks he runs screaming along the corridor, pushes his friends, etc. It is logical to conclude that he is insufficiently disciplined. If teachers complain about a student that he cheats on his homework or does not complete it at all, it must be assumed that he requires constant attention and help in improving his homework. The class teacher should accumulate such observations and factual material not only on the students’ academic performance, but also on their moral manifestations, attitude towards socially useful activities, state of health and physical development, behavior in their free time, etc.

Individual group diagnostic conversations with students, teachers and parents. With their help, the class teacher has the opportunity to find out how a particular student feels about his studies, what he is interested in and occupied with outside school hours, and what difficulties he experiences in mastering knowledge. In intimate individual conversations, students talk about their successes and failures in their studies, the nature of their relationships with classmates, etc.

Study of student performance results. The school holds various competitions, exhibitions, and gives homework. The schoolchildren themselves show creativity and make various crafts. The class teacher often gives them various assignments. As a result, it turns out that some schoolchildren love to draw, others study mathematics with enthusiasm, others are engaged in collecting, others devote their leisure time to making various models, etc. Based on the results of these various activities, the class teacher can judge not only the hobbies, but also the inclinations and abilities of the students, make predictions about their development, establish contacts with teachers and parents on these issues, so that they take all this into account in their work.

Visiting students at home. This method allows you to accumulate ideas about how a particular student lives and works at home, how he follows a routine, what the atmosphere is in the family, how he fills his free time, who he is friends with, etc. Contacts with parents, their opinions, requests, complaints, etc. are very important here. All this provides material for further improvement of extracurricular activities.

Natural experiment. Its essence lies in the fact that children are involved in some activity, and the teacher observes their behavior not in artificially created conditions, but in the process of normal work and thus studies their characteristics. For example, the class is assigned to finish cleaning an area of the school yard that they started earlier. But since there is not much work there, the class teacher invites those who wish to take part in it. And suddenly it turns out that some of the students, who are usually praised for their good studies and social activity, do not express a desire to take part in the work. Noticing this, the class teacher concludes that with these students it is necessary to intensify the work to instill in them hard work. Such “natural situations” when studying students can include a discussion at a meeting about the bad actions of individual students, when it is necessary to show integrity and exactingness towards a friend, etc. This is where the class teacher sees who has these qualities and who does not .

To study schoolchildren, class teachers also use the methods of rating and competent assessments. Their essence was discussed in the chapter in which the methods of pedagogical research were revealed. Here, it must be said that they allow one to accumulate material about the characteristics of students’ behavior, their characters, interests, creative abilities and inclinations.

Studying schoolchildren is a continuous process. The class teacher not only pays attention to the characteristics of the behavior, character and various activities of his pupils, but also to the changes that occur in their development. That is why, using the methods discussed above, the class teacher also determines the dynamics that characterize the level of education of schoolchildren and predicts further collective and individual work in the class. All this requires that it constantly records and accumulates data on student learning results and analyzes them in depth. A.S. Makarenko considered it necessary for the teacher to keep a diary of studying students, regularly recording the most important facts of their behavior, seeing the trends in their development and, on this basis, predicting and designing educational work.

The following classification of methods is most suitable for the practical work of a class teacher:

education:

Methods of persuasion, with the help of which the views, ideas, and concepts of those being educated are formed, and information is quickly exchanged

(suggestion, narration, dialogue, evidence, appeals, persuasion);

Methods of exercises (tames), with the help of which the activities of the pupils are organized and their positive motives are stimulated (various types of tasks for individual and group activities in the form of assignments, demands, competitions, showing samples and examples, creating situations of success);

Methods of assessment and self-assessment, with the help of which actions are assessed, activities are stimulated, and help is provided to students in the self-regulation of their behavior (criticism, encouragement, remarks, punishment, situations of trust, control, self-control, self-criticism.

1.5. SKILLS

The next step in the professional growth of a class teacher is mastery. Pedagogical skill as a qualitative characteristic of the teaching and educational activities of the class teacher is nothing more than what he has brought to high degree perfection of educational and educational skill, which is manifested in the special polishing of methods and techniques for applying psychological and pedagogical theory in practice, which ensures high efficiency of the educational process. As we can see, mastery differs from ordinary pedagogical skill in that it is a more advanced level, a high degree of refinement of the teaching and educational techniques used, and often their unique combination. There may also be certain creative elements in it, but they are by no means obligatory. The main thing in it is the perfect implementation and implementation in practice of psychological and pedagogical theory and best practices in educational work, which contribute to the achievement of high performance in training and education.

Of course, in order to develop pedagogical skills, the class teacher, as already noted, must have the necessary natural abilities, a good voice, hearing, external charm, etc. However, despite the importance of these natural data, which contribute to successful teaching activities, acquired qualities almost play a decisive role. A.S. Makarenko emphasized that pedagogical skills can and should be developed.

“I am convinced,” he wrote, “that teaching education is as easy, perhaps, as teaching mathematics, as teaching reading, as teaching to be a good miller or turner, and I taught.

What does this kind of study consist of? First of all, in organizing the character of the teacher, nurturing his behavior, and then in organizing his special knowledge and skills, without which no educator can be a good educator, cannot work, since he does not have a voice, he does not know how to talk with a child and does not know in what cases how to speak. Can't be good teacher who does not have facial expressions, who cannot give his face the necessary expression or restrain his mood... The teacher must behave in such a way that every movement educates him, and must always know what he wants at the moment and what he does not want.”

Mastery also includes those pedagogical improvements that are carried out by the class teacher (teacher), drawing the necessary conclusions from the shortcomings, mistakes and achieved successes, enriching his methodological arsenal.

1.5. Form of work of the class teacher

The forms of work of the class teacher are determined based on the pedagogical situation that has developed at school and in a given class, traditional educational experience; the degree of pedagogical influence is the level of development of students’ personalities, the formation of the class team as a group in which the development and self-determination of adolescents occurs. The number of forms is endless: conversations, discussions, games, competitions, hikes and excursions, competitions, socially useful and creative work, artistic and aesthetic activities, role-playing training, etc. At the same time, the most important task remains updating the content of educational activities that contribute to emotional development the student, his speech, intelligence; developing skills of a critical attitude towards information, including audiovisual.

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

The class teacher approaches the choice of forms of work creatively, taking into account the living conditions of the school, the capabilities and characteristics of children, the content of children's life, which must be comprehended, analyzed, generalized and adjusted together with the children. The forms he plans, “classroom hours” of various contents, are designed to cover the entire holistic educational process with analysis, to crystallize its leading ideas in the minds of children, to help evaluate emerging ideals, value orientations, tastes, and to express a fundamental attitude towards the superficial, alien, and harmful.

Let's consider in general outline the essence and structure of the most relevant forms of work of the class teacher.

"The Hour of Knowledge and Conviction" is dedicated to the analysis of students' worldviews, political, moral, aesthetic ideals, and value orientations. Taking into account the educational material mastered by schoolchildren, knowledge of current socio-political events, new phenomena in science and art, the class teacher and the children determine the topic of the interview, discussion, debate. The teacher himself and all students prepare on the chosen topic. Schoolchildren make messages, ask questions, express judgments and beliefs. During the discussion, the class teacher shares his thoughts. In the final part of the “Hour,” he expresses his judgments, assessments of the children’s knowledge, considerations, views, beliefs, gives them a clear idea of what they have learned well, what to work on, what moral, aesthetic views needs to be rethought. Today, when a revaluation of many values is taking place in politics, economics, social sciences, and art, all this analytical and evaluative work of the educator takes on a special meaning and significance.

During "Hours of Labor" children actively discuss issues of restructuring the economic life of the country that are understandable to them, as well as the practice of their own labor relations in the team. The “hour of labor” can turn into a kind of production meeting, at which issues of organizing the work of high school students, the quality of products, the attitude of the children to the work, and the distribution of earned funds are discussed. If the “Hour of Labor” on general economic issues can be organized as a seminar, then on labor relations in a team - as a meeting or meeting dedicated to pressing current issues, contradictions and conflicts.

"Collective Hour" » is a unique form of class meeting. On it they pose and comprehend actual problems the life of school and class groups, the state of self-government, the fulfillment of public orders, collective relations, and the behavior of individual children. Together with the active members of the class, the teacher identifies a pressing topic and studies the state of affairs. All the guys specially prepare for performances: they study positive experiences and disadvantages. During the “hour,” a free discussion is held, the main conclusions and decisions are formed, and topics and questions are put forward for the next “Collective Hour.” When the “Collective Hour” is held as a reporting general meeting, those authorized and responsible for the types of activities give answers: headman, cultural organizer, hozorg, fizorg, wall newspaper editor, tourist organizer. The results of competitions, school duty, organizing self-care, evenings, hikes, physical education and sports events are also discussed. During all discussions, the class teacher expresses his opinion in a tactful, unobtrusive manner. The final moment of the “team hour” is the expression of public opinion: the adoption of an agreed decision, appeal, recommendations, wishes.

"Hour of Creativity" is organized as a summing up of the work of class students in circles, choreographic, and fine arts. Music studios, art schools, technician and youth stations, clubs, as well as at home. It provides an opportunity for each child or group of children to express themselves, show what they are capable of, hear opinions about the results of their creativity, learn something new about themselves and assert themselves. This allows the class teacher to actively influence the spiritual world of children, the formation of their artistic and aesthetic ideas, worldview beliefs. “Hour of creativity” is best organized thematically: entirely dedicated to either scientific and technical creativity; or the report of a class vocal-instrumental ensemble; or poetry; or an exhibition of drawings, applied products, collections; or creative games. In advance, the class teacher and the children agree on the topic of the “hour” and prepare for it. In its general structure mandatory elements are: a) display of skills, crafts, models, drawings - everything created independently; b) discussing the results of creativity, expressing assessments, advice, judgments, recommendations for further improvement of skills, abilities, mastery.

"Family Hour" content is aimed at understanding the experience of family life. Schoolchildren discuss examples of the lives of families in which outstanding personalities grew up. Interesting people, their own parents, speak to them, and the children themselves talk about their attitude towards fathers and mothers, other family members, towards household work, towards spiritual communication in the family. It is important for the class teacher to understand what ideas about life they draw from the family, how they compare them with those acquired at school, in public organizations, from sources mass media. A class hour can also be devoted to street problems. Children should be given the opportunity to actively discuss their lives in the yard, in an informal group. How much time do the guys spend on the street, who are they friends with, what do they play, what is the atmosphere, the content of relationships and communication.

Thus, the class teacher, through the main forms of his work with children, turns into the brain-political-synthetic center of the education system. He provides the child with decisive pedagogical assistance in understanding the process of his own life and activity, which turns him into an active and conscious subject of education.

1.7.System of work of the class teacher and its main

directions

Success in the work of a class teacher largely depends on its planning and systematicity. The activities of the class teacher are part of the overall educational process. Therefore, it is important to coordinate it with all other links school work, focusing on the school-wide annual plan.

The organizational and pedagogical work of the class teacher includes constant study of students, activities to organize and format the group of students, as well as joint work with the pioneer detachment or Komsomol group and parents of students.

This work, in accordance with the recommendations of the “Approximate content of education for schoolchildren,” provides for the formation of a communist worldview and morality, labor education and career guidance, the development of a responsible attitude to learning and educational skills, legal, aesthetic and physical education.

The system in the work of the class teacher presupposes an appropriate combination of forms and methods of education with the organization of practical activities of schoolchildren. The class teacher, as a rule, works with the same students for several years. Therefore, the logic in educational activities should be traced not only by month, but also by academic year.

The main directions of the class teacher are:

1. Study of students and class staff: obtaining demographic, medical, psychological and pedagogical data (family, social and financial status, health status, level of development, education and training, individual characteristics, etc.)

2. Setting educational goals ("prospects") common to the class or individual groups, students of the class.

3. Planning of educational work - drawing up a plan for working with students, teachers, parents, containing a list of tasks and cases for solving them.

4. Organizing, conducting and adjusting various types of activities in accordance with the assigned tasks and the planned plan: conducting classroom hours, collective creative activities, excursions, hikes, evenings, parent meetings, etc.

5. Organization of work with parents of students: systematic information about the progress and behavior of students, visiting students at home, carrying out pedagogical education of parents, involving parents in educational work with students.

6. Analysis and assessment of the results of education: observation, questionnaires and other methods that allow you to judge the results and set new tasks.

1.8. Pedagogical tasks of the class teacher

One of the most important tasks of the class teacher is systematic work with the class staff. The teacher humanizes the relationships between children in the team, promotes the formation of moral meanings and spiritual guidelines, organizes socially valuable relationships and experiences of students in the classroom community, creative, personally and socially significant activities, and a system of self-government; creates a situation of security, emotional comfort, favorable psychological and pedagogical conditions for the development of the child’s personality, and contributes to the formation of students’ self-education skills. His work is aimed at the formation and manifestation of a unique individuality, the “face” of the class community. At the same time, the class teacher takes care of the position and place of the class in the school community, promoting inter-age communication.

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

* analytical-reflective tasks, i.e. tasks of analysis and reflection of the holistic pedagogical process, its elements, emerging difficulties, etc.;

* constructive and prognostic tasks, i.e. the task of building an integral pedagogical process in accordance with the general goal of professional pedagogical activity, developing and making pedagogical decisions, predicting the results and consequences of decisions made;

* organizational and activity tasks - tasks of implementing various options for the educational process, combining diverse types of pedagogical activities;

* evaluation and information tasks, i.e. the tasks of collecting, processing and storing information about the state and prospects for the development of the pedagogical system, its objective assessment;

* correctional and regulatory tasks, i.e. tasks of correcting the course of the pedagogical process, establishing the necessary communication connections, their regulation and support.

The complete presence of these tasks in the consciousness and activity of the teacher determines the level of his subjectivity in the educational system.

One more important task 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 (base enterprise). In the children's team, the class teacher promotes the organization of student self-government, the establishment of business relationships of responsible dependence, and the development of relationships based on interests. He interacts with children on the basis of respect, mutual exactingness, attentiveness, empathy, mutual assistance and fairness. The class teacher exchanges information with the team of teachers working in the classroom, agrees on common actions, requirements and joint forms of work. Interactions with the parent team are based on the exchange of information, unity of requirements, the implementation of parent pedagogical universal education, and the participation of parents in certain forms of pedagogical work with children. Relations with the workforce are organized as patronage, business and free communication.

Direct communication with children, ideological, spiritual and value influence on them requires the class teacher to pay increased attention to the mental experiences and states of children, the formation of their ideals, views, beliefs, personal qualities and individual abilities. A child is formed as a personality and individuality when teachers strive to translate external socially valuable stimuli into internal motives of his behavior, when he himself achieves socially valuable results, while showing determination, will and courage. The educational effect is great when education, at each stage of age development, develops into self-education, and the child turns from an object of education into its subject. The mechanism of such transformation is children’s understanding of the process of their own life activity: awareness of its goals, requirements, prospects; knowledge in its process of one’s strengths and capabilities; overcoming (self-determination) one’s weaknesses and implementing self-education. The class teacher, who together with the students analyzes social life, the process of their formation as individuals, the formation of their worldview, creative abilities, appears before them as a thinker who helps them actively participate in the formation of their own personality, development and organization of behavior.

1.9.The educational process and its patterns

First pattern: V The upbringing of a child is carried out only on the basis of the activity of the child himself in his interaction with the surrounding social environment. Wherein crucial has a harmonization of the interests of society and the personal interests of students when determining the goals and objectives of the pedagogical process.

Any educational task must be solved through initiating the child’s activity: physical development - through physical exercises, moral - through constant focus on the well-being of another person, intellectual - through mental activity, etc.

When talking about a child’s activity, we must imagine that it significantly depends on his motivations. Therefore, the teacher must first of all rely on the needs and motives of the child, determine what is most important for the child at the moment.

Second pattern determines the unity of education and education. Education is aimed at creating general culture person. At the same time, the development of the individual occurs, acquiring social experience, forming a complex of necessary knowledge and spiritual abilities. Considering the process of education and upbringing as a single one, it is necessary to highlight the specifics of these two social and pedagogical phenomena. By forming knowledge, a person develops; As he develops, he strives to expand the scope of his activities and communication, which, in turn, requires new knowledge and skills.

This approach requires constant correction of the content of both educational and extracurricular activities of students.

Third pattern presupposes the integrity of educational influences, which is ensured by the unity of declared social attitudes and real actions of the teacher (the absence of such unity is characterized by the fact that he states one thing and does another, calls for activity, but shows passivity, etc.), the consistency of the pedagogical requirements imposed on the child by all subjects of education students.

At the same time, pedagogical regulation of social interaction is carried out, meaning the direct and indirect influence of teachers on the system of relations of children in the social microenvironment both in an educational institution and outside it. This influence is aimed at the realization of personally significant goals in joint activities and students’ mastery of a system of social roles and ways of behavior, taking into account their age subculture.

The essence of the integrity of the educational process is the subordination of all its parts and functions to the main task: the formation of an integral person (the development of the child’s individuality and his socialization). This approach to organizing educational work presupposes the implementation of the following conditions:

· at the level of the teaching staff, each teacher must work for a common goal: not to contribute to the achievement of a common goal, but to ensure it;

· secondly, to comprehensively solve the problems of training, development and education in each lesson, system of lessons so that each part (lesson) works for the whole (process);

· thirdly, to ensure the unity of upbringing and self-education, education and self-education. In this case, it is necessary to establish connections between the elements of the pedagogical system. They are information connections (exchange of information), organizational and activity connections (methods of joint activities), communication connections (communication), management and self-government connections.

The implementation of this pattern presupposes the interaction of social institutions in the organization of educational work aimed at the development of the essential spheres of a person. These spheres characterize the way of life, the harmony, freedom and versatility of a person, his happiness and well-being among people.

The listed patterns determine the principles of the educational process and express the basic requirements for the content, definition of forms and methods of educational work.

The principles always correspond to the goals and objectives of education, in accordance with the possibilities of achieving them.

1.10.Professional suitability of the class head

Any professional activity requires a person to have a certain inclination, the necessary physical and mental data, as well as the appropriate personal development. For example, when selecting for a summer job, vision, hearing, and reactivity are checked nervous system, ability to withstand heavy physical activity, etc. A person will not be enlisted in the navy if he is not able to withstand sea motions. When appointing many leadership positions, a person’s organizational skills and abilities and his communication skills are taken into account. In the absence of mercy and high morality, a doctor is not able to properly perform his duties. No less important is a person’s professional suitability for teaching and educating people. No wonder the outstanding Russian chemist D.I. Mendeleev wrote:

“It is necessary to call for pedagogical work, as for maritime, medical or the like, not those who only strive to ensure their own lives, but those who feel a conscious calling to this work and to science and anticipate their satisfaction in it, understanding the general national need "

A person’s professional suitability is nothing more than a necessary set of abilities, physical, neuropsychic and moral qualities that are required to master certain job functions and successfully operate in a particular area of production or spiritual life. Therefore, it cannot be reduced only to the sum of knowledge, skills and practical dexterity that are acquired during professional training. You also need, as noted above, an inclination to work, the presence of certain natural abilities and moral qualities.

Professional suitability for teaching is related to a person’s physical and mental health, ability to withstand exposure to strong stimuli, show restraint, etc. Personal qualities that characterize suitability for teaching also include: a penchant for working with children, sociability (the desire and ability to communicate with other people), tact, observation, developed imagination, organizational skills, high demands on oneself. All this is quite amenable to medical and psychological-pedagogical diagnostics and certain testing. Unfortunately, when recruiting students to pedagogical institutes and pedagogical departments of universities, there is no provision yet for determining their professional suitability; everyone who passes the necessary entrance exams is enrolled. This is why many teachers who are known to be professionally unsuitable end up in schools, which has a sharply negative impact on the education and upbringing of students.

1.11.PEDAGOGICAL SKILL

There is simply a skilled class teacher (teacher) who conducts training and education in the usual professional level, and there is a class teacher who demonstrates teaching skills and achieves high results in his work. Many class teachers, in addition to skill, enrich their teaching and education methods. And there are class teachers - innovators who make real pedagogical discoveries, pave new paths in teaching and upbringing, enriching pedagogical theory.

What is the essence of these characteristics of the activities of class teachers and what are the indicators of their professional growth?

The pedagogical skill of a class teacher should be understood as a level of professionalism that includes a thorough knowledge of his academic subject, good command of psychological and pedagogical theory and the system of teaching and educational skills, as well as fairly developed professional and personal qualities, which in their totality allows for sufficiently qualified training and education of students.

The French physicist Pascal correctly noted: “The student is not a vessel that needs to be filled, but a torch that needs to be lit.”

Pedagogical skill is the basis of the professionalism of the class teacher, without which it is impossible to work at school. It is based on sufficient theoretical and practical training of the class teacher, which is provided in pedagogical educational institutions and continues to be polished and improved at school. Thus, the class teacher needs to know how to prepare for classes, correctly determine the structure, content and methodology for conducting individual stages of the lesson, use the most important techniques for creating problem situations, maintain the attention and discipline of students in the classroom, combine various forms and methods of testing and assessing knowledge, conducting frontal and individual work with students, etc. To simplify matters somewhat, we can say that the system of this knowledge, skills and abilities is, to one degree or another, determined by normative courses in psychology, pedagogy and private methods, which are studied in pedagogical educational institutions and in pedagogical departments of universities. Unfortunately, it cannot be said that all class teachers have a good command of these standard courses, which, naturally, negatively affects their teaching activities.

II chapter

Organizational and pedagogical

class teacher's job

2.1 The work of the class teacher in studying students

The modern class teacher is a subtle psychologist and a skilled teacher. Possessing theoretical knowledge and pedagogical intuition, he easily comes into contact with teachers and students, skillfully organizes joint activities at school and outside it, and has the art of directly and indirectly controlling the thoughts, feelings and will of schoolchildren. He is a researcher and organizer, a social activist, a person passionate about science, sports, technology or art. He readily gives all the wealth of his soul to his students.

The best human and professional personality traits of a class teacher are successfully formed in a young teacher through active study at a university and through self-education.

“If pedagogy wants to educate a person in all respects, then it must first get to know him in all respects.” This is a statement by K.D. Ushinsky is a rule for every class teacher. A teacher is a practical psychologist. To work successfully, he constantly studies his students.

The study of students requires knowledge of the psychological properties of the student’s personality, as well as mastery of the principles and methods of pedagogical research. Unlike teacher-theorists, the class teacher studies his students in a purely practical purposes: to know better in order to educate better.

To obtain objective data about the intelligence, character, health and other properties of a schoolchild, the class teacher fulfills the following basic requirements: studies the student in a natural setting, in unity with the conditions of his life; constantly takes into account individual and age-related changes; studies the student holistically, in all his manifestations; studying, educating - educating, studying.

The program for studying the student’s personality includes, first of all, familiarization with the conditions of his life in the family: what is the composition of the family, its material security, family traditions, family relationships, conditions for study, etc. The class teacher is also interested in the health of the parents, the possibility of a hereditary predisposition of children to diseases, the type of upbringing, and the family environment.

Another important issue is the student’s attitude towards others - parents, teachers, classmates and others. It should be noted how respectful, polite or rude he is, inclined to idealize people or criticize them, more demanding of himself or of people, with whom and how he is friends, open or secretive, inclined to rule or obey.

It is necessary to establish his attitude to learning and work: does he study conscientiously or dishonestly, what subjects does he like, how systematically does he study, does he help his classmates study better, how is independence developed, etc., how does he feel about physical labor, what kind of work does he prefer, is he hardworking or lazy? ; how he treats tools and materials, how thrifty and careful he is in his work.

The success of learning largely depends on the student’s talents and abilities. Therefore, it is important to determine what abilities he has, what type of thinking and memory he has; is he observant, quickly or slowly learns educational material, does he have imagination and wit; what interests you during extracurricular hours, how you spend your leisure time.

A special issue for studying a schoolchild is his attitude to social work: what assignments he carries out and how; how developed is initiative, responsibility, and sense of duty.

1. Features general properties and personality traits – personality orientation, its moral qualities, character, temperament and abilities:

2. Features of individual mental processes - features of perception and attention, psychomotor features, features of thinking, memory, emotional-volitional features. Studying the student’s orientation will answer the question: “What does he want? "; studying his abilities - to the question: “What can he do?”; character study - to the question: “Who is he?”

Student learning is not an end in itself. It allows the class teacher to predict the development of the student, anticipate and prevent his difficulties in learning, and create the most favorable conditions for his development. Teachers teaching him and parents need knowledge of the characteristics of a student’s mental development.

The class teacher also studies the staff of his class, whose characteristics usually open the work plan. The main indicators of the education and maturity of the team are organization, cohesion, the presence of a healthy public opinion, and the humanity of intra-collective relations.

As already noted, carrying out educational work is unthinkable without knowledge of the age and individual characteristics of students. Ignorance of these features often causes serious miscalculations and pedagogical errors.

Experience in practice

I . A young mathematician who had just been appointed to the school taught classes in the 7th grade, where he was also entrusted with class management. He called one of the students to the board and asked him to solve the problem. It turned out that the seventh grader was having difficulty. The teacher decided to help him and began asking leading questions. But the student was silent. The teacher thought that he could not solve the problem and asked him to sit down. But, before reaching his desk, the seventh grader turned to the teacher and said with offense: “But I know how to solve the problem...” The teacher showed reasonableness and with a gentle voice returned him to the board. The seventh grader completed the task quite independently, albeit slowly. So, with his remark, he helped the teacher correct the mistake he had made. It turned out that he was a good student, but with slow thinking. The young teacher did not know about this and encouraged him to hurry.

There are students who do not show proper diligence in their work and cannot force themselves to do their homework. The educational work and behavior of a student are affected by the conditions of family upbringing, health status, the influence of those contact groups with whom he is in constant communication, etc.

II . History teacher of the 10th secondary school in Gomel K.F. Zotova drew attention to the fact that when presenting new material orally in V-VIII grades most students did not learn it directly in class. Then she somewhat rearranged the methodology of her work on the new material: after the explanation, she began to practice selective reading by schoolchildren of the textbook and, as a form of self-control, encourage them to answer the questions contained in it. The use of this technique turned out to be very useful: students began to learn new material directly in class.

Pedagogical creativity is characterized by significant specificity. The concept of “creativity” is associated with the creation of “new cultural and material values”, independent creative activity in various fields of productive labor, science and culture.

The situation is similar with the pedagogical creativity of the class teacher (teacher). It is characterized by the introduction of certain methodological modifications, rationalizations of methods and techniques of teaching and education into educational activities without any disruption of the pedagogical process.

2.2.Observation of students by the class teacher

The objectivity of identifying the level of education of a schoolchild and student group depends on the correct use of a variety of research methods. Observation occupies an important place among them. This is a specially organized perception of manifestations in the behavior and life of the individual and the team. First of all, it is important to understand what to study, what to observe, and how to record the results of observation. Observation can be continuous or selective. During continuous observation, the class teacher records everything that can be observed in the behavior, statements, and emotional reactions of the students. During selective observation, individual processes and phenomena are noted, for example, relationships between boys and girls, the presence of social work teachings in a student, etc.

Observation must be planned and systematic. It is important to outline an observation plan, which includes not only the program, but also the sequence, time and place of observation. Systematic observation presupposes the regularity of its implementation.

Observation is usually carried out in natural conditions of training and education, in various types of student activities. By observing students in their lessons and the lessons of other teachers, the class teacher identifies the characteristics of their cognitive activity, their attitude to the academic subject, their interests and abilities, skills and abilities in educational activities, volitional qualities, etc.

To identify the views, beliefs and ideals of schoolchildren, their answers and statements in literature lessons, social history lessons, as well as class hours and debates are of great importance.

The individual and the team are most clearly manifested in difficult conditions– when performing complex complex work, on a hike, etc. In these situations, the class teacher should be especially attentive.

A very valuable form of summarizing the results of studying schoolchildren are “Pedagogical councils” - meetings of class teachers, held under the guidance of the class teacher. They discuss the characteristics of the class and individual students, collectively identify the reasons for the educational lag or shortcomings in the behavior of certain students, and outline measures for an individual approach to them.

A common form of recording student learning results is the classroom teacher’s pedagogical diary, which is used to compile characteristics of students and the class staff.

2.3.Team building

The successful education of students is unthinkable without a cohesive, pedagogically controlled primary team, such as a class, a pioneer detachment, or a Komsomol group.

Education of the individual in a team is the leading principle of socialist pedagogy. The primary team is a great educational force, as it is able to satisfy the spiritual needs of adolescents and high school students in communication, self-affirmation, and self-expression. The team gives each student the opportunity to gain the necessary experience of social life and develop their best individual qualities.

The team, as a living social organism, is born, develops, lives. In the creation, unity and all life activities of the primary team, the main role belongs to the class teacher. Guided by the general theory of the team, he begins to unite students with the organization of their activities.

The teacher sets a goal for the class that is socially significant and attractive for students, and opens up for them the prospect of an interesting and meaningful life together.

At the same time, the class teacher helps students create bodies of intra-collective self-government. At first, having previously familiarized himself with the students personally and using documents, he can himself appoint students responsible for this or that work (class leader, duty officers). Together with the counselor, he prepares schoolchildren for the elections of the pioneer activists.

This short organizational stage is followed by the identification of class assets and the formation of all self-government bodies in the primary team.

The team unites through joint activities and communication. It arises first of all business relationship– relationships of responsible dependence. They are the main ones in the team. But soon interpersonal friendly relations between students, based on the mutual interest of schoolchildren, also develop. Gradually, another type of interpersonal relationship arises - selective relationships between friends in the class in accordance with personal sympathies.

The class teacher supports, stimulates and quietly corrects all types of relationships in the class, keeping in mind their core - the students' business connections.

The asset is relatively stable, but the class teacher creates the conditions for a systematic change of assignments for students in self-government, so that diligence and leadership skills are formed in unity.

So, the team is formed in active relationships. It matures most intensively in creative, problem-based activities, when schoolchildren do not just complete this or that task, but jointly solve complex but feasible problems. Makarenko insisted that the team be consistently presented with increasingly complex and exciting tasks. The team, in his opinion, lives in the joy of tomorrow.

The life of a group of students is decorated with traditions. The class teacher helps schoolchildren gradually establish their traditions: celebrate significant dates, hold evenings of favorite heroes, writers, celebrate students’ birthdays, etc.

Class traditions should not run counter to school-wide traditions, but complement them. The traditions of the school bind primary groups with spiritual threads.

The regulating and disciplining factor in the upbringing of A.S. Makarenko called public opinion. The generally accepted judgments, assessments and attitudes towards moral values recorded in public opinion act as general requirements for the individual.

The formation and management of this real force of education, however, presents considerable difficulties. Value judgments Adolescents’ dreams are often built primarily on feelings and are not sufficiently realized. In addition, they sometimes develop latently, imperceptibly, but once they take root, they are firmly held in the minds of schoolchildren. An example of negative public opinion in schoolchildren is the so-called psychology of a C student - a deliberate overestimation of a C student.

The formation of a positive public opinion occurs mainly through collective discussion of common problems, the results of work performed, and the behavior of individual team members. An indispensable condition for success in this work is a trusting and respectful relationship between the participants in the discussion, as well as psychologically subtle assessments of people’s actions when problems arise. vivid examples worthy of admiration. As a result, the student chooses the type of appropriate behavior.

The formation of public opinion is actively promoted by a cool wall newspaper and intelligently designed visual materials. A wall newspaper is an expression of collective thought, a promoter of high moral principles and norms. The class teacher directs the work of the editorial board to ensure that the wall newspaper reflects the exciting problems of the class. stimulated the collective life and activities of students.

A.S. Makarenko put forward the idea of security in collectivist education. He wrote that not a single student, no matter how small and weak or new to the team, should feel isolated and defenseless. This, in particular, is the humanism of collectivist education.

The team must not only protect, but also elevate the student’s personality, satisfying his need for recognition, the desire for self-affirmation among his peers through his deeds for the common benefit. The task of the class teacher is to help the student take the best position for him in the team. And the class team is called upon to identify and develop such qualities of adolescents that would help them become more active, more self-confident and more businesslike. Taking into account the student’s personal interests and capabilities, the class staff entrusts him with social work and teaches him to perform it successfully. Public recognition of success stimulates best manifestations schoolchildren and inspires them to new achievements.

The demands of the primary team on the student are combined with the education of schoolchildren to be friendly, attentive and sensitive in their relationships with each other. V.A. In this regard, Sukhomlinsky wrote: “The sensitivity and care shown by the teachers leaves an indelible mark on the soul of the pupil. But even stronger is the sensitivity and care of the team. The teacher’s task is to ensure that each child experiences a feeling of gratitude to the team for their sensitivity and help in Hard time».

The class teacher organizes communication between students in various forms, promotes their mutual interest and spiritual mutual enrichment. This is achieved by encouraging student cooperation in carrying out common tasks, stimulating voluntary mutual assistance in learning, and encouraging friendships that do not go beyond collective goals. At the same time, relying on collective opinion, the class teacher prevents and suppresses the emergence of nicknames, gossip, and unhealthy groups.

2.4. INNOVATION

The highest level of professional activity of a teacher is pedagogical innovation. “Innovation is new in the creative activity of people; activities of innovators. This concept itself comes from Lat. novator, which means an innovator, a person, ideas, techniques in a particular field of activity.

This definition fully applies to pedagogical innovation. It organically includes the introduction and implementation of new, progressive ideas, principles and techniques into the process of teaching and upbringing and significantly changes and improves their quality.

Let's look at an illustrative example:

Teacher Igor Petrovich Volkov (Reutovo, Moscow region) proved himself to be an innovator, who developed the “ creative tasks» for middle and high school students. Its essence lies in the fact that the teacher gives students a lot of creative tasks, which include working with paper, cardboard, wood, metal, plastic, creating drawings and paintings, trying their hand at literature, sculpture, etc. Completion of these tasks is voluntary, and each student chooses a task to his liking in accordance with his inclinations. By getting involved in work, they gradually determine their interest and develop their abilities and talents. For each student, a “Creative Book” is created, in which the work performed is recorded and from which one can more or less probably judge their inclinations and creative inclinations and carry out further work on their development. This technique is truly innovative.

An innovation was the introduction of problem-based learning methods at school or the presentation of the studied material in enlarged blocks (V.F. Shatalo and others), due to which the study time was significantly reduced educational subjects. This seriously changes the technology of education. Thus, innovation in pedagogical work is a real discovery, an important invention, which is a teacher’s life feat. That is why there are not so many real innovative teachers. But the main thing is that when a teacher treats his work conscientiously and creatively, masters best practices, new psychological and pedagogical ideas, and is in continuous search, he will not only achieve success in teaching and education, but also improve himself, moving from one step to another in your professional growth.

Only a loving teacher can be a favorite teacher.

All this must be carefully studied and known in order to successfully carry out educational work.

The work of the class teacher in creating and educating the student body

3.1.Creation of a student team

Only by uniting students into a friendly and efficient team can they be successfully trained and educated. The main issues of the methodology for organizing and educating the student body are covered in detail in a special chapter on this topic. Therefore, here we should touch upon only some of the features of the class teacher’s work in this direction.

The creation of a student body, like education in general, must begin with getting to know the students. When starting to work with the class, the class teacher needs to look through the students’ personal files, talk with teachers, analyze cool magazine for the previous academic year and get a general idea of the performance, positive aspects and disadvantages of the class in order to determine a more correct approach to organizing educational work.

Of great importance in creating a team is the skillful presentation of pedagogical requirements for students from the very first days of classes. For this purpose, the class teacher usually holds a special meeting at the very beginning of the school year. At this meeting, he thoroughly introduces students to the most important school rules and explains to them how they should behave in lessons and breaks, do homework and participate in the social life of the class. Presenting demands at the very beginning of the school year encourages students to analyze their behavior and experience internal contradictions between the existing and required level of behavior, which ultimately stimulates their work on themselves.

A necessary prerequisite for the formation of a student team is the organization of self-government in the classroom and the education of activists.

The active members usually include the best students who study well and are respected among their peers. Activists need to be regularly briefed and assisted in solving the challenges ahead. It is necessary to explain in detail what responsibilities are assigned to the class leader and the heads of various commissions. But this is not enough. The practical assistance of the class teacher in the work of the asset is important. Therefore, it is necessary to teach activists to develop planned activities, help them distribute public assignments and give advice when certain difficulties arise.

Intimate individual conversations are of great importance in the work of the class teacher with activists. In the process of such conversations, the class teacher learns a lot about the class, about the relationships between students, as well as about the difficulties that activists face in their activities, and has the opportunity to promptly support their mood, encourage them with good advice and sensitivity.

Finally, when working with activists, it is necessary to exercise tactful control over the fulfillment of their duties. The well-organized work of self-government creates effective support for the efforts of the class teacher to improve the educational process in the classroom and unite the student team.

Perhaps the most important thing in educating a student body is the ability of the class teacher to organize meaningful extracurricular activities so that students are passionate about practical matters, so that they are always faced with inspiring tasks and prospects. That is why experienced class teachers think a lot about how, from the first days of working with the class, to involve students in practical extracurricular activities and to arouse interest in them. The children participate with interest in group walks, hikes around their native land, various excursions, socially useful work, etc.

EXPERIENCE IN PRACTICE

This is how one of the class teachers of the 11th secondary school in Gomel began his work with fifth-graders. On the first day off after the start of the school year, he organized a collective hike-walk into the forest with a visit to the site of the former partisan camp. The children admired the golden autumn, picked mushrooms, listened to the informative story of the class teacher about the military exploits of people during the Great Patriotic War. The walk interested everyone, and the fifth-graders returned home cheerful, joyful, full of exciting impressions. Then the children, at the suggestion of the class teacher, decided to establish patronage over a neighboring kindergarten and began preparing toys and souvenirs for the kids. This work required the distribution of responsibilities, the search for necessary materials, and the preparation of a small amateur concert. The next event is preparing an evening of fairy tales, etc. In the process of joint practical activities, business relationships were established between students, responsibility for the assigned work was formed, the abilities of each fifth-grader were revealed, and most importantly, camaraderie grew stronger, and a spirit of collectivism was born.

Organizing interesting practical activities for students creates the basis for the accumulation of positive traditions in the classroom, which in turn contributes to the enrichment of the life of the team and its development. Such traditions include the exchange of memorable souvenirs with their successors before the end of the school year, labor holidays, which are repeated from year to year. sporting events, craft exhibitions, etc.

These are some of the features of the class teacher’s work in creating a student team. At the same time, a variety of work is being carried out on the comprehensive education of students and, in particular, on improving academic performance, moral and aesthetic education, as well as developing diligence.

The methods and forms of education of a tolerant personality used by the class teacher have their own specifics in the implementation process, depending on the age stage of the students’ development. The class teacher needs knowledge of the characteristics of a child’s development at various age periods of development and consideration of both age-related and individual characteristics of children in the process of forming the child’s attitude towards perception, attitude and action in the surrounding social reality and in relationships with other people based on such personal qualities as empathy, benevolence, authenticity, acceptance of feelings, confrontation and self-knowledge.

3.2.The work of the class teacher to improve academic performance,

labor and moral education of students

The work of the class teacher to improve student achievement is of a specific nature. It includes the following areas.

First of all, the class teacher uses the class team to increase the requirements for students in matters of study and discipline. For this purpose, special meetings are held at which the state of educational work in the class is analyzed and reports from individual students are heard on their compliance with the rules of conduct.

A significant place in the work to improve academic performance is occupied by explanatory conversations about the responsibilities of schoolchildren in learning, about the culture of mental work, as well as monitoring their homework. At the same time, the class teacher is obliged to develop the curiosity of students. He introduces them to the achievements of science and technology, conducts excursions to scientific laboratories and production facilities, and promotes scientific and technical literature, involves students in club activities. The task of the class teacher is to notice in time the student’s lag in learning, find out the reasons and provide him with effective help.

A responsible area of activity for the class teacher is moral and labor education. Using various extracurricular activities(conversations, lectures, reports, student evenings, etc.) he introduces students to the modern life of the country, various social events in the country and abroad, holds debates on moral topics, literary and artistic evenings, etc. However, social and moral education cannot be reduced only to verbal forms work. Social work and labor activity should be of great importance here. For this purpose, various types of socially useful and productive work of students, self-service work, collection medicinal plants, feasible participation in the improvement and repair of the school, as well as work at industrial enterprises, work on vocational guidance is carried out.

The functions of the class teacher include organizing cultural activities and leisure activities for students, involving them in recreational and sports activities. The class teacher, together with the school doctor, conducts sanitary and hygienic education of schoolchildren, takes care of preventive vaccinations and medical examinations, and participates in organizing physical education and sports competitions and holidays.

The class teacher carries out his diverse educational work together with children's and youth organizations - sports clubs, partnerships, etc.

Thus, work activity is one of the important factors in the education of the individual. By getting involved in the labor process, a child radically changes his idea of himself and the world around him. Self-esteem changes radically. It changes under the influence of success in work, which in turn changes the student’s authority in the class. The issue of authority and self-affirmation plays a particularly important role in high school age. The class teacher (teacher) must support and direct the developing interest not only in his subject, but also in other areas of knowledge. Self-knowledge will develop under the influence of this interest. The main developmental function of labor is transition from self-esteem to self-knowledge. In addition, abilities, skills and abilities are developed in the process of work. New types of thinking are formed in work activity. As a result of collective work, the student gains skills in work, communication, and cooperation, which improves the child’s adaptation in society.

Labor is an equivalent subject of the training program. The truth in Lately in most schools labor is in decline. This is due both to the general socio-economic situation and to the general development of society. In this regard, labor training requires a radical restructuring. Labor must take on a broader function than, but not excluding, preparing children for work in production. This is how I see the future of vocational training.

It is the class teacher who realizes the goals and objectives of education, organizes active educational, cognitive, labor, social, sports, recreational and artistic and aesthetic activities of students, aimed at their development and the formation of various personal qualities.

Numerous examples from school practice and statements of many famous teachers speak about the decisive role of the teacher-educator in the education and upbringing of students. The famous Russian mathematician M.V. Ostrogradsky wrote: “A good teacher gives birth to good students.”

There are many teachers working in schools who achieve high quality teaching and education, creatively approach the methodological side of the educational process, enrich best practices and make a significant contribution to the development of the theory and practice of the educational process. Many of them were awarded the honorary titles “Honored Teacher”, “Methodologist Teacher”, “Senior Teacher”.

In the conditions of reform and renewal of our society, the role of the teacher in these processes cannot be overestimated. The education of the people, their culture and morality, as well as the direction of further development of society largely depend on it. A number of measures are currently being implemented to increase vocational training teachers in pedagogical institutes and universities. In particular, their creative and practical training in those disciplines that will form the subject of teaching at school is enhanced, the study of psychological and pedagogical disciplines is significantly expanded and their theoretical and practical orientation is deepened. The mechanisms for selecting applicants for enrollment in pedagogical institutes and universities are being improved. They run courses for applicants. Measures are being taken to ensure that a teacher’s salary is not lower than the average monthly earnings of workers in other professions.

But the social position and prestige of the teacher and class teacher depend to a large extent on himself, on his erudition and quality of work. This is not a simple matter. Teaching work is a very complex activity. And here a number of professional problems arise for the teacher and class teacher. The appeal of pedagogical theory to the class teacher does not at all reduce the difficulties that he encounters in his work. The point here is this. The theory contains generalized provisions on how to train and educate students; it sets out general methodological ideas about the approach to children, about taking into account their age and individual characteristics. Practice appears in a wide variety of concrete and individual and often poses questions to which theory does not always provide direct answers. That is why the class teacher and teacher are required to have a lot of practical training, experience, pedagogical flexibility and the ability to creatively approach solving emerging problems, which in general determine the level of his professionalism.

Work of the class teacher with teachers

and parents

4.1.Work of the class teacher with teachers

When carrying out educational work with students, the class teacher should maintain close contacts with teachers in order to establish uniform requirements for students and improve the quality of the educational process. In what forms is this work carried out?

One of these forms is for the class teacher to attend lessons taught by teachers in his class. While attending classes, he observes the work of students, their discipline, analyzes the quality of their knowledge and cognitive activity. At the same time, the class teacher is studying the issue of accumulating grades and using their stimulating role in learning, dosing the amount of homework, etc.

The student’s active life position is manifested in his conscious and interested learning. “Study conscientiously! - should become a rule for all students.

Fostering such an attitude towards learning is the job of all teachers and parents, but the class teacher has his own capabilities in solving this problem.

By observing the work of students in the classroom, the class teacher helps teachers take into account the individual characteristics of students; at the same time, he regulates the workload of students so that it does not exceed the standards established by the school Charter.

The class teacher studies learning difficulties and, together with parents and teachers and the class, eliminates them. Some students need additional classes, others need increased control, others need increased attention and even treatment, others need to be taught mental work techniques. It is important to organize mutual assistance between students in the classroom. It is carried out on a voluntary basis in the form of friendly cooperation.

The class teacher, in unity with teachers, forms the cognitive interest of schoolchildren. He promotes the inclusion of students in the work of subject clubs, organizes conversations on scientific topics and meetings with scientists, the class activist under his leadership promotes popular science literature, etc.

An important problem in the work of the class teacher with teachers is the organization of assistance to low-performing students. Of course, every teacher should do this work. But the class teacher, being in constant contact with students, can sometimes suggest reasons for the decline in the quality of knowledge of a particular student and ask the teacher to take them into account in his work. An equally significant aspect of the class teacher’s work with teachers is the activation of extracurricular educational work, and in particular, club classes, subject Olympiads, and exhibitions of student creativity.

Finally, the class teacher himself needs the help of teachers in organizing extracurricular educational work. At his request, teachers conduct conversations with students on scientific, moral and aesthetic topics, participate in class meetings, in establishing socially useful work, etc. Thus, close interaction between the class teacher and teachers helps him to increase the content and effectiveness of educational work.

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

In organizing extracurricular and extracurricular work of the class team, leisure and vacation activities, the class teacher actively interacts with the organizing teacher. By coordinating joint activities, the class teacher involves him in conducting activities within the class, organizing the participation of students in his class in school-wide events during extracurricular and vacation times. With the support of the teacher-organizer, the class teacher attracts representatives of culture, sports, and the public to work with the class.

The class teacher must work closely with the social teacher, who is called upon to be a mediator between the child’s personality and all social institutions in resolving students’ personal crises. With the direct participation of a social teacher, the class teacher organizes socially significant activities for students, events aimed at developing social initiatives, and implementing social projects.

Various children's public associations are becoming widespread in educational institutions, promoting the inclusion of children and adolescents in new social relationships; their self-realization, manifestation and development of civic and moral position, socialization of the individual. In this area of activity, it is important for the class teacher to decide in collaboration with the senior counselor. In particular, through joint efforts, students are informed about existing children's and youth public organizations and associations.
To successfully resolve the issue of training, education and development of a child’s personality, it is necessary active interaction all participants in the educational process, differentiation, integration and coordination of pedagogical work in a single educational space and sociocultural environment. In this regard, the pedagogical council educational institutions When determining the functions of the class teacher, it is necessary, first of all, to clearly define his rights, duties and responsibilities, correlating them with the job responsibilities of other participants in the educational process.

4.2.Work of the class teacher with parents

Working with parents is an integral part of the class teacher’s work system. This work brings success if it, being systematic and scientifically based, is organically included in the general pedagogical activity of the class teacher.

The class teacher organizes all his activities with parents through the class parent committee, as well as through the teachers working in this class. The functions of the class parent committee are basically the same as those of the school-wide committee, but here Special attention is given to an individual approach to parents of students, to the study of schoolchildren, to the implementation of measures to eliminate the causes of poor performance and behavioral deficiencies, to the development of creative activity of students, and to the committee’s contacts with all teachers working in this class.

Elements of the system of working with parents are: study of the family, its way of life, microclimate, the nature of educational activities; establishing and maintaining uniform requirements of school and family in raising children; consistent psychological and pedagogical education of parents; systematic mutual information about the progress of the student’s development; joint decision-making that promotes successful learning and raising children; providing practical pedagogical assistance to parents if necessary; assistance in establishing family relations with the public in order to improve the upbringing of children; involving parents in extracurricular educational work with students at school and outside it.

Working with parents requires the class teacher to be able to establish trusting and business-like relationships with them, pedagogical tact, endurance, and consistent and relentless attention.

One of his main principles in working with parents is to rely on the positive in the personal qualities of parents and family upbringing.

The main thing in the work of the class teacher with parents is to ensure the unity of requirements for the education of students from the family and school, to create normal conditions for their home learning and to direct the educational activities of the family. The content and main forms of school work with families are discussed in a special chapter on this topic. Therefore, here we will limit ourselves to covering only some issues of the activities of class teachers in maintaining connections with students’ parents.

Parents, as stated in the methodological letter “On the work of the class teacher,” are a unique, permanently active and organized collective. Like any team, it must have its own organization, governing bodies, authorized representatives, distribution of responsibilities. In all his work, the class teacher relies on this team, primarily on its highest body - the parent meeting. The parent meeting elects its working body - the parent committee.

The school and the Soviet family have a single educational goal - the comprehensive development of children. They have common approaches to education, largely common methods and means of pedagogical influence, general ideas about the results of education.

Family pedagogy has a number of advantages over the educational activities of the class teacher: parental love, intimacy of relationships, the opportunity to more widely apply the unity of moral and material stimulation, as well as to use joint leisure for educational purposes, etc. Parents have the opportunity to effectively influence the self-education of schoolchildren. The class teacher introduces parents to ways to make fuller use of these benefits of family education.

The class teacher is interested in improving the pedagogical culture of parents. To this end, he promotes the successful work of a pedagogical lecture hall or a national university of pedagogical knowledge, organizes meetings of parents with teachers teaching in his class, lawyers, promotes literature on education, and conducts individual and group consultations. The educational level of modern parents allows us not to be limited to general recommendations for raising children, as well as elementary examples from the practice of family education, but to reveal to parents the laws of the pedagogical process, acquaint them with the achievements of the psychology of teaching and upbringing, and provide deep sanitary, hygienic, physiological and other knowledge necessary for the full upbringing of children in the family.

Personal contacts between the class teacher and parents are invaluable. Their effectiveness depends primarily on the mutual desire to cooperate, mutual trust, respect and mutual demands. The style of their relationship, as a rule, is determined by the class teacher.

Inviting (not calling) parents to school and visiting them at home is carried out by prior arrangement. The class teacher informs parents about the student’s successes, focusing their attention on the positive, talks about the difficulties and failures of the student, trying to find out the reasons and motives for weakening in studies, and jointly determine methods of pedagogical assistance. The teacher uses meetings with parents to study the family.

The class teacher focuses the attention of parents on their specific tasks and methods of education. Thus, in ideological and political education, parents influence the consciousness of children through correct assessments of events in social life and their way of life. In mental education, parents should not repeat the work of the teacher, but create the necessary conditions for completing homework, accustom them to a reasonable regime, prevent failures, encourage hard work and perseverance in learning, and form a value-based attitude towards creative thinking. Through joint work, instill in children the habit of work, frugality and prudence. A child’s morality is formed primarily by the nature of family relationships. There are also specific features in legal, sexual, aesthetic and physical education.

A large place in the work of the class teacher with the family is occupied by systematically informing parents about the progress, behavior and socially useful work of students. For this purpose, once every academic quarter, parent meetings are held, at which the state of academic performance and discipline of schoolchildren is analyzed in detail and measures are outlined to improve the work of the family in this direction. In necessary cases, when urgent family intervention is required in solving a particular educational problem, the class teacher visits parents at home or invites them to school, and they jointly agree on what measures need to be taken to improve the students’ learning or behavior. For example, a student stopped preparing homework at home and came into contact with unhealthy company. In this case, the class teacher advises parents to strengthen control over his homework, as well as his behavior outside of school. In other cases, it is discovered that the student shows increased nervousness and often comes to school in a bad mood. The class teacher needs to visit such a student at home, get acquainted with the conditions of his life and work in the family and agree with the parents on the need to create a calmer environment for him, and perhaps appropriate treatment.

The duty of class teachers is to provide pedagogical education to parents, especially taking into account the specific approach to students of different age groups. Thus, it is necessary to familiarize parents with the age-related characteristics of the upbringing and development of those students with whom the class teacher works, and give practical advice on how these characteristics should be reflected in the process of family education. Conversations, lectures and reports for parents usually cover the following topics:

Features of family education of younger schoolchildren (teenagers or older schoolchildren);

Relationships between parents and children and their influence on family education; how to help children learn;

Sanitary and hygienic regime of a schoolchild in the family;

Acceleration and its impact on the education of students;

Organization of leisure time for children in the family, etc.

The class teacher takes care of attracting parents to participate in the school lecture hall, to attend classes at the People's University of Pedagogical Knowledge, and promotes pedagogical literature on family education

Active forms of interaction between teachers and parents can be conferences for the exchange of experience, question-and-answer evenings, debates, meetings with teachers, administration, specialists /doctors, psychologists, lawyers, etc./

The class teacher involves parents in managing the work of the school and in organizing the activities of classes, which involves:

a) discussion and solution by parents of problems of raising children and school life;

b) participation of parents in organizing educational work, assistance in preparing holidays, various activities, organizing excursions, going to theaters and museums; assistance in office design, renovation, and career guidance; run by circles;

c) the creation of self-government bodies, the organization of their activities in school and classes (parent meetings, conferences, parent committees, councils, problem groups).

The special task of the class teacher is to help parents in the economic education of their children. Studies have shown that teenagers and even high school students, as a rule, do not participate in the distribution of the family budget. Some parents consider money an evil that children should face as late as possible. Others, on the contrary, always provide their children with money and “bonus” them with money for their studies and services. Still others give out money for savings, borrow from children, and then pay back with interest, etc.

At the same time, parents are interested in questions: what do children themselves think about money? What do children need to know and be able to do to earn money? Should children be given free access to money? How to teach them to live not for money, but to treat it thriftily? Etc.

Nothing brings the school closer to the family than inviting parents to talk with students and lead clubs and sections. At the same time, the authority of parents increases, and the interest of their children in school also increases noticeably.

An essential element of school management is the coordination of the activities of class teachers to maintain and strengthen ties with the family, as well as the organization of this work on a school-wide scale. However, since these issues were covered in the chapter on the joint work of school, family and community, there is no need to consider them in detail here. It should only be emphasized that issues of improving family education must be discussed at teacher councils, in methodological associations (sections) of class teachers, and also help parent committees in their work. Personal responsibility of all school leaders, teachers, class teachers, teachers of extended day groups for the successful performance of their official functions.

4.3.Planning by the class teacher of educational

work. Maintain class documentation.

The success of multifaceted educational work with the class largely depends on the quality of its planning.

The work plan of the class teacher is an operational specific document that contributes to the organization of a holistic educational process.

The plan is drawn up before the start of classes after the summer holidays, but is submitted to the school management for approval by the end of the first week of school. During this week, the class teacher consults with colleagues in parallel classes, teachers, school leaders, and parents.

The work plan is drawn up in one copy and is kept by the class teacher.

In practice, the following structure of the plan has been established: characteristics of the class, educational objectives, system of educational activities.

The title page of the plan includes the name of the school, last name, first name, patronymic of the class teacher, class, quarter and academic year.

At the beginning of the plan, a description of the class is given, which reflects the state of education of the class team and individual students. The degree of cohesion of the team, the effectiveness of public opinion about it, the ratio of the activists and the rest of the class are noted, i.e. the degree of development of the activity of all students, the quality of students’ knowledge, the nature of mutual assistance within the team, deviations from norms of behavior on the part of individual students and their reasons. The dominant interests of students and other characteristics of the class are also indicated. The characteristics serve as the basis for specifying the objectives of education for the quarter.

Then the class teacher formulates the main tasks of educational work with the class. General objectives for the age groups of students are given in the program “Approximate content of education of schoolchildren”, which is guided by the teacher. Therefore, tasks should not be overly general or extremely narrow, but should take into account the integrity of personality formation and the specifics of specific educational conditions (age, education of students, social environment, etc.).

Educational tasks can be detailed so that they correspond to the sections of the plan. It is inappropriate to set goals for individual types of educational work, as this can lead to formalism, since any work in the classroom is aimed at the comprehensive development of students.

Systematicity in educational activities is one of the main requirements for the work plan of the class teacher. It first of all requires the establishment of continuity in educational work between classes. Taking into account the age characteristics of schoolchildren in education is the most important principle of planning work with the class. A good guide for this is the guide “Approximate Contents of Education for Schoolchildren.” These features are taken into account in the following areas:

A) the content of educational work is the expansion of general horizons, the development of political, atheistic, moral, legal, aesthetic and other concepts;

b) methods of education - the transition from explanations of the class teacher to independent analysis of the phenomena of social life, deepening the connection between theory and practice;

c) forms of educational work - the transition from individual and group conversations to debates and theoretical conferences;

G) from simple executive work to independent social activities. Carrying out continuity, the class teacher prevents harmful “treading water”, gradually complicates the tasks and forms of educational work (which prevents the students’ interest in the social life of the school and class from weakening), taking into account the successes in the development of students. As students move from class to class, the teacher ensures constant updating of types of educational work, giving students great scope for independence and initiative, expanding student self-government.

There is no need for strict unification of the form of the class teacher’s work plan. It is only important that the plan contains a system of educational activities of the teacher, providing not only what he will do, but also how he will carry out educational work.

Here is an approximate form of a manager’s work plan for an academic quarter:

It is recommended to include the following sections in the plan: socio-political education, formation conscious attitude to learning, moral and legal education, labor education and career guidance, aesthetic education, improving the health of students, working with parents. Other sections and their different sequence are possible. A guideline for this can be the program “Approximate content of education for schoolchildren,” which varies the composition and sequence of sections depending on the age of the students. It is useful to include in the plan a section “Social and psychological study of students.” This section provides for observation of students at school and outside it, familiarization with living conditions and upbringing in the family, etc.

Plan Structure is determined by the main types of its ideological and organizational activities. The plan reflects school-wide activities in which the class educational team participates, work with the class itself and interacting teams. The main sections of the plan may be school-wide activities; working with a team of students; working with a team of teachers; working with a team of parents; work with the team of workers of the base enterprise. The plan is drawn up for a quarter.

In the section of general school events, the time of their holding, the degree and forms of participation of class students in them are recorded, and those responsible are identified. The section “Working with the primary educational team” is the central link of the plan. It plans for classroom hours, the participation of the teacher in the affairs of the children's group: socially useful work, duty, disco, excursions, festive evenings and hikes. The section “Working with teachers teaching in the classroom” includes activities for the exchange of mutual information, for the joint development of recommendations regarding the improvement of knowledge, skills and abilities of schoolchildren, and the implementation of an individual approach to them in the learning process. Section “Work with a team of parents is planned on the basis of established, tested forms of interaction. These include parent-teacher meetings, individual confidential conversations between the class teacher and parents, and meetings between parents and subject teachers. The section “working with the staff of the base enterprise” includes meetings between the manager and workers dedicated to school reform, its role in the acceleration strategy, and the educational capabilities of work collectives; joint events of workers and schoolchildren dedicated to the features of modern production technology, economic reform, labor traditions of the team, new forms of labor organization, production and everyday discipline.

The complexity and diversity of the educational work of the class teacher necessitate its in-depth analysis and thoughtful planning. However, not all class teachers understand this. In this regard, we will touch upon questions about how this problem arises in pedagogical science.

L.N. Tolstoy wrote that people differ from one another in that some of them first do and then think, while others first think and then do. Human activity, unlike animal behavior, is characterized by preliminary deliberation, which means that it is predicted in advance in his mind.

The famous physiologist P.K. Anokhin, as noted above, substantiated the idea of a person proactively reflecting those actions and deeds that he is going to perform. In other words, before carrying out this or that work or performing this or that action, a person predicts them in advance in his mind, projects them and creates a more or less detailed “program” of behavior. This “program” not only determines his activity, but also plays the role of an “action acceptor”, which allows him to control this activity, comparing it with the intended “program”, and make the necessary adjustments to it.

However, a pre-thought-out “program” not only makes our behavior meaningful. If it is compiled and fixed in a person’s mind, it encourages him to carry out intended actions and actions, giving them a volitional character.

The more complex a person’s activity is and the longer the period of time it covers, the more important is its preliminary thinking, programming or, in other words, planning. It is these types of activities that include pedagogical activities and, in particular, the educational work of the class teacher. It is always calculated for a more or less long time, is associated with the simultaneous solution of many problems and tasks, and if it is not predicted in detail and carefully planned, success will not be achieved. Working without a plan usually means following events. Working according to a pre-thought-out plan means directing events, creating educational situations and giving pedagogical work purposefulness and effectiveness.

When planning educational work, the class teacher must proceed from the following provisions:

a) the plan must provide for a variety of activities and types of work that would contribute to the all-round development of students;

b) since education is carried out only in activity, the plan should provide for the inclusion of schoolchildren in cognitive, patriotic, labor, artistic, aesthetic and sports activities;

c) the system of extracurricular educational work should be subordinated to the organization, education and development of the student body;

d) in the general system of extracurricular work for the comprehensive development of students, it is necessary to highlight one or another leading educational task for a given time and outline measures to solve it;

e) it is necessary that the plan contains activities aimed at coordinating the educational efforts of the class teacher, teachers who work in the classroom, and parents.

What should be the procedure for planning educational work by the class teacher?

First stage. When starting to draw up a plan, it is necessary first of all to determine the level of education of the class, its positive aspects and disadvantages. It is important to study changes in the life and work of the class, the level of development of the team. For example, progress has been made in class unity and in conducting exciting extracurricular activities. This means that, based on these positive aspects, we need to take care of organizing more meaningful practical activities and giving them the character of interesting prospects, thus realizing the “law of movement” of the team.

The social activity of students has increased - it is necessary to expand social events and deepen their content. The class shows interest in sports work - you need to make sure that it initiates mass sports competitions, physical education evenings, holidays, etc. In short, everything that is positive and interesting in the classroom must be expanded, strengthened and developed. Education on the positive always brings fruitful results.

At the same time, you need to pay attention to the shortcomings that occur in the classroom: decreased discipline, weakening interest in reading fiction, deterioration of interpersonal relationships, disunity of the team into separate groups, etc. Each of these shortcomings can become the subject of a leading educational task, the solution of which also needs to be planned.

Having determined the features of the class, its positive aspects and disadvantages, you need to write the introductory part of the plan.

Second phase planning - development of extracurricular activities for the comprehensive education and development of students. Let's try to imagine them, for example, in relation to class VI:

a) conversation “Keeping a daily routine is a trait of a cultured person”;

b) conversation “Techniques for active reproduction of studied material when preparing homework”;

c) class meeting “On the participation of schoolchildren in the work of subject clubs”;

d) excursion to the plant; meeting with young innovators and inventors;

e) participation in landscaping the school grounds, planting ornamental bushes;

f) a joint meeting of students and parents on the issue “On the participation of schoolchildren in household work”;

g) meeting with activists on the issue “On increasing the role of activists in socially useful work;

h) factory bosses visiting the class: “Why do they say that work adorns a person?”;

i) preparation of the literary evening “Motherland in Poetry”;

j) participation in the school sports competition under the motto “Olympic Reserve”;

m) conducting a newspaper review once a week on the topic “How does the world live?”

Third stage- development of measures to solve the leading educational problem. “Increasing student responsibility for completing homework”:

a) a meeting with teachers working in the classroom and parents of students on the question “How to improve the quality of home learning?”;

b) conversation with students “Basic rules for doing homework”;

c) visiting students at home to monitor their home learning;

d) a meeting of students with the school principal on the question “What is being done in class to improve homework?”;

e) holding two practical classes on completing homework in mathematics and the Russian language;

f) class meeting together with teachers and parents on the topic “What has improved in our educational work? »

Fourth stage- drawing up a plan for educational work. If the necessary activities for an academic quarter or half a year have been developed, they need to be arranged in the chronological order in which they should be carried out. It’s good to use such a plan, because you can see what needs to be done and when.

The class teacher first carries out all this work himself. But the drawn up plan must be discussed with the students, and be sure to introduce them to the leading task to which they should pay special attention. Naturally, it is necessary to take into account students’ suggestions and justify the planned activities.

Life presents class teachers with large and small tasks, which in one form or another should be reflected in their plans for all years of work. Such issues, in particular, are: nature protection, traffic rules, children and the law, boys and girls, rules for students, self-education, alcohol and health, smoking and health, speech culture and many others.

It is known that educational work is assessed not by the number of types of activities, but by its quality, i.e. by the way it contributed to the comprehensive development of the individual and team unity. Therefore, both overloading the class with various activities and underloading them are equally unacceptable. In the first case, the inevitability of layering one type of work on another and the nervousness of schoolchildren, in the second - lethargy in the life of the team.

The plan should optimally combine verbal and practical methods of work. Giving preference to the organization of student activities, one cannot underestimate the role of clarification and ideological and moral education.

Cooperation and mutual assistance between class teachers should be encouraged. A well-prepared conversation by a teacher can be conducted in several classes. The knowledge and experience of a teacher, valuable for the education of students, should not be limited to one class. By bringing this pedagogical reserve into action, the team of teachers will thereby save their energy.

The plan is not a dogma, but a basic program of action. It provides for the main tasks, in addition to which daily organizational and pedagogical work takes place, determined by the current situation.

Significant adjustments to the plan must be agreed upon with the organizer of extracurricular and extracurricular educational work.

To analyze the effectiveness of the educational work carried out, it is useful for the class teacher to keep a pedagogical diary, which, however, is not included in the mandatory reporting documentation

Based on the plan of educational work for the quarter, the class teacher can draw up a plan for the week, which specifies educational activities. It can be combined with the class teacher's diary.

The plan is the most important document of the class teacher. But, in addition to the lan, he is responsible for maintaining the class journal, personal files of students, and, if necessary, writes characteristics on them. Some class teachers keep diaries of the work carried out, as well as special magazines, in which 2-3 pages are allocated for each student. They record the positive actions of students, as well as certain negative phenomena. If records are made regularly, the class teacher has the opportunity to observe the development trends of his students and take timely measures to improve educational work both with the class and with each student individually.

Thus, the effective performance by the class teacher of his functions, the active use of work forms and clear planning makes it possible to include all schoolchildren in a holistic educational process.

CONCLUSION

The school does most of the educational work. The school has qualified teachers and builds educational work on a scientific and pedagogical basis.

The student’s active participation in learning, work, and also in the transformation of his personality is the most important goal of education and upbringing.

A school is an extremely complex and highly branched mechanism in its internal structure, which can function successfully only if each of its individual links and divisions operates harmoniously and effectively. It is difficult, for example, to achieve high results in training and education if the teaching staff of the school does not have a single line and consistency in their work, if it is not united by clearly defined goals. Equally important is the properly organized interaction of all parts of the student body, the degree of its influence on the study and behavior of schoolchildren. All this testifies to the enormous role of developing the scientific foundations of school management and its educational work.

Implementation of the law on education also requires awareness-raising work among parents and young people about ways to obtain an education. For this purpose, the school organizes parent-teacher meetings, conducts conversations, lectures and reports on these issues, collective and individual consultations for parents and students on vocational guidance. An important place in this direction is occupied by the expansion and strengthening of the educational and material base of the school. With the help of sponsoring enterprises, teachers equip classrooms, create textbooks and teaching aids for free use by students, strengthen the basis of labor training and education, etc.

School leaders and teachers need to take care and think through the issue of how to provide all students with textbooks and teaching aids, how to organize a medical examination of children, etc.

With frontal control, the work of several teachers or the entire teaching staff is studied in solving all the main tasks of teaching and education. In this case, the lessons of teachers, which are attended by the school director and his deputies, are analyzed from the point of view of their content, methodological organization and educational orientation, as well as the quality of knowledge and behavior of students.

With thematic control, one side of the educational process or extracurricular activities is studied and analyzed. For example, a teacher’s ability to carry out developmental teaching or moral education, etc. in the classroom can be studied. Likewise, when monitoring extracurricular activities, issues such as the quality of individual education of students by class teachers, the state of socially useful work, etc. can be highlighted. Naturally, both of these types of control should be combined and complement each other.

While attending class and extracurricular activities, school leaders keep notes of their observations and conclusions in a special journal and then report them to teachers and class teachers. At the same time, it is necessary to maintain high objectivity, delicacy and tact so that the analysis of classes does not offend the teacher, but, on the contrary, encourages him to improve his work. At the same time, the analysis of classes should be accompanied by advice and methodological recommendations for teachers to overcome the noticed shortcomings and more fully use psychological and pedagogical theory.

In school practice we have developed following forms methodological work: preparation and discussion of reports (abstracts) of teachers and class teachers on the most important issues of teaching and upbringing of students (intensification of cognitive activity of schoolchildren, formation scientific concepts, mental development of students in the learning process, stimulation of cognitive needs, strengthening the personal dignity of schoolchildren in a team, etc.); collective visit and discussion of lessons of extracurricular activities; discussion of new psychological and pedagogical literature; holding scientific and methodological conferences; exchange of work experience; study and dissemination of advanced pedagogical experience. In recent years, a unique form of mentoring has become widespread, when more experienced teachers mentor young teachers, passing on their teaching achievements to them, inviting them to their lessons, and jointly analyzing them.

Teachers’ free time should be increased in every possible way so that they can engage in self-education, read literature, get acquainted with the latest in psychology and pedagogy, and attend cultural events.

In the article " Psychological Science and the matter of education” S.L. Rubinstein wrote: “The pedagogical process, the activity of the teacher, shapes the developing personality of the child to the extent that the teacher guides the child’s activity, and does not replace it.” The formation of personality occurs mainly in the process of one’s own activities, one’s own actions. Therefore, the main task of the class teacher is to ensure that the role of self-education in formation is as large as possible.

Currently, schools are introducing positions of practical psychologists and social psychologists who are, to one degree or another, involved in the training and education of students. Nevertheless, only the teacher, the class teacher, fully possesses the means and ability to carry out the effective formation of a growing personality, the development of his worldview and moral and aesthetic culture. It is on this that his authority, dignity and pride in his calling are based, in his complex and very necessary work for people, which no one but him can do. He must feel his high prestige in society, the greatness of his profession and deservedly experience the deep pathos of being a Teacher - this really sounds proud!

I want to say that school years leave a deep imprint on a person’s consciousness. They are remembered later not only by the interesting lessons of the best teachers. Fascinating school excursions and trips, school evenings, bright reports come to mind, and the intimate conversations of the class teacher and his friendly support in difficult times are not forgotten. Many students do not break ties with their favorite class teachers even after graduation.

LITERATURE

1. Kharlamov I.F. Pedagogy: Textbook.-4th ed., revised. and additional – M.: Gardariki, 2002.

2. Krol V.M. Psychology and pedagogy: Textbook for technical. Universities. – M.: Higher school, 2001.

3. Likhachev B.T. – Pedagogy: Course of lectures / Textbook for student teachers. Textbook Institutions and students of IPK and FPK. -4th ed., revised. And additional - M.: Yurayt, 2000.

4. Pedagogy: Textbook. A manual for pedagogical students. In-tov/.Ed. Yu.K. Babansky. - M.: Education, 1983.

5. Pedagogy: Textbook for students of pedagogical institutes / Yu.K. Babansky – 2nd ed., add. And reworked. – M., Education, 1988.

6. Stolyarenko L.D., Stolyarenko V.E. – Psychology and pedagogy for technical universities. Series “Textbooks for technical universities”, Rostov N/A: “Felix”, 2001.

7. Shchurkova N.E. Educational program for schoolchildren - M., 1998.

8. Karakovsky V.A., Novikova L.I., Selivanova N. Education? Education... Education! - M., 1996.

9. Bondarevskaya E.V. Value foundations of personality-oriented education. // Pedagogy. 1995.No.4.

10. Agutov P.R. Technology and modern education // Pedagogy. -1996. - No. 2/.

11. Anikeeva N.P. Education by play: Book. for the teacher. – M.: Enlightenment,

12. Afanasyev V.G. Systematicity and society. – M.: Politizdat, 1980.

13. Fridman L.M., Kulagina I.Yu. "Psychological reference book for teachers."

The activity of the class teacher achieves its goal and gives the best result provided that it is carried out in a certain system. Class teacher activity system– this is a set of mutually interconnected components of pedagogical activity arising from the goals and objectives of education. It involves a thoughtful selection of educational material that is feasible for students and the skillful use of the most effective means of methods and forms of interaction and influence.

T.I. Kulikova made an attempt to correlate the components of teaching activity with the content of the class teacher’s activity (Table 2). table 2

Components of the teaching activity of a class teacher	Contents of the class teacher's activities
Gnostic component	Promoting a generally favorable psychological climate in the class team; assisting students in developing communicative skills; organization in the classroom of an educational process that is optimal for the development of the positive potential of students’ personalities within the framework of the activities of the school team.
Design component	Monitoring the progress of each student; monitoring student attendance at classes; determining the state and prospects for the development of the class team; stimulating and taking into account the diverse activities of students, including in the system of additional education for children.
Structural component	Studying the individual characteristics of students and the dynamics of their development; regulation of interpersonal relationships between students; conducting consultations and conversations with parents (other legal representatives) of students.
Communication component	Ensuring communication between the educational institution and the family; establishing contacts with parents (other legal representatives) of students, providing them with assistance in educating students (personally, through a psychologist, social teacher, additional education teacher); interaction with each student and the team, the class as a whole; establishing interaction between teaching staff and students; interaction with teaching staff, as well as educational and support staff of educational institutions.
Organizational component	Organization of educational work with students through “small teacher councils”, pedagogical councils, thematic and other events; maintaining documentation (class journal, personal files of students, work plan of the class teacher).

Table 2. Correlation of the components of teaching activity with the content of the class teacher’s activity.

Variability in the activities of the class teacher. M.I. Rozhkov and L.V. Bayborodov represent the variability of classroom management in several aspects:

– organizationally – options for professional and job status;

– in psychological and pedagogical – choosing a position in relations with students (organizer, ordinary participant, observer, senior friend, curator, etc.).

The variability of classroom management is due to the following factors:

– operating conditions of the educational institution, features of the educational system;

– economic opportunities of the school and parents;

– age characteristics of children, their level of education, organization, learning ability, state of health and physical development of students;

– the preparedness of teachers to organize extracurricular educational work.

The following options for the job status of a class teacher in secondary schools are possible:

– class teacher (exempt class teacher);

- classroom teacher;

- a great curator.

E. Petrenko classifies successful class teachers as one of four types: class teacher-organizer, class teacher-psychologist, class teacher-social organizer and supportive class teacher.

Class teacher-organizer. The main interest of such a class teacher is the formation of a class team, the development of the class as an active, organized, cohesive group, where everyone feels useful and involved in the common cause.

Development of the class team as a subject, active force Education, as we know, is possible only in the process of joint activity of schoolchildren. In this case, the class teacher strives to build extracurricular life in such a way that it is varied and meaningful for the children.

The main concern of the class teacher-organizer is creating conditions for interaction and unity of children: working with self-government bodies; creation of collective affairs and support of related traditions.

The class teacher-organizer relies, first of all, on knowledge of the interests and inclinations of the children, their passion for one or another type of activity. This can be educational, club, sports and recreational, gaming, patronage and other types of activities.

The choice of direction depends on the interests and needs of students, the personal characteristics of the class teacher, the capabilities and traditions of the school.

The class teacher-organizer teaches the children how to think and come up with a business together, how to give everyone the opportunity to speak out and be heard, how to distribute their energy and time, and how to act in order to achieve a result. All technologies of collective creative activity and methods of organizing microgroups (teams) work for this. The class teacher-organizer uses all possible collective forms of work of a playful, competitive, and creative nature. His priorities are things that can unite children, in which schoolchildren can express themselves and gain recognition from their peers (competition, performance, concert, hike, competition and much more).

Only a teacher who has leadership talent can become a class organizer; someone who knows how to assign work, give orders, sum up and evaluate results and can teach the guys this. And most importantly, the organizer can be the teacher who is able to infect others with his active energy, who knows how to create, invent and teach this to children in various forms of activity.

Class teacher-psychologist. The main concern of such a class teacher is the creation of a microclimate in the classroom: a system of friendly, friendly relations between classmates towards each other, both in activities and in communication. Without creating a trusting atmosphere of cooperation, it is impossible to satisfy the basic needs of adolescents. According to V.R. Yasnitskaya, these are the needs for security, belonging and recognition in the class.

From the student’s point of view, the satisfaction/dissatisfaction of these needs is reflected in “internal” issues:

– how do specific classmates and the class as a whole treat me?

– does the class form a certain community (“we”), and do I feel like an integral part of this community?

– how do I feel about my classmates and the class as a whole?

The quality of the classroom microclimate can be assessed by how protected each student feels in the classroom, how united the children are, how actively and in what ways each of them expresses himself and his attitude towards the class.

The development of a favorable class microclimate is ensured only if the class teacher places the main emphasis not on the organization of schoolchildren’s activities and its results, but on the children’s relationships during interaction, on their conflict-free communication and creating an atmosphere of general concern for specific classmates and other people.

The necessary pedagogical skills of a classroom psychologist are communication skills: the ability to understand others, perceive and adequately interpret the state of another person; the ability to establish psychological contact, the ability to work with children’s relationships. In order to successfully carry out his tasks, the class teacher-psychologist first of all tries to understand the nature of interpersonal and intergroup relations in the class, to see the psychological roles of the children, in particular those who claim leadership and the presence of outcasts in the class.

The main forms of organizing communication and joint activities of the class teacher-psychologist are forms close to psychological training, psychological and role-playing games, but also discussion forms.

Class teacher-social organizer. The goal of the class teacher-social organizer is the development of social activity and competence of schoolchildren. The teacher in this version strives to develop the class as a socially oriented group capable of contributing to the improvement surrounding life, tries to strengthen the civic competence of schoolchildren. The content of the activities of the class teacher-social organizer is:

– in creating conditions for schoolchildren to participate in socially useful activities that are interesting to them;

– in encouraging schoolchildren’s initiatives to carry out socially approved and personally significant activities;

– in involving schoolchildren in the design and management of social programs and actions.

One of effective technologies Forming the experience of active social activity, as is known, is social design - creative activity for the benefit of the local community, solving specific social problems of the school and neighborhood. By participating in social projects, children collect information about pressing problems of the city, town, village; conduct surveys of residents; meet and establish business contacts with people of different ages related to the project being developed.

Based on information, using acquired contacts and acquaintances, schoolchildren develop their own solution to a particular social problem. As a result, a specific action plan is formed that needs to be implemented.

This type of activity helps schoolchildren to feel involved in any ongoing events, develops a desire to help people, awakens civic feelings, and forms an active social position. The result of the activities of the class teacher-social organizer is the formation of the class as a socially oriented group. The qualities of this class are manifested:

– the degree to which schoolchildren are involved in preparation and participation in socially useful activities;

– to the extent of their mastery of methods of organizing this activity;

– in changing the motivation of schoolchildren’s activities towards positive social experience;

– in the involvement of students in resolving those issues and problems that need to be solved in life around them.

Project type work is difficult. A teacher-social organizer needs good skills in building group work, creating an atmosphere of cooperation, knowledge from many subject and practical areas, and mastery of the technology of social design as a pedagogical tool.

Supportive class teacher. The main tasks of a supportive class teacher: ensuring the individual development and self-development of the child; supporting the student in solving life problems, protecting his personal dignity and rights. To follow this path, the class teacher must study and understand individual problems, features of the development and formation of each child. He strives to work not only with the traditional categories of “difficult” teenagers and gifted children, but also with other categories of children who, from the point of view of a supportive class teacher, require special attention, assistance and “accompaniment”.

The main goal of the class teacher of junior schoolchildren of the supporting type is to create a space for the manifestation of the creative individuality of students. At the same time, he emphasizes giving children the freedom to choose forms and ways of expressing their activity, the opportunity to find and occupy their own niche in the life of the class.

A supportive teacher teaches the student to see his own life situations (and himself in these situations), analyze them from the point of view of his desires, aspirations, capabilities, and encourages him to take responsibility for his actions. This does not mean that a supportive class teacher does not work with the class, with the team. But he perceives the class, the collective, first of all, as a developed space of opportunities for self-knowledge, self-recognition, self-determination, and self-realization of specific schoolchildren.

Main tasks and areas of activity of the class teacher. The work of the class teacher should be focused on the school code and the traditional rules of high universal and national culture. The five key tasks of a class teacher include the following tasks.

1. Creating a favorable socio-psychological climate in the classroom based on the principles of humanistic relationships, the establishment of moral behavioral traditions, uniting the community of children into a team and value-oriented group activities.

2.Organization of various group and individual activities in the name of the diversified development of a young person entering an increasingly variegated spectrum of social relationships. At the same time, it is important that different types of activities (cognitive, transformative, artistic, communication) include each student in broad interaction with the world.

3.Organization of spiritual and moral activities of schoolchildren, based, on the one hand, on their understanding of life as such (social and personal, universal and cosmic), and on the other hand, on an understanding of their own “I”.

4.Organization of pedagogical support for schoolchildren in order to realize his potential creative abilities.

5. Formation of the student’s attitude towards his own “I” as a representative of humanity, a citizen of his Fatherland, a member of society, family, school community. Supporting his individuality different from the other “I”, but capable of living in community with others. In the system of work of the class teacher, there are several directions:

Information direction involves the collection of information by the class teacher about students. The class teacher studies schoolchildren using various methods. The most important of them are the following: daily observation of the activities and behavior of students during classes and extracurricular work, individual and group diagnostic conversations, studying the results of students’ activities, visiting them at home, natural experiment, rating, method of competent assessments.

Unifying direction– work aimed at the formation and manifestation of a unique individuality, the “face” of the class community. At the same time, the class teacher takes care of the position and place of the class in the school community, promoting inter-age communication. This work is energy-intensive, energy-intensive, and, according to leading teachers, the most difficult, requiring constant dedication and self-improvement.

Disciplining direction– education of students in the spirit of conscious discipline, teaching them to follow the rules of life in a team, in society, and a culture of behavior. From the very first days of classes, the class teacher needs to establish a clear routine for the functioning of the class.

Ideological and educational direction– introducing schoolchildren to the ideas and values of modern society and the state. Orientation towards humanistic values is a powerful incentive for students to realize self-worth, self-worth, and develop self-esteem. For student age, it is advisable to isolate the ideas of humanism, social justice, patriotism, citizenship, national identification and multiculturalism, peace and non-violence, healthy image human life and safety. Efforts to ensure the safety of students must be directed, first of all, to changing human behavior in order to reduce the likelihood of potential dangers occurring.

Coordinating direction. The class teacher must coordinate and direct the educational work of teachers in his class. The responsibilities of each teacher include not only equipping students with knowledge, but also forming a worldview, developing cognitive interests and abilities. The task of the class teacher is to ensure close cooperation with the teachers of his class, to achieve unity of requirements and pedagogical influences. From time to time, the class teacher meets with the teachers of his class and discusses the implementation of uniform requirements, the quality of knowledge and the state of discipline. Active communication between teachers and the class teacher helps improve the state of educational work in the classroom.

Direction of communication with parents. The connection between the school and the family is carried out mainly and primarily through class teachers. The class teacher builds relationships with parents as equals with equals, as colleagues with colleagues, guided by the principle of equal interest. The main tone of the relationship with parents can be determined by two questions: “Let's consult?”; “What do you think?” The basics of the class teacher’s work with the family will be discussed in more detail below, paragraph 2.2.

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